January 20, 1888.] 



SCIENCE. 



31 



or reading. The speaker then summarized the educational advan- 

 tages of drawing, as follows : I. It brings into active use certain 

 faculties and powers of the mind, which can be reached to an equal 

 extent in no other way. For e.\ample : correct ideas of proportion 

 and scales are developed, the graphic memory is improved, ac- 

 curacy in observing is promoted, the powers of description are in- 

 creased. Although drawing is a universal language, yet few are 

 able to use it. II. Drawing facilitates the acquirement of the 

 simple elements of education. For example : spelling demands a 

 power of remembering the look of words, since in English the 

 sound is not always a trustworthy guide. The improvement of the 

 graphic memory will aid in learning to spell. Again : a child may 

 be taught to draw before it is possible or desirable that he should 

 learn to write. The pen is the worst of drawing-tools, and should 

 not' be the first to be put into the hands of children. The earlier 

 use of simpler drawing instruments will facilitate learning to write. 

 Again : drawing teaches the arithmetic of space, as tiguring teaches 

 the arithmetic of numbers. There is no reason why the child 

 should be taught one and not the other. The arithmetic of space 

 may be taught as soon as a child can use a ruler and can under- 

 stand something of drawing to scale. Furthermore, facts which in 

 figures make no appeal to the mind can be readily grasped by 

 means of drawing, especially if these are made by the pupils them- 

 selves. In all these ways drawing actually improves the mind's 

 capacity for learning other subjects. 



As a rule, the teaching of drawing is in a very backward state ; 

 for art teachers, so called, as a rule are poor teachers, and the 

 whole instruction in this branch has been hampered by the prev- 

 alent belief that no one should learn drawing who has not a special 

 talent for it. Then, too, collective methods of teaching have not 

 been properly developed. To accomplish the last-named object, it 

 is essential that the m.embers of the class be so arranged that each 

 one can have approximately the same view of the object to be 

 drawn. Object-drawing is the most difficult branch of the subject 

 to be taught collectively, but it can be done. For good class-teach- 

 ing of object-drawing, three vital principles must be observed : (a) 

 the object must be a large one, that all can easily see ; (d) all mem- 

 bers of the class must obtain approximately the same view of the 

 object ; (i:) the teacher must be acquainted with class manage- 

 ment and with the subject, and able to demonstrate principles and 

 methods with ability and enthusiasm. 



Mr. Ablett then presented the pedagogic aim of drawing in the 

 different grades. In Class i it is, (i) to develop accurate observa- 

 tion, (2) to connect writing and drawing, (3) to ward off color-blind- 

 ness, (4) to cultivate the perceptions, (5) to teach outline-drawing 

 from real objects which present no difficulties in foreshortening : 

 in Class 2, (i) to call attention to the difference between the real 

 and apparent forms of simple objects and curves, (2) to cultivate 

 the graphic memory, (3) by the dictated drawing to insure a knowl- 

 edge of art terms and give facility in working from verbal instruc- 

 tions ; in Class 3, to teach the leading principles of drawing in out- 

 line from the things of every-day life ; in Class 4, to develop a use- 

 ful power in drawing from rounded objects (plants and casts) that 

 will serve as a stepping-stone between drawing from simple objects 

 and drawing from the antique ; in Class 5, to give a knowledge of 

 shading from real things (this will assist the pupil materially in ac- 

 quiring the principles of painting, should he ever want to do so) ; 

 in Class 6, to enable those who have passed through the preced- 

 ing classes to begin the study of the higher branches of art. 



From the character of the discussion that followed Mr. Ablett's 

 excellent paper, it is easy to see that the English schoolmasters are 

 far behind our own, so far as understanding and appreciating draw- 

 ing are concerned. 



CASE SCHOOL OF APPLIED SCIENCE. 

 Leonard Case, the founder of Case School of Applied Science, 

 was one of the few wealthy men who continue in after-life the liter- 

 ary and scientific work begun in college. Inheriting a large estate, 

 he was relieved from the necessity of turning his acquirements to 

 account in making a living, but he was nevertheless a lifelong 

 student. He was one of a group of young men, who, under the 

 leadership of the famous Dr. Kirtland, formed the Cleveland Natu- 

 ral History Society, and accomplished such excellent work, as is 



shown by their publications, and by the large collections now in the 

 rooms of the society. 



In general literature he was a careful student, and he was a 

 writer of marked ability. His natural tastes, however, led him to 

 give most attention to mathematics and natural science. 



Prizing education and culture, he determined to do what he could 

 for their advancement. His first gift to Cleveland, in pursuance of 

 this idea, was Case Library, — a splendidly equipped and endowed 

 institution, and, by the courtesy of its trustees, a valuable adjunct 

 to the School of Applied Science. The magnitude of this public 

 benefaction was, however, far surpassed by his later and more 

 munificent gift for the school. 



His deep interest in his favorite studies led him to desire that 

 others should have an opportunity to pursue them under even more 

 favorable conditions than he himself had enjoyed, and to that end 

 he determined to found and endow a scientific school of high 

 grade. 



On Feb. 24, 1876, he executed a trust deed, setting apart certain 

 lands to endow a scientific school in the city of Cleveland. In the 

 trust deed he directed the trustee, Henry G. Abbey, "to cause to be 

 formed and regularly incorporated under the laws of Ohio, an in- 

 stitution of learning, to be called the 'Case School of Applied Sci- 

 ence,' and located in said city of Cleveland, in which shall be 

 taught, by competent professors and teachers, mathematics, phys- 

 ics, engineering (mechanical and civil), chemistry, economic geol- 

 ogy, mining and metallurgy, natural history, drawing, and modern 

 languages. . . . And without intending to make it a condition or 

 limitation of this conveyance, or any binding restriction upon the 

 power of such trustees, the said grantor does hereby recommend 

 to them to hold said property without alienation, and apply the 

 rents, issues, and profits thereof to the uses and purposes above, 

 and that the expenditures for such institution be not permitted to 

 exceed the annual income derived from said property." 



The value of the property thus dedicated to the cause of scien- 

 tific education was about a million and a half dollars. It consists of 

 real estate, a considerable part of which is centrally located in the 

 city. One parcel is the City Hall Block, including both the build- 

 ing and the land ; another is an entire block of land cornering on 

 the City Square ; and still others, of blocks of land less centrally 

 located. The trustees have followed the recommendation of the 

 donor, and have adopted the policy of leasing the land, so that a 

 secure and increasing income to the school is assured. 



After the death of Mr. Case, Jan. 6, 1880, the school was incor- 

 porated, and in 1881 instruction was begun in the old Case home- 

 stead near the City Square. The addition of new departments of 

 instruction, and the rapid accumulation of apparatus and appli- 

 ances for the laboratories and class-rooms, soon rendered more 

 ample accommodations necessary. An admirable site was pro- 

 cured for the school on Euclid Avenue, opposite Wade Park ; a 

 commodious building was erected from designs by John Eisenman ; 

 and in the fall of 1885 the school took possession of its new quar- 

 ters. 



On Wednesday, Oct. 27, 1886, the new building and all of the 

 valuable collections it contained were destroyed by fire. The 

 trustees and faculty of Adelbert College generously offered rooms 

 for the use of the school in a dormitory building standing very near 

 Case School, and recitations and lectures were resumed on the fol- 

 lowing Monday, work having been suspended but three days. A 

 temporary laboratory was erected for immediate use, instruments 

 and apparatus were procured for the class-rooms and laboratories, 

 and the work of the classes proceeded with comparatively little in- 

 terruption. 



The school is greatly indebted to the well-known mechanicians, 

 Warner & Swasey, the Brush Electric Light Co., and several cit- 

 izens of Cleveland, for valuable assistance in refitting the labora- 

 tories, and in replacing the library and the collections in geology, 

 mineralogy, etc. 



Meanwhile the reconstruction of the burned building was pushed 

 as rapidly as possible. The trustees, with characteristic Western 

 energy, ordered its reconstruction before the fire was entirely extin- 

 guished, and the contractor began work while some of the stones 

 were still too hot to handle. 



The building, as left by the fire, consisted of bare walls, badly 



