6o NATURE-STUDY 



form, color, and details. But they are very useful in show- 

 ing relationship, sequence, simplified plan of structure, etc. 

 Maps and construction plans are thus diagrammatic and 

 symbolic, and the same practice should be extended to the 

 representation of physical apparatus, physiological structure, 

 geological formations, flower plans, insect structure, etc., in 

 elementary science. Such drawings often show relations 

 better than do the more artistic and complete pictures. 

 Black-board drawing should be required more than is usually 

 the case. Let the children tell on the board what they see. 

 This is especially good for rapid and diagrammatic sketches. 

 I do not propose to say much in regard to the methods and 

 media to be employed in the art work, for that would be 

 infringing too much upon the artist's domain, and they differ 

 greatly in different schools. But it may be said in a gen- 

 eral way that color seems to be the best and easiest mode of 

 expression in the lowest grades, and should be the first and 

 chief medium used. Wash drawings in ink are also very 

 successful, especially silhouettes in the lowest classes. Crayon 

 and pencil work are more difficult, but when once acquired 

 with some proficiency they are excellent for pictorial' rep- 

 resentation of detailed structure study, action, illustrated 

 stories, rapid sketches, etc. In higher grades, drawing is 

 perhaps the best method for developing accuracy in hne and 

 proportion. Charcoal is also a very successful medium, es- 

 pecially in study of scenery, trees, fruit, etc. Cut-outs of 

 paper, made freehand and mounted, are easy and interesting 

 for the little ones, and are suitable for compositions of animal 

 scenes, child life, etc. ModeUing may be applied to the rep- 

 resentation of simple animals, flowers, fruit, vegetables, etc., 

 and finds a limited application in nature-study. Modelling of 



