CIHM Microfiche Series (Monographs) ICMH Collection de microfiches (monographies) Canadian Institute for Historicai Microreproductions / Instltut canadien de microreproductlons historlques (5)9000 / Thi! Ce 1G Lies Technical and Bibliographic Notes / Notes techniques et bibliographiques The Institute has attempted 'o obtain the best original copy available for filming. Features of this copy which may be bibliographically unique, which may alter any of the images in the reproduction, or which may significantly change the usual method of filming are checked below. / Coloured covers / Couverture de couleur Covers damaged / Couverture endommagee Covers restored and/or laminated / Couverture restauree et/ou pelliculee D I I Cover title missing / Le litre de couverture manque r I Coloured maps / Cartes geographiques en couleur D Coloured ink (i.e. other than blue or black) / Encre de couleur (i.e. autre que bleue ou noire) I I Coloured plates and/or illustrations / D D D D Planches et/ou illustrations en couleur Bound with other material / Relie avec d'auttes documents Only edition available / Seule edition disponible Tight binding may cause shadows or distortion along interior margin / La reliure serree peut causer de I'ombre ou de la distorsion le long de la marge interieure. Blank leaves added dunng restorations may appear within the text. Whenever possible, these have been omitted from filming / Use peut que certaines pages blanches ajoutees lors d'une restauration apparaissent dans le texte, mais, lorsquc cela etait possible, ces pages n'ont pas ete filmees. L'Institut a microfilme le meilleur exemplaire qu'il lui a ete possible de se procurer. Les details de cet exem- plaire qui sont peut-etre uniques du point de vue bibli- ographique, qui peuvent modifier une image reproduite. ou qui peuvent exiger une modification dans la metho- de normale de filmage sont indiques ci-dessous. I Coloured pages / Pages de couleur Pages damaged / Pages endommagees □ Pages restored and/or laminated / Pages restaurees et/ou pelliculees Pages discoloured, stained or foxed / Pages decolorees, tachetees ou piquees / Pages detached / Pages detachees Showthrough / Transparence r~71 Quality of print varies / | i/ I Qualite inegale de I'impression D D D Includes supplementary material / Comprend du materiel supplementaire Pages wholly or partially obscured by errata slips, tissues, etc., have been refilmed to ensure the best possible image / Les pages totalement ou partiellement obscurcies par un feuillet d'errata, une pelure, etc., ont ete tilmees a nouveau de faijon a obtenir la meilleure image possible. Opposing pages with varying colouration or discolourations are filmed twice to ensure the best possible image / Les pages s'opposant ayant des colorations variables ou des decolorations sont (ilmees deux fois afin d'obtenir la meilleure image possible. 7 Additional comments / Commentaires supplementaires: Part of covers and versos is missing. Pagination is unnumbered. This Item is filmed at the reduction ratio checked below / Ce document est filme au taux de reduction ii.dique ci-dessous. •iOx 14x 18x 22x 2Ex 30x '* 19v 1fiY ?0x 24x 28x 32x The copy filmed here has been reproduced thanks to the generosity of: Ontario Institute for Studies In Education University of Toronto The images appearing here are the best quality possible considering the condition and legibility of the original copy and in keeping with the filming contract specificaticns. Original copies in printed paper covers are filmed beginning with the front cover and ending on the last page with a printed or illustrated impres- sio 1. or the back cover when appropriate. Ail other original copies are filmed beginning on th« first page with a priiited or illustrated impres- sion, and ending on the last page with a printed or illustrated impression. The last recorded frame on each microfiche shall contain the symbol — ♦• (meaning "CQN- TINUED"). or the symbol V (meaning "END"), whichever applies. Maps, plates, charts, etc., may be filmed at different reduction ratios. Those too large to be entirely included in one exposure are filmed beginning in the upper left hand corner, left to right and top to bottom, as many frames as required. The following diagrams illustrate the method: L'exemplaire film^ fut reproduit grace ^ la g^n^rosit^ de: Ontario Institute for Studies in Education University of Toronto Les images suivantes ont dt6 reproduites avec le plus grand soin, compte tenu de la condition et de la nettet^ da laxemplaire film6. et en conformity avec les conditions du contrat de filmage. Les exemplaires originaux dont la couverture en papier est imprim^e sort film^s an commengant par le premier plat et en terminant soit par la derniire page qui comporte une empreinte d'impression ou d'illustration, soit par la second plat, salon le cas. Tous les autres exemplaires originaux sont film^ en commenpant par la premiere page qui comporte une empreinte d'impression ou d'illustration et en terminant par ia derni^re page qui comporte une telle empreinte. Un des symboles suivants apparaitra sur la derni^re image de cheque microfiche, selon le cas: le symbole — ♦■ signifie "A SUIVRF", le symbole V signifie "FIN". Les cartes, planches, tableaux, etc.. peuvent dtre filmis d des taux de reduction diff^rents. Lorsque le document est trop grand pour dtre reproduit en un seul cliche, il est filmd d partir de Tangle supArieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images n^cessaire. Les diagrammes suivants illustrent la mithode. 1 2 3 1 2 3 4 5 6 MICROCOPY RESOIUTION TEST CHART (ANSI ond ISO TEST CHART No 2) 1.0 I.I .11 13.2 1^ ■ 40 m 2.2 2.0 1.8 1.25 1.4 ^ APPLIED INA>1GE Inc S^ '^^i tast Main Streel —-..S Rochester, Ne* rork 14609 USA "^^ ' ^'6) *82 " 0300 - Phone ^^ ("-'16) 288 - f.9«q - Tax C^'f- ^e^ X:^ >-<. ^v / t-^t AUTHORlZEb BS^THE -\. -+ . ■)■ T^K, OF E^.DUCATIOT^ •vtsit Mtoitf fif iw # W^Mmj liptwitei ft' \' ', I Hints to the Teacher. Tt ;s a common experience that children are fonder of Drawing tlian of Writing, and therefore they will succeed sooner and more easily in giving expression to their ideas by the former means. The cultivating of these natural powers added to the trainini? of the eye to discern the beauties in nature and art, make the Kindergarten Drawing one of the most valu.iljle means for the training of children. In order to give steadiness to the pliable fingers, ,-ind to accustom the eye to accuracy, we adoiit Friedrich Froebel's i.ian by providing the child with a cheiiucred copy-book and slate. Even the simplest outline of an object consists of either i' straight or curved lines ; and in order to train children to good '' habits while drawing, the foundation shrevious one. Many intermediate forms are purposely left out in order to leave scope for invention. I \ In some designs there is only an indication of the elements of I more complicated forms, whi.:h may be filled in and made prettier I Others can be enlarged or reduced. \ 'I'he child should learn to combine, invent, and change the i forms, also to u.se the ruler and the inch-measure ; in all cases he must count the number of squares in order to find the distance and i)rop(jrtion, so thai when he arrives at Freehand and Map Drawing, the eye and hand may be prepared. This Cmne of Diawin}; will sliow how much can be done by small means, how, by progressive exercises, new combinations and v'arieties apfiear. It is necewary thorelorc to go slowly at the beginning, and let the child become very familiar with his material. Our wish is, that by means of these books children should find pleasnre in Inventive Drawing : th.at it may cuitiv.ate the •sense ol the beautiful, and that it may guide them later on in their more advancetl studios and m their dailv avocations. r- sr^' ..J J 1 ) ***aig«^'»KiB^«gV; ' > i| I ■ n ■ ! I "1 ::i I I 1 — I ...1 1 [""1 . _^.J . ; ( ! i ( ^ u.. ...S-^-ul^ „_j 1 r--1 T i J L E">«*?*!*™^^^ltftyj ■■BSI i — f — 1 1 ~| 1 — .^ r I f-- J — ( ^ :□ i ! ^""J J L! r. rn . .,^_ .. .i t 4-1 1 I f-r- L d- \ U U U 1 J ri i r"T " y I I n-f ! TT"- '\ 1 j r 3 ■ •'_ J 1 1 — _- L„. -i r~i n ! -■t~i ii , I i ——I . .1 r ■ 1 «. — , ^. -j 5 :1 -4- r"TJ"'Ti I T , ^—i.^^. .^ ! ■n I ) r — 1 "IT :i c ,□ r 1 U4- 1 (• — i 1 I l__i..J [ ..-J 1.. ...I - T 1 ! ! ' '"■ 1 l...._M '■^■-] i ; IJ--^ n "i'"i r-"r" I I 1 .•T^m »*•■ 3 t — rt ..J / //'/ ■/■..,. \/ \/; / f i ) ''■\ .,..>' > — \. : T -^ / — y v.. ^. — ..,. "- ..J — , ■V /L -.V >>t<5 /\ "X'-'' [/•\1 f i 1 ..] K !■ r - ^,.— .— ^ - / \ r-l^. y \/ /K / .— I — i — ,. .1..-^ ...„_,. >*r-^- I ""X i ! ..1. -IV. \ \ :> / \ / \ -J- / \ v^ -x \. x.. X \ ./ \ \ „/ \ \ ■■-W- / \ / \ > V "1 1 — r "t^ 'I' I »' '■■» ■■ T ' • -1 ''-~-A "TT^^-^v " / ' 1 r i-... A Ki < I A/ A ^VJ A t j \ / I I I "n 'A ??r?" ^■J'■3^;'^^'X^•^fr^^grrm v»mv? v . vvf^■•■y^.'?M 1 r ..._^...„j I i , I ><;: > ^^ ,i ! ir^T^ ^ r i .... — 1 — ^. ' ! i J f ■ 1 ; 1 \ T---r-- I X J L i f t- i. r ik 1 J \ ... L u -^iMHi)'*^^ "1 Drawing is one of the most efficacious means of Education, and is of M deepest importance, especially for childhood.— F roebel. A recognition of the importance of Drawing in prac- tical life is the moving cause of the endf ivors made at the present day to reform this branch of education, eiideavours which concentrate chiefly arounij two pcrints, the introduc- tion of drawing into al! schools, and into all their classes, and the raising of Drawing to be,a real subject of teaching ; the obtaining of a method answering to the requirements of modern pedagogy. " The necessity of seeking the first elements of drawing was demonstrated by Pestalozzi." " Froebel sought the first elements of drawing and found them." But drawing has hitherto been taught almost exclu- sively by artists ; who, if they knew Pestalozzi or Froebel at all, only knew tl.em by name so that the ideas of these two masters of pedagogy have never been carried out or at least have only been turned to account in the Kindergarten. The Designer of this Drawing Comae, while incorpor- ating the Froebelian principles has had chiefly in view the wants of the children from 5 to 8 years of age, and the necessity of a drawing book which would not require in the teacher much previous preparatiofi, THUS FOR THE FIRST TIME MAKING IT POSSIBLE FOR DRAWING TO BE TAUGHT IN EVERY SCHOOL. He believes that the advantages of the system may be succinctly stated :— I. The hand and the eye are gradually but surely trained to appreciate ths sises and distance* of objects, and then to represent them with fidelity by drawing IL By the observation of symmetrically arranged figures the sentiment or feeling of Beauty becomes developed in' the mind of a child, laying a foundation on which he may afterwards build a correct taste in all matters relating to form and outline. HI. There is opened a wide field for for the instinf t for drawing and construction, so natural in a child ; extending and strengthening his power of imita- tion, and preserving him from weariness and disgu.st by the INFINITE VARIETY OF OIliRCTS PHEStNTKD. IV. By means of this kind of drawing, the child acquires certain conceptions of geometrical form.s, which are likely to be serviceable to him afterwards in school and in private life ; such, for instance, as true ideas or notions of right lines, right angles, acute and obtusse angles, perpendicular and horizontal lines, diagonal and parallel lines, squares, rhomboids, triangles, pentagons, octagons. &sc As the first attempts will naturally be imperfect, it may be remarked that the Teacher should discourage the use of fndi/j Rubier. By attention and appl.cation. the child will learn to perform the task set before him, and will soon be able to avoid such mode of hiding faults :is is implied by rubbipg out. It is better to leave .some of the defects uncorrected, than to indulge the youthful draughts- man in .1 belief tfiat an easy mode exists of gettu rid of his own carelessness or want of skill. \1 _iSL.