arm. Encourage them in every possible way to demonstrate the value of this theory. It does not matter whether the one who tries this writes better or worse at first. The main thing is to induce all to use the arm for writing; and the direct way to accomplish this is through the spacing action. Give frequent reviews on the movements and exercises. Go back to some point where the majority can do the work creditably, and take a fresh start. Try to have all written work carefully done, whether in the penmanship class or on the daily lessons. Rapid writing will not answer until the perfect movement has prepared the way for it. This method is universal in its scope and application, and while you will be expected to adhere to the foundation principles as here set forth, you should in an important sense make the work your own. Individualize your efforts. Thoughtful study will enable you to find many useful methods, which although different from any here given may be quite as valuable. Seek to demonstrate by investigation that you are absolutely right, and then if you earnestly desire to teach penmanship successfully, the confidence necessary to do the work fearlessly will not be lacking.

More detailed instructions will be found on the covers of the copy books of the Wells Natural Movement Series of copy books. Where the detailed directions for class work as given in this manual differ from those given on the covers of the copy book, follow the copy book instructions.

FORM STUDY, DRAWING AND COLOR

The purpose of education in Form Study, Drawing and Color is three-fold-practical, educational and æsthetic. By following out this three-fold purpose, provision is made for mental and spiritual, as well as industrial growth, and the work becomes worthy of the broad designation, Art Education.

course stands

A good course in Art Education stands for certain well-defined ends in the education of children :— The recognition of the child's individuality, and of his æsthetic feelings, his natural love of what the the beautiful. The recognition of Nature as a part of the child's environment and the cultivation of his power of appreciating and expressing the spirit and the beauty of natural objects.

for.

The recognition of Industry and Art as parts of the child's social environment, the cultivation of his power of appreciating the beauty and significance of Industrial and Art work, and the development of his creative powers along Industrial and Art lines.

The method employed to secure these ends is that of appealing to the interest of the child in Its method beautiful objects, encouraging his self-activity, nourishing his mind with well-chosen mental food,

and so developing his powers through intelligently guided exercise that he may be constantly growing in mind and in æsthetic feeling through his self-activity, in observation, thought, and manual expression.

The work of this Course can be most clearly seen under its two divisions :

Its two divisions.

Grades.

A Course for Primary Grades.

A Course for Intermediate and Grammar

I. A COURSE FOR PRIMARY GRADES

Form Study the foundation of primary work.

Form Study and Drawing

The foundation work of these grades is Form Study from objects. The purpose of this Form Study is to build up in the child's mind clear and correct concepts of form as a basis for thinking and doing. To this end the Form Study should be made individual, the pupil exercising both touch and sight in his observations.

Develop

The forms studied by the child should be presented to him in such a manner that he may grasp ment of idea the idea of types of form, discovering such of types. types, for himself, through observation and comparison of the common objects provided for such study.

The study of type forms should be so conducted as to :

a. Help the pupil to classify the miscellaneous forms. which he already knows, by leading him to refer these forms to the types which he has found to represent them as ideals.

b. Help develop the pupil's imagination along healthy

and desirable lines, by leading him to see in each type the suggestion of natural and manufactured objects not present before his eyes.

Order of presentation that of the

of types,

Kindergar

ten.

The types thus studied should be presented in the natural sequence proven by Kindergarten experience to be best adapted to the developing comprehension of the child's mind. Spherical and nearly spherical objects first lead the child to the idea of the sphere; then, following the logical form-sequence of Froebel, cubic and nearly cubic objects lead him to the idea of the cube, the form showing at once the greatest resemblance to, and the greatest difference from, the sphere, each idea being strengthened by the mutual contrast. Still following the Kindergarten sequence, cylindric and nearly cylindric objects next lead to the idea of the cylindric type, which is the mediation between the sphere and the cube. Other forms should follow these in course, each new form being studied in the light of all the preceding study, that the mental process may be that of sequential advancement from the known to the unknown. FIRST TWO YEARS

1. TO BE STUDIED.

(a) Type solids for the first year:

Sphere, cube, cylinder.

Hemisphere, square prism, right-angled triangular prism.

Type solids for the second year :

Ellipsoid, ovoid, equilateral triangular prism, cone, square pyramid, vase form.

(b) Nature-forms and common objects : Objects resembling these type solids.

(c) Pictures in which objects resembling these types

may be found.

2. Observation.

(a) of form:

In nature and common things.
In type solids.

(b) of color;

In nature and common things.
In type colors.

3. Expression.

(a) By modelling in clay.

(b) By laying color tablets.

(c) By paper folding, cutting, and making.

(d) By stick laying.

(e) By oral and written language.

(f) By drawing with chalk and pencil. 4. Time.

Five fifteen-minute lessons a week.

The study of Form should be in every case so guided as to take cognizance, first of wholes, and afterwards of parts. Each solid should be regarded first as a complete unit; next as to its surface, and the parts (faces) which may make up that surface; next as to edges, their direction and relationship, and their junction at corners. It is not held desirable to present many sections of type solids as themselves typical. This phase of Form Study is too analytical for primary work, the variations obtainable by section are too numerous for practical class-room study in these grades, and they offer as a rule comparatively few suggestions of familiar objects for individual study in the child's environment. The hemisphere and the right

Sections.