angled triangular prism, being the simplest, and to the child, the most suggestive of such possible sections, are explicitly presented, all others being left for incidental presentation and study in connection with the wholes from which they are derived. Expression Form. The ideas of Form obtained through this study are expressed in several different ways, as stated above. These means of expression should of ideas of be cultivated not for the production of results of technical value in themselves, but chiefly as means of promoting the mental and spiritual development of the child, by enlarging and strengthening his conceptions of Form, developing his sense of beauty, his imagination, and his creative powers; and, secondarily, as means by which the teacher is enabled to see the degree of progress he is making in his general development. The method advised for such exercises is largely that of free self-activity on the part of the children, with only so much direction and guidance by the teacher as are necessary to secure good general habits of work. Use of these Expression. Of the various modes of self-expression already named, Language is applicable to the Form Study at its every stage. Modelling is prac- modes of tised in connection with the study of types and kindred forms as wholes, and also in connection with the study of sectional parts of those wholes. Making is practised in connection with the study of forms as wholes, and also in connection with the study of their parts (surfaces and faces). Tablet-laying is practised in connection with the study of parts (faces) as well as with the study of certain facts about the wholes (views), and also in connection with the study of objects and of pleasing decorative arrangements. Stick-laying is practised in connection with the study of a form as to its parts (faces, edges, and corners), and also in connection with the study of objects and of pleasing decorative arrangements. Paper-folding and cutting are practised in connection with the study of a form as to its parts (faces, edges, and corners), and also in connection with the study of pleasing decorative arrangements. Freehand Drawing is practised continually in connection with all the other means of expression in Form Study, as the most ready means of expression. Freehand Drawing from solids. A special point should be made of encouraging freehand drawing from objects having three dimensions as well as from geometric figures, and from objects having only two dimensions. Experience under widely varying school conditions proves the perfect practicability of pupils drawing the appearance of solid objects in various positions, even in the lowest primary grade, if such drawing is not hampered with technical requirements, but is allowed to be the free expression of what the child sees and desires to express. The practical reasons for beginning such. drawing in the lowest grades are: Additional interest is felt by the child, if encouraged to draw solid objects. His natural power of seeing things just as they appear is strong in these early years; but unless cultivated early, and in such a manner as to keep the work in this direction distinct from the analytical study of faces, edges, etc., this power of seeing things as they appear becomes confused with his knowledge of facts, and un Why Free ing only. biased "seeing" becomes very difficult. In the latter case the child's later work is of necessity narrowed down to mere technical reproduction (e.g. perspective), thus limiting his legitimate enjoyment of the work, and reducing his practical graphic power to a minimum. As already stated, the drawing by primary grade pupils, should be freehand. This is chiefly because the primary work aims, not at the hand Drawproduction of technical results, but at the development of thought and of the power of readily expressing thought through the training of the senses; and freehand drawing, on account of its reliance exclusively on the thought that is in the individual mind, and the power that is in the individual hand, is best fitted to accomplish this purpose. The use, at this initial stage of the work, of measures and rulers is discouraged, as tending to substitute acquaintance with tools for the training of the senses, and as allowing the mechanical production of exact results to eliminate that element of increasing self-mastery which should be characteristic of the work. The Imagin ment. Throughout the work of the primary grades it should be a distinct aim of the instruction to cultivate the imagination along desired lines. ative eleEmphasis is laid upon this point, because at this stage the imagination may be very easily awakened and so directed as to become a most valuable element of the child's character; while if left to die out or allowed to become perverted, the whole after-life is poorer and the child's individuality less effective in practical life. Opportunities for its right cultivation. are found in connection with almost every line of this work, including Form lessons, exercises in Building, Modelling, Making, Tablet and Stick-laying, Paperfolding and cutting, Drawing, and work with color materials. Form Memory of Form should be cultivated through special review exercises, in which previously acMemory. quired form concepts are recalled by new applications rather than by formal drill, the aim being to bring out the little child's memory of form through his interest in it. The aesthetic element should be present throughout The Esthetic element. the course, and there should be a distinct aim to awaken and develop the pupil's sense of beauty, and to encourage his expression of that growing sense, through the work of his hands. This may be accomplished through: 1. Providing type models of beautiful proportions, for study. 2. Emphasizing the selection of really beautiful objects, natural and manufactured, for study. 3. Calling the pupils' attention in various ways to the beauty of these models and objects. 4. Encouraging the pupil to notice and recall the beauty of other objects, seen elsewhere. 5. Encouraging every attempt to express a sense of beauty in individual work, especially in his arrangements of tablets and sticks, his exercises in paper-folding and cutting, and in all his drawing. It is advised that the Primary grade drawing be done on blank paper, because the drawing of blank paper these lowest grades is cultivated almost entirely as a simple means of self-expression. It is to be regarded chiefly as merely a graphic indica The use of in Primary grades. tion of the impressions made upon the child's mind by the world about him. So regarded, it is not met with technical criticism. The pupil is led to grow toward the proper standard through the development of his own powers. drawing. In all Primary grade drawing pupils should be encouraged to use the pencil with a free, Character broad sweep, and to draw with soft, gray of line in lines rather than fine and wiry black lines. This cultivates the style of work which can most readily be adapted to the varying line-requirements of different kinds of drawing. Dictation has but a limited place in this Primary work. Where used it is in exercises for Dictation in Primary developing certain desirable ways and habits of working, not for the sake of producing technical results. grades. THE USE OF FORM STUDY AND DRAWING IN THE GENERAL WORK OF PRIMARY GRADES Affiliation studies. The Course for Primary grades closely affiliates the work with the other school studies. Thus, for instance, Primary Language lessons are with other practically strengthened by the Form Study, in that the latter gives the children clear ideas as a basis for much of the regular language practice (e.g. in the use of terms relating to form, shape, size, proportion, color, etc.), while the practice in correct language involved in the Form lessons saves time for the other work by anticipating a part of its own purposes. The regular Language work is especially aided by those ex |