I can also point to the fact that drawing, as I have said in another place, holds an important place in the systems of instruction in every nation of Central and Western Europe, and in some of them, as in Prussia, has done so for more than a hundred years. And surely there is nothing in the character and pursuits of our people or in the structure of our society to forbid its introduction here. No more talent or skill is required to teach it than is needed in teaching the other common branches, and the same general principles apply. In the primary schools primary lessons are to be given-the simple elements, as points, lines, angles, and regular figures, on a plane surface, requiring only the crayon and pencil. In the higher grades there will be a higher grade of instruction, for which the pupils will have been prepared; and in the technical schools and in the special classes the instruction will be adapted alike to the acquisitions already made and to the varied occupations and tastes of the learners; precisely as in arithmetic, the child in the primary class is first made to comprehend the simple idea of number, as one and two, and passes upward by easy and regular steps, from simple combinations to the more complex, till he has become master of the science by whose aid he weighs the earth and measures the stars. In each the same law of growth is followed which obtains in the natural world, so beautifully used by the Great Teacher to symbolize that which also obtains in the spiritual: "First, the blade, then the ear, after that the full corn in the ear." But on this point, as on the previous one, I resort to testimony. Ariel Parish, esq., formerly a member of this board and now superintendent of public schools in New Haven, gives an account of the introduction of drawing into the schools under his charge which I present as a practical method and easily adopted. In a letter to myself in September last he says: A little more than two years ago the board of education of this city voted to introduce drawing into the public schools. Very few of our teachers had any practical knowledge of the subject; scarcely any were competent to give even elementary instruction. At the request of the board, Professor Bail gave a brief course of instruction to all our teachers in preparation for teaching the pupils of the schools. We have passed through what we regard as the successful experience of two years, and find our teachers as capable of teaching drawing as giving instruction in penmanship or arithmetic, when the same care is employed and the same interest and determination to secure success are felt by the teachers. We now have drawing taught to about 7,000 pupils, from the little abcdarian up to the highest classes in the high school. I am glad to believe, from the evidence we have before us daily, that it is a practical thing to have drawing taught in all our schools when the sentiment of the community shall demand it. Agreeing with the method employed at New Haven is the plan recommended by Mr. Chamberlain, a part of whose communication I have already given: A well organized system would contemplate a thorough course of instruction in drawing to all the pupils of the normal schools, but as it would require time to bring about any practical results from this course a more feasible plan would be to require the teachers in all the public schools to learn the art both of drawing and of giving instruction from some competent teacher to be provided by the towns, care being had that the elementary instruction should be based on correct principles of art rather than that the teacher should be required to meet a high standard of proficiency in the art. If there should be demand for his services, the instructor of the school teachers might also give instruction to such other learners as did not attend the public schools. This is the plan adopted in Boston, and for several years in successful operation in the departments of music and elocution. It is simply the employment of special teachers, not to give instruction to the pupils in the schools, but to the regular teachers themselves, and to superintend their work. In this mode, at small cost, drawing can gradually be introduced into all the public schools. For while to many towns it would be a serious burden to employ special teachers continuously, there are but few in which such teachers cannot be employed for brief periods to give the necessary instruction to the teachers in the processes of free-hand drawing. Moreover, drawing is taught as a part of the regular course in the normal schools, and it is the purpose of the board that it shall be systematically pursued to such an extent that no pupil be allowed to graduate who shall not be competent to teach whatever is desirable to be taught in the common schools. These graduates are widely scattered, and in whatever town any one of them is found it will not be difficult for the committee to arrange that the other teachers receive instruction and assistance from such. In the teachers' institutes, also, instructions in drawing will be given to a greater extent than hitherto, which will in some good measure it is hoped supply by useful suggestions and model lessons the lack of more prolonged and thorough training. It may be deemed important, especially if the desire for it is expressed in any community, to organize institutes for the special purpose of teaching drawing with music and elocution. I can readily conceive that such a meeting might be made exceedingly interesting and profitable. Lastly, it is proposed, if the legislature grant the means and the right man can be secured, to send a thoroughly instructed agent into every section of the Commonwealth whose special business it will be to explain this subject in all its relations more fully than can be done by the written treatise and to give advice and instruction in respect to the best methods of organizing classes and of teaching. Through the aid of these various instrumentalities I am confident that the object of the law can be secured and "drawing as a branch of learning" be taught in all the public schools of the Commonwealth. I have thus, at greater length than I proposed in the outset, presented the more obvious claims of the act of 1870 "relating to free instruction in drawing" to a cordial acceptance by the people. I am painfully impressed with the incompleteness of the discussion, and, owing in part to the method pursued, with its lack of coherence and logical order. Nevertheless, if, with the aid liberally drawn from others, enough has been done to attract attention and arouse inquiry, I am content to commit the subject to the judgment of those whom a general intelligence and solid sense rarely fail to guide to just conclusions. BOSTON, February, 1871. JOSEPH WHITE. The report to the legislature made by the board of education, which, with the accompanying papers, formed the appendix to the secretary's report, is here given as an historical document. The additional papers, as will be inferred from the list of their authors, formed a valuable contribution to the discussion and to the literature of the subject, but as, either in this Thirty-fourth Annual Report of the Massachusetts Board of Education, or in the pamphlet form as issued by the legislature, they are readily accessible, they are not here included. From the papers of Mr. Thompson and Professor Bail, many later writers upon topics relating to industrial and technical education have freely drawn. * Industrial or Mechanical Drawing. Papers on Drawing. Printed by order of the legislature, under the direction of the board of education. Boston: Wright & Potter, State printers, 79 Milk street (corner of Federal). 1870. pp. 51. [Appendix A to the Thirty-fourth Annual Report of the Secretary of the Massachusetts Board of Education. To the honorable the Senate and House of Representatives of the Commonwealth of Massa chusetts: The board of education, in obedience to a resolve of the last legislature, which is as follows, to wit [Chap. 80.] RESOLVE relating to provision for free instruction in mechanical drawing in the cities and large towns of the Commonwealth. Resolved, That the board of education be directed to consider the expediency of making provision by law for giving free instruction to men, women, and children in mechanical drawing, either in existing schools or in those to be established for that purpose, in all towns of the Commonwealth having more than five thousand inhabitants, and report a definite plan therefor to the next general court. Approved June 12, 1869 respectfully submit the following report: Said resolve was passed in response to a petition signed by several well known and highly respected citizens, distinguished for their interest in popular eduction, and for their connection with those great branches of mechanical and manufacturing industry which absorb large amounts of the capital and give employment to great numbers of the residents of the Commonwealth. The petition is as follows: To the honorable General Court of the State of Massachusetts: Your petitioners respectfully represent that every branch of manufactures in which the citizens of Massachusetts are engaged requires, in the details of the processes connected with it, some knowledge of drawing and other arts of design on the part of the skilled workmen engaged. At the present time no wide provision is made for instruction in drawing in the public schools. Our manufacturers therefore compete under disadvantages with the manufacturers of Europe, for in all the manufacturing countries of Europe free provision is made for instructing workmen of all classes in drawing. At this time almost all the best draughtsmen in our shops are men thus trained abroad. In England, within the last ten years, very large additions have been made to the provisions, which were before very generous, for free public instruction of workmen in drawing. Your petitioners are assured that boys and girls by the time they are sixteen years of age, acquire great proficiency in mechanical drawing and in other arts of design. We are also assured that men and women who have been long engaged in the processes of manufacture learn readily and with pleasure enough of the arts of design to assist them materially in their work. For such reasons we ask that the board of education may be directed to report in detail to the next general court some definite plan for introducing schools for drawing or instruction in drawing free to all men, women, and children in all towns of the Commonwealth of more than five thousand inhabitants. And your petitioners will ever pray. JACOB BIGELOW. J. THOS. STEVENSON, WILLIAM A. BURKE. EDW. E. HALE. THEODORE LYMAN. JORDAN, MARSH & CO. BOSTON, June, 1869. JOHN AMORY LOWELL. FRANCIS C. LOWELL. F. H. PEABODY. A. A. LAWRENCE & Co. Being deeply impressed with the importance of the subject thus committed to them, on account of its relations to the improvement of our system of general and popular education, no less than of its vital connection with the successful progress of the varied manufacturing industries of the Commonwealth, the board referred said petition and resolve to a special committee, consisting of Messrs. David H. Mason, John D. Philbrick, Gardiner G. Hubbard, and the secretary, with instructions to make all needful inquiries and investigation, and to report their conclusions thereon for the consideration of the whole board. At a meeting held on the 9th of March last, said committee, through Mr. Mason, the chairman, reported as follows: After a conference with Messrs. Hale and Lowell, on behalf of the petitioners and with other gentlemen interested in the subject, in which the views of the petitioners were fully explained and elaborately set forth in a carefully prepared bill to be presented to the legislature, the committee deemed it advisable to seek for further information and suggestions from gentlemen of well known experience and skill in this department of instruction, and accordingly prepared the following circular: "To : "BOSTON, December 27, 1869. "DEAR SIR: At the last session of the legislature of Massachusetts the following resolve was passed. [See the resolve above.] "It is presumed that the term 'mechanical drawing,' as used in the resolve, is intended to comprise all those branches of drawing which are applicable to the productive or industrial arts. "In the investigation of this important subject, it is deemed desirable to procure the opinions and views respecting it of such persons as are most competent to consider it from different standpoints. You are therefore respectfully requested to favor the board of education with your observations on the matter under the following topics: (1) The advantages which might be expected to result from the contemplated instruction in mechanical or industrial drawing; (2) the course and methods of instruction appropriate for the objects in view; (3) the models, casts, patterns, and other apparatus necessary to be supplied; (4) the organization and supervision of the proposed drawing schools; (5) the best means of promoting among the people an interest in the subject of art education; (6) any other remarks relating to the subject not embraced in the foregoing topics. "Please direct your reply to the secretary of the board of education, at the State house. "Very truly, yours, "D. H. MASON, "JOHN D. PHILBRICK, "G. G. HUBBARD, "Committee of the Board of Education." The above circular was sent to various gentlemen whom they considered best qualified to give advice and information upon the topics named therein. In most cases very elaborate and prompt replies were received, giving valuable opinions and plans as to the best methods of instruction in mechanical drawing as defined in the circular. These documents contain nearly all that can be said upon the subjects and are respectfully submitted to this board for their consideration. The committee then proceed to urge the need of instruction in drawing in all public schools, and recommend the enactment of a law requiring it; they also advise the publication of all or a part of the communications received by them in reference to the subject. Your committee are more than ever impressed with the importance of urging upon the people of the Commonwealth the introduction of free hand drawing into all our public schools. It cannot be denied that the almost total neglect of this branch of instruction in past times has been a great defect in our system of education. While great progress has been made in general and practical knowledge, the taste and love for the arts and art culture generally have not much improved. That we are far behind many other nations in all the means of art culture is very evident. We have few models or museums of art in our country to which students can resort for study and instruction. Our native artisans and mechanics feel this sad defect. Foreign workmen occupy the best and most responsible places in our factories and workshops. Our most promising students in sculpture and painting are compelled to seek in other countries the advantages which are necessary to their success, and when they become distinguished they elect to remain where they can receive the greatest encouragement and the highest appreciation of their skill and genius. Our State and country need the influences of refined art culture. Before we can reach a very high position, a generation at least must be educated with improved tastes and a more general appreciation of the nature and value of true art culture must prevail amongst the people. Much can and must be done for the present generation of mechanics and artisans. In all our large towns and cities where a sufficient number of adult pupils can be found schools should be established and every encouragement afforded for improvement in those branches of drawing which belong to the industrial arts. Agents could be employed to go through the Commonwealth and interest the people in this most important subject. Wherever evening classes can be formed of the young or old free instruction should be furnished in free-hand drawing, and in a few years our enterprising people will begin to discover in our own communities and schools as good artists and artisans as can be found in the most favored portions of other coun tries. We have no doubt that the greatest good will be accomplished by proper instruc tion in our public schools and that our chief efforts should be directed towards this end. Teachers should be required to be qualified to instruct in free-hand drawing, and the work should be begun in the primary departments and should be continued with zeal and fidelity through the period of school life. We earnestly commend this subject to the consideration of this board, and we trust that the secretary will be requested to make such extracts from the communications referred to as he may think best and to submit them to the legislature under the authority of the act referred to, with such plans and recommendations as to the passage of a law regulating instruction in industrial drawing as shall be most conducive to the desired result. The report thus presented was adopted as expressive of the views of the board, and it was voted that the following action be respectfully recommended for the consideration of the legislature, viz: (1) An enactment requiring elementary and free-hand drawing to be taught in all the public schools of every grade in the Commonwealth; and which shall further require all cities and towns having more than inhabitants to make provision for giving annually free instruction in industrial or mechanical drawing to men, women, and children in such manner as the board of education shall provide. (2) A resolve to authorize the printing, in pamphlet form, under the supervision of the board of education, of the communications above mentioned on the subject of drawing or of such portions of them as may be deemed advisable for the use of the legislature and for distribution by said board of education. The board are aware that the action recommended falls far short of that contemplated by the petitioners and embraced in the draught of a bill presented by their committee for the consideration of the board. Nevertheless, it is a beginning, and the steps are in the right direction. They are easily taken and involve but a comparatively small expense, and will lead, as the attention of the public shall be directed to the matter, to the adoption of the more comprehensive and complete arrangements designed by the petitioners. It is not deemed necessary to repeat or enlarge upon what is so well said in the foregoing memorial of the petitioners and the report of the special committee on the importance of making provision for teaching drawing in its various departments in all our systems of education. It is sufficient to say that the opinions of the board are in full accord with those alluded to. The communications herewith presented bear full and emphatic testimony to the same effect. A single example, bearing more directly upon the first of the foregoing recommendations, may be given from the letter of Rev. Charles Sewall, an able educator and chairman of the school committee of Medfield. He says: Of the importance and utility of such a measure I entertain no doubt. I have long been questioning others and considering myself how this might best be done in the schools of this town. I have observed here many instances of peculiar aptitude for sketching and drawing upon the blackboard. Quite young children sketch capital representations of animals, houses, steam cars, etc. Older children draw very correct maps with great facility, indicating a power which, rightly directed, and a taste which, properly cultivated, might lead to acquisitions of great practical benefit in after life. The important art of penmanship appears to be most easily acquired, also, by the same class of scholars. And the possession of facility and excellence in both of these arts will prove an advantage, in after life, for which much that is now acquired in common school education will be no equivalent." In reply to the question, "Have we time for such thorough instruction in the brief terms of our schools?" Mr. Sewell suggested the following method of conducting our schools, which would seem to be worthy of careful consideration and experiment: |