under the circumstances, for the altered and improved circumstances will elevate and better the work.

I suppose that every State differs in educational legislation; that is, the means are different, though the end is the same. It cannot be that serious obstacles will permanently prevent the spread of industrial education, seeing that it is pre-eminently the want of the whole country. How the want shall be satisfied will be determined by the methods of procedure adopted in such emergencies by individual States; but I believe that wherever earnest men are to be found who comprehend the educational needs of their country, there all difficulties will disappear, and a system of industrial art education be soon established. A short act of three sentences, counting ninetyfour words in all three, did the work for Massachusetts.

ACTION IN CITIES OR TOWNS.

Drawing can only become general and be regarded as an elementary subject of education when taught by the regular school teachers. It is a mistake and a misfortune to employ permanently special teachers of drawing in any school lower in grade than the high school.

The most economical and most successful way in which drawing may be introduced into the schools of a city is by the employment of a special teacher, whose duties consist of giving normal instruction to the teachers and supervision of their work in the schools. He might also be employed to teach the more technical subjects in the high school, and in the free industrial evening classes for adults. Also, at regular intervals, to give specimen lessons to a class of children in presence of all the teachers of that grade or class, and so by degrees have taught before the assembled teachers every subject and every rank or class in the schools.

But he should be absolutely forbidden to give regular lessons in any elementary class or school, or relieve the regular teachers from their responsibility to do the work each for his or her own class.

There is one feature necessarily preceding any action, and that is the drawing up of a scheme or programme on which the work is to be done. The school committee having decided what industrial drawing is, and what branches of it can be taught in schools (in which inquiry let them take counsel of those who have taught it, and not from those who have not done so), should arrange a plan for beginning, capable of modification and growth as the subject develops and more experience is acquired. Thus, free-hand drawing and geometrical drawing may be begun at once without any previous preparation, save learning the usual definitions; whilst object drawing and perspective must be postponed until after the first two subjects have been practised for some time.

The teachers should be taken over the whole course ultimately to be taught in the public schools, so that, whatever change may be made in their positions subsequently, they will be ready to take up the work of the classes they may be appointed to teach. When the normal courses of lessons are completed the teachers should be examined for a diploma in drawing, just as they are for the diploma in other subjects on graduation, and if successful, receive the diploma and be relieved from any further attendance on the normal classes-if unsuccessful their attendance should be expected until they are qualified.

Whether these normal classes should be conducted on half holidays or in school hours, necessitating thereby the breaking up of the schools whilst the teachers are being taught, is a question that had much discussion. Should the teachers sacrifice their leisure in order to qualify themselves to teach a new subject?

The best arrangement I have yet heard of, for qualifying teachers to teach drawing without depriving them of their leisure, was the dismissal of schools on Saturday mornings for one year, and the arrangement of normal classes in drawing and music to occupy the Saturday mornings. At the end of the year all who passed the examinations were relieved from further attendance, and those who did not had to attend in future on the Saturday afternoons, the regular school sessions being resumed in the morning.

During the time the teachers were receiving instruction they would reproduce the lessons received, in their own class-rooms, and thus the direct influence of a good special teacher would be felt by every child, interpreted by the regular teacher. I wish that teachers would realize that great hand-skill on their part is by no means essential to their own success in teaching; intelligent understanding of the order of steps taken in making a drawing, and just enough drawing power to correct the imperfect work of the scholars, being a sufficient qualification."

ACTION IN VILLAGES.

I find that the teaching of music has penetrated into village schools by the attendance of teachers at the teachers' institutes, and application of ideas there obtained. In many places where only one school is held the classes are regularly exercised in

singing from the charts and little hand-books, though the teacher may have been considered unmusical before taking up the subject.

In one school I examined recently, I found drawing being excellently taught by several teachers, whose attention had been directed to the subject at an institute. They had looked the matter up and followed the instructions given in a manual, and all told me that in their own practice they were seldom more than two or three lessons ahead of their pupils; but they enjoyed the work, and expected the next time they took a class through this same work to do much better.

The only direct way of reaching all schools and classes will be through the normal schools, and therefore the sooner action be taken with regard to them the better for the village schools.

Any intelligent teacher, who studies the subject and practises a little, would be able in six months, by her own self-instruction, to prepare herself to teach free hand and geometrical drawing, and that would be a sufficiency to begin with.

NORMAL ART SCHOOL.

A last word concerning the Normal Art School. In arranging the curriculum, the idea has been to be comprehensive and eclectic, rather than imitative of any other school. No difference is made in the studies of the two sexes; in this respect varying from the arrangement of the London school, which omits the scientific part of the course in the education of its lady students.

One examination for diplomas has been held in our Normal Art School, and of five scientific subjects the ladies headed the list in three, were equal to the gentlemen in the fourth, and only 1 per cent. behind in the fifth. That hardly bears out the "difference in order of intellect, inability to bear the strain of study," and general belittling of women which some fanatics delight in. I commend that result to their notice. I believe the opening up of this subject of industrial art and art education will give pleasant and fruitful employment to many of our talented women, and that society will be the better for it.

Yours, faithfully,

To the COMMISSIONER OF EDUCATION,

U. S. Bureau of Education, Washington, D. C.

WALTER SMITH.

III.-PLAN AND GRADED PROGRAMME OF INSTRUCTION IN DRAWING FOR THE PUBLIC SCHOOLS OF MASSACHUSETTS. 1879.*

At the end of his annual report for 1879 the art director thus intro, duces the plan for the progressive system of instruction in drawing adapted to the uses of the public schools of Massachusetts, which, after nine years of experience, he authoritatively publishes:

PROGRAMME OF DRAWING FOR THE PUBLIC SCHOOLS.

By request of the Board of Education I have drawn up a synopsis of a course of study for the public day-schools, such as might give teachers and members of school committees some guidance and information concerning the object and character of the study.

This has been partly done before, but not so fully or in such detail as it is now presented.

This course of study has been arranged and formulated for the assistance of those whose duty, position, or inclination should lead them to teach drawing.

It is not constructed as a theory to be launched into practice as an experiment for trial by new hands. No subject is suggested, nor method described, that has not been practised by the writer as a teacher before it became his duty to submit this plan for the guidance of others.

It is practical because it has been carried out, and the teachers are not now asked to do anything which the author of this scheme has not seen done before, or has not already done in his own experience. Much of it is already in successful operation in this State of Massachusetts, and time and faith alone are required to secure its fulfilment in all of its stages everywhere.

The information conveyed in the scheme will, it is hoped, set some people thinking about the practical character of the study, and justify its place in the public-school educational system. The qualification of the regular teachers to teach the subject is regarded as essential throughout, and the ground to be covered by them in their studies is indicated by the courses in the three grades of study and examination for certificate awarded by the normal art school. The programme of these courses is given at the end of the scheme in an extract from the circular of the school.

As this scheme is the most important contribution towards the advancement of art education in the State that I have been able to make during this present year of 1879, I take the liberty to hope that it may form part of this report for public distribution. Yours, faithfully,

WALTER SMITH,

State Director of Art Education, Massachusetts.

The report and programme were also issued in a separate pamphlet, the title of which is given in the preceding note.

*Plan and Graded Programme of Instruction in Drawing for the Public Schools of Massachusetts of the Primary, Grammar, and High School Grades, by Walter Smith, Art Master South Kensington, England; Director of Drawing in the city of Boston Public Schools, State Director of Art Education in Massachusetts, and Principal of the Massachusetts Normal Art School. 1880. Boston: Rand, Avery & Co., Printers to the Commonwealth, 117 Franklin Street. 1880. Pp. 71.

SYNOPSIS OF A GRADED PROGRAMME OF DRAWING FOR PUBLIC SCHOOLS.

PRELIMINARY STATEMENT.

Exercises in drawing, like those in other subjects of elementary education, must be adapted to the average capacity of pupils when the instruction is given in classes. They must be progressive and connected, from the lowest class to the highest; but in the higher classes when, as in drawing from objects, the instruction becomes individualized, the exercises may be varied to suit the varying capacities and powers of individuals.

Whilst the common principles of representing form by lines, shade, or color are thus to be taught to all, unlimited scope for originality in the application of forms is to be given by elementary designing; the practice of rearranging old forms in new combinations, or originating new ornamental treatments of natural forms, being the outlet for special capacity.

To give instruction in drawing intelligently and promote general success, teachers should take pains to understand the aim and object sought to be accomplished by the study, and have in their minds a clear idea of how this is to be attained, so that they may all, in the several grades of their schools, be able to do their shares of the work. This necessitates the adoption of a plan or programme of drawing in which the final result aimed at is definitely followed from the first, every grade of school and each class in the grade having its work alloted to it, advancing from the lower and preparing for the higher grades or classes adjacent to it on either side.

In such an arrangement, scheme, or plan of study, the ages and mental capacities of scholars have to be considered, and as these vary in individuals of the same grade or class, an average type must be taken and provided for in the several grades. In a well-considered and progressive plan, the work in the several grades, though of equal importance to the final result, will differ in subject and character according to its place in the plan, from that which goes before or follows after it, just as the base, shaft, and capital of the column are unlike each other, though together they form one object. The foundation, superstructure, and ornament of a building may be in different materials, but associated become one fabric; so the drawing in the primary, grammar, and high schools will vary if it is to be in harmony, and each note, whether high or low in the scale, will be part of a perfect chord.

From this point of view it becomes of great importance that the essentials of knowledge and practice should be given in each department, so that none may be omitted or repeated uselessly, none be wrongly placed, and each part be subordinated to the whole. For this reason it has been thought advisable to submit a course of study to the committees and teachers of Massachusetts, which, having been in operation and proved to be practicable, may, in its main features, be adopted in all the schools of the State. Some preliminary remarks may here be appropriately made.

THE KIND OF DRAWING TO BE TAUGHT.

The drawing required to be taught in the public schools is industrial drawing, not pictorial drawing. It has been so defined in the statute, because the accuracy of workmanship and good taste in design, which sound instruction in drawing imparts to the creators of industrial products, are of general interest and pecuniary value in manufactures, whilst the mental habit which scientific accuracy and love of the beautiful will develop in the minds of all will be a social advantage. Experience has proved that the surest way of elevating public taste and improving all manufacturing industries is to educate all the people in the elements of art and science in primary schools (primary, grammar, and high), and to supplement this by instruction in technical subjects given to adults in secondary schools (schools of art or science, or the evening drawing classes). This will give general information to the public, who are consumers, and the germs of a developed taste to all, and special instruction to the few originators or producers whose occupations require great manual skill or higher and further knowledge of particular branches of art industry. It will also open the door wide to all those who have especial tendencies in a creative direction, and insure that no budding genius be overlooked or misdirected.

DRAWING IN PUBLIC SCHOOLS MUST BE TAUGHT BY THE REGULAR TEACHERS.

The only way in which all children can be taught to draw, as an element in all education, is by the qualification of all teachers, according to their several grades, to give the instruction. Special teachers are out of their places when employed to teach an elementary subject in the primary grades of school; and any such instruction given

by them will be costly, inefficient, and will gradually disappear, because the pupils will not be sufficiently interested to learn well any thing which their appointed guides, the regular teachers, are not sufficiently interested in to learn at all."

It follows, then, that the first step towards the introduction of drawing into public schools upon sound principles, educationally and economically, is by the appointment, in the future, of those teachers only who are qualified to teach drawing, and by the instruction of present teachers who are not now qualified to teach the subject. The first part of this condition (the qualification of teachers who are appointed in the future) is made certain by the instruction given in the State normal schools to future teachers; the second part (the giving of instruction to unqualified teachers now in service) is made practicable through the teachers trained in the State Normal Art School.

There are at present qualified teachers of drawing who have been trained in and certificated by the art school, ready to be employed by school committees in giving courses of normal lessons to teachers of public schools, whose qualifications and addresses may be ascertained on application to the school. The cost of their employment would not be great, and would only be incurred for a time; and the State Board of Education having thus made provision whereby every school committee in the State may comply with the law of 1870, and have industrial drawing, in its elementary stages, taught in the schools under their charge, it is to be hoped and expected that instruction in the subject will hereafter become general, and as much a matter of course as instruction in the other elementary subjects with which it is grouped-reading, writing, and arithmetic.

THE GENERAL PLAN.

To facilitate this much desired result, the following epitome of a general plan has been prepared. It is addressed to teachers, not to pupils; and therefore technical terms have been used without explanation, which will require thorough illustration to pupils. Those teachers who have attended courses of lessons in drawing will have no difficulty in understanding and explaining them, and those who are self-taught will be too well acquainted with text books to need such information here. It is presupposed that those who have to teach an element of education will be practically and theoretically acquainted with it; and these suggestions, therefore, are made with a view of showing what to teach, rather than the method of teaching it. All teachers who are competent to teach writing and arithmetic can readily qualify themselves to teach drawing, which, in its elementary stages, is but a combination of the two applied to form, and appealing to the mind through the eye; nor does it require exceptional taste or great manual skill to teach elementary drawing to children.

În so far as the subject applies to regular forms, upon which a knowledge of irregular forms must be based, whether plane or solid, and even to the extent of the appearance of objects, and effects of light and shade upon them, all is dependent on the understanding and reasoning powers, and not upon taste or manual skill. The truths of the multiplication table are not dependent on the beauty of the written numerals, and form is as much a matter of proportion as arithmetic. The sense or dignity of a sentence does not come from the skill shown in the handwriting, but in the thing said, and the graceful and grammatical mode of expression; so, in drawing, the value of a work arises from its truth as much as from its style; and its chief value in education is, that it may have made its producer capable of seeing what was invisible to him before he made it, think new thoughts, and cast away old ignorance. This applies to the elementary branches of drawing, and may or may not be applicable to its more exalted phases; but, it is because teachers have to do with these elements that the distinction should be made, and the difference, if any, be explained. In general education we have to teach what can be learnt by all, and is useful directly or indirectly to all, leaving to advanced and special education that which may be required by the few, or possible of attainment only to gifted or fortunate persons with peculiar privileges, whose needs are not of public concern.

ELEMENTARY PROPOSITIONS.

The following propositions define the position taken on this question of industrial drawing in the public schools:

1. All children who can be taught to read, write, and cipher, can be taught to draw.

2. Drawing, by the law of Massachusetts, is required to be taught to every child as an element of general education, like reading, writing, and arithmetic.

3. As an elementary subject, it should be taught by the regular teachers, and not by special instructors.

4. The true function of drawing in general education is to develop accuracy of per