OF DRAWING IN A SCHOOL.

IT has been already stated that the children in the schools in the Borough Road, after being fully qualified, by assiduity and perseverance, to follow the directions of their teacher, as contained in the preceding lessons, are then conducted to other classes, where opportunities are afforded for a more extended course of study.

A few hints are appended on the best method of conducting such classes, with the materials used by the pupils.

The children studying drawing are divided into two departments-sections A and B; those in the former, consisting of mere beginners, are confined exclusively to the use of chalk and slate pencil; the advanced pupils use paper, with or without mathematical instruments.

SECTION A includes five classes, at each of which subdivisions the boys spend sufficient time to master the difficulties presented to them. The five classes are as follows: 1. Lineal.

2. Geometrical.

3. Map.

4. Natural objects, including animals, flowers, &c.

5. Architectural and mechanical.

1. Lineal drawing.-The pupils in this class pursue the preceding course, combined with the lessons in the Appendix, when their attainments and mental capacity permit. The monitor should be provided with ruler and compass, to test the accuracy of the sketches. He should be a tolerable draughtsman, so that his corrections may be made with truth. This class is considered introductory to the model drawing.

2. Practical geometry is another elementary course of the greatest service, and forms a good introduction to a series of lessons in mathematical drawing. Unlike the class

previously mentioned, the pupils are here provided with compass and square, and their problems are worked on large slates. The monitor is provided with a course of problems, chiefly selected from the works of Bonnycastle and Paisley ; he first reads the problem, and in the course of its being worked a constant series of questions are put, that the pupils may not only be fully acquainted how to solve a problem, but why each succeeding step should be made,thus exercising their reasoning faculties. The instruments used are prepared and sold by the Society.

A

3. Map-drawing.-This is a course of outline sketching. copy of the map is fixed before the pupil's eye, who is required with his chalk to make a tolerably correct representation. The peculiar excellence of this study is the great assistance it renders the pupil in the acquisition of geographical knowledge. The mass of the children in the elementary class are only competent to trace a mere outline; some, however, of the most advanced, may perhaps be able to add the principal rivers, or the situation of the most important towns.

4. Natural objects.-This elementary class is preparatory to a more extended and finished course on paper. The copies presented are either animals, birds, flowers, shells, or in fact any object that may appear suitable. The main excellence of cultivating this is the perfect knowledge of the figure which a correct copyist must obtain. Care should be taken that the minutia and particular distinguishing characteristics of the animal or flower are accurately worked out. The only materials used are, as in the other elementary classes, chalk and black board.

5. Architectural and mechanical.-Without detracting from the merits of the preceding courses, the architectural class, in point of utility, unquestionably takes precedence.

The entire series consists of about eighty different

designs-such as roofs, entablatures, cornices, doors, &c.; the pupils are thoroughly grounded in a knowledge of each, with its parts and proportions. For accurate delineation, ruler, compass, and triangle are allowed in this class.

The time devoted to these several lessons never exceeds forty minutes in the day; and the pupil's stay in each class is limited to a fortnight, with the exception of the architectural course, where a month is very profitably spent.

Previous to the drafting off of the boys to the paper drawing, they are well examined as to their ability in making the whole of the representations above mentioned, and are also required to reply satisfactorily to the interrogatives of their teacher. This being done, they are introduced to

SECTION B.

The advanced pupils are subdivided into four classes, to which the five courses alluded to above are severally introductory.

1. Model drawing.-Dupuis' course of model drawing consists of about one hundred lessons; some of the pupils have passed through the entire course, and, on one occasion, received the encomium of Mr. Butler Williams, whose melancholy decease will ever be regretted by those whom he so materially assisted.

The system of object drawing proves of the greatest pos

sible benefit to those children whose avocations in after life will be of a mechanical turn.

The suggestions in the "Manual of Model Drawing" are fully adopted, and, in proportion as the clear and concise rules therein contained are adhered to, so will success attend the teacher's exertions.

Much interest is excited by the occasional introduction of some simple familiar objects, either to relieve the more diffi

cult lessons, or to apply those principles which are involved in the delineation of the models: such objects as a chair, a table, or a hat, will interest the pupil, and, at the same time, test his ability in a practical way.

It is worthy of remark, that some of those children who have made progress in this class have thereby been introduced into situations where their attainments have been received in lieu of a premium.

The theory and practice of perspective should necessarily accompany the introduction of the series of models. The excellent little treatise by Mr. Chambers may give a few hints on the subject; and, for further study, the work by Dr. Brooke Taylor is recommended.

The time devoted by the children to this class is forty minutes daily; the whole of which time they are under constant supervision, and every fault or inaccuracy pointed out and corrected.

I have found a constant explication of the lines of construction, in the whole set of models, highly beneficial to the student, not merely in improving the correctness of his drawing, but also to exercise thought. It is much to be regretted, that there is no course of instruction published in which these are contained.

2. Map drawing.-To this class the outline sketching mentioned in section A is introductory.

The drawings produced are usually highly finished. Here, also, the pupil's knowledge of geography is materially increased, as he marks the divisions into provinces, counties, or departments, placing the towns and rivers in their correct positions. This very finished drawing I consider to be a fine mental exercise, habituating the child to a concentration of his mind on his work. The maps are drawn both with and without the meridians: for the study of geography it may be desirable to retain them, but for mere drawing they

may be omitted, that the pupil may depend entirely on the cultivation of his eye. The best copies for map drawing are those published by the Society for the Diffusion of Useful Knowledge. The materials used are pen and Indian ink: the map is first accurately drawn with pencil, and, when correctness is shown in proportion and every other particular, the pen is carried over the pencilled lines with as light a hand as possible; the rest is then filled in, the border more accurately marked, and a succession of lines added to distinguish the coast. In some cases the maps are coloured : the colour should be laid on with the greatest care, and only of sufficient consistency to tint the groundwork. When this coat is perfectly dry, the outlines of each province or state may be more distinctly marked with darker colour than the interior. Too much care can scarcely be paid to these directions, as young persons are usually very fond of high colouring.

For large maps, particularly those designed to illustrate collective lessons in geography, the children may use crayons: but, with these comparatively coarse materials, the specimens produced will be far less finished than those executed with the pen.

3. Drawing of natural objects, (to which class 4, section B, is introductory,) receives considerable attention. The plates published by the Christian Knowledge Society, engraved by Mr. Whimper, with several series obtained from different sources, are here used. The materials employed are either pen, crayon, or colour: the results attending the introduction of this course have been in many cases very encouraging. The exquisite specimens of pen and ink drawing produced in some public schools have been so frequently witnessed, as scarcely to require allusion. The work, in some cases, is handled in so masterly a manner, that it resembles more closely an etching of considerable merit, than