II. RAMIFICATIONS OF DRAWING THROUGH THE CURRICULUM
When we speak of drawing in the schools, there is a tendency to think only of those performances which are taught and executed during the time set aside for instruction by the teacher of drawing. But a little reflection will show us to what an extent drawing ramifies through the curriculum, and forms an element in achievement.
In geography map-drawing is required. In nature study, notebooks with drawings of natural objects seen are frequently kept. In sciences taught by the laboratory method drawing is an important element in success. Zoölogy, physiology, and botany are especially taught through drawing. In mechanics, and in engineering, drawing plays a prominent part. Thus it comes about that school marks in all these subjects depend to some extent on drawing of some kind. If psychological study shows capacity for drawing to be largely or utterly dissociated from general intelligence, the use of drawing to so great an extent, as a method of recitation in the sciences especially, may be undesirable. The belief that drawing used in this way fails to meet the need of many pupils, otherwise apt in science, led Ayer to undertake the interesting investigation to which it will be necessary to give our attention in detail, throughout this chapter.