34 36 37 38 39 40
SCENES TYPICAL OF THE DIFFERENT ZONES.
Take the children into your confidence: that is, cause them to feel that you are not sketching for their amusement or for their admiration, but are trying to help them to a better understanding of the subject. They will appreciate your motive and be stimulated to increase their own efforts. With every attempt to sketch on your part, additional skill will be acquired, for it is only by repeated attempts that progress is made. By such continued efforts you not only gain the power to express the knowledge you have, but are led to see wherein you are deficient and require closer study of your subject. When we try to express our knowledge of a subject by drawing, we are often greatly surprised to find how little we know of it. It is the same with writing or speaking. Our knowledge or ideas of a subject should be arranged in orderly sequence, so logical and clearly defined, that we shall not be obliged to go back and modify or correct any part of our expression. Such corrections in connection with drawing destroy that pleasing quality which marks a sketch as “artistic.” The teacher who appreciates the importance of forming correct mental habits, will encourage in his pupils the practice of accurate and thorough study of a subject, before any attempts at expression are made.
35 42 43 44 45 46 47