[230]. E. Cooke gives illustrations of these in his thoughtful and interesting articles on “Art-teaching and Child-nature,” published in the Journal of Education, Dec., 1885, and Jan., 1886.
[231]. Preyer, op. cit., p. 47.
[232]. Taken from E. Cooke’s articles already quoted, drawings 19 and 20.
[233]. Op. cit., pt. ii., p. 97; “fifty-sixth week” is, she informs me, an error for hundred and ninth week.
[234]. I am much indebted to Mr. Cooke for the sight of a series of early scribbles of his little girl. Cf. Baldwin, Mental Development, chap. v., where some good examples of early line-tracing are given. According to Baldwin angles or zig-zag come early, and are probably due to the cramped, jerky mode of movement at this early stage. Preyer seems to me wrong in saying that children cannot manage a circular line before the end of the third year (op. cit., p. 47). Most children who draw at all manage a loop or closed curved line before this date.
[235]. Corrado Ricci, L’Arte dei Bambini (1887), p. 6.
[236]. See Von den Steinen, op. cit., p. 247.
[237]. These drawings, of the highest interest to the student of child-art as well as to the anthropologist, are to be seen in the General’s Museum at Farnham (Dorset) (7th room).
[238]. Schoolcraft has a good example of this facial scheme in the drawing of a man shooting (The Indian Tribes of the United States, i., pl. 48).
[239]. L’Art et la Poésie chez l’Enfant, p. 186.