XXXVI

AMERICAN  PREFACE.

which  he  does  not  understand.  He  should  not  only  learn  to  do  a
thing,  bat  the  reason  for  doing  it.
8.  In  the  order  of  instruction,  the  rendering  of  pure  •form
should  take  decided  precedence  of  light  and  shade.
9.  Instruction  in  drawing  should  not  be  limited  to  any  one  kind
of  drawing.
10.  In  order  to  develop  the  taste  of  the  learner,  the  drawingcopies
  and  models  should  be  as  beautiful  as  it  is  possible  to  make
them.  This  is  a  matter  of  the  utmost  importance.
11.  The  pupil  should  be  constantly  exercised  in  making  original
designs,—original  applications  of  all  the  principles  he  acquires.
12.  The  study  of  the  human  figure  should  not  be  made  the
foundation  of  art-industrial  education.  It  should  not  form  the
beginning  of  art-instruction  for  any  purpose.
13.  Those  teachers  succeed  best  who  recognize  instruction.  in
drawing  as  an  integral  part  of  general  culture,  and  treat  it  according
  to  systematic  pedagogical  principles  and  methods.
14.  The  instruction,  in  order  to  reach  all,  as  demanded  both  by
general  culture  and  by  industry,  should  be  made  universal,  and
should  begin  in  the  primary  seliool.  Special  applications  should
be  reserved  for  special  schools.
WO  OBJECTIONS.
Without  doubt,  two  objections  will  be  made  to  the  general  drift
of  this  discussion.  The  one  will  come  from  those  who  hold  that
the  public  schools  should  aim  at  general  culture,  at  mental  discipline,
  giving  little  heed  to  the  amount  of  Information  imparted,
and  no  heed  whatever  to  direct  business  or  industrial  results.
To  form,  not  to  inform,  to  make  men,  not  workmen,  is,  in  their
judgment,  the  only  thing  worthy  the  consideration  of  a  public
educator.  But  there  is  another,  and,  it  is  believed,  a  more  sensible ­
  view,  which  holds  that  to  make  a  good  workman  is  to  make  a
man;  that  the  acquisition  of  useful  knowledge  does  not  stand  in
the  way  of  mental  discipline  ;  that  the  public  schools  should  aim
1,  to  teach  the  things  of  direct  use  to  the  largest  number,  and,
2,  to  teach  tliese  things  in  such  a  way  as  to  afford  the  utmost
amount  of  mental  discipline.  A  knowledge  of  the  practical
applications  of  drawing  and  art  is  of  direct  use  to  vast  numbers.