,libraries47 ,blackboard ,drawing ,a ,,monograph ,,by ,,frederick ,,whitney ,,of ,,the ,,state ,,normal ,,school ,,salem1 ,,massachusetts ,,sixth ,,edition ,,published ,,by ,atkinson1 ,mentzer ,company ,boston ,new ,york ,chicago ,atlanta ,dallas ,copyright1 #aijb-aijc1 by ,the ,davis ,press ,all ,rights ,reserved ,foreword ,this monograph is a reprint of a series of articles first published in the second volume of the magazine now known as ,the ,school ,arts ,book4 ,the articles attracted wide attention on account of their timeliness and their illustrations4 ,the plates were made from photographs of actual work upon the blackboard by ,mr4 ,whitney1 and are undoubtedly the most attractive blackboard drawings ever published4 ,the demand for these articles has been so great that the original editions have been exhausted4 ,they are republished in this form in the hope that they may influence yet more strongly the increasing number of teachers who find the blackboard indispensable in teaching4 ,,henry ,,turner ,,bailey ,september1 #aijc ,,blackboard ,,drawing ,none of the teachers who read ,the ,school ,arts ,book from month to month doubt in the least the value of drawing in our schools1 and there is no need of the slightest argument in its favor4 ,even in the lowest grades the teacher appreciates drawing as the natural expression of the thought and experience of the child2 a spontaneous activity1 having its relation to life1 not a thing apart from life or an end in itself4 ,throughout the grades the teacher should cultivate this spirit of freedom and interest1 remembering that drawing is a language to be used as naturally and freely as one written or spoken4 ,why should these suggestions not apply to the teacher as well as to the child8 ,why should she not express herself1 the interests of school life and of the pupil in the same free1 natural way8 ,upon entering a schoolroom the teacher finds the blackboards bare and dull4 ,there is little in the line of decoration in the room and in order to relieve this monotony she stencils a border1 the picture of some great hero or well-known author1 draws with colored chalk the inevitable flags crossed at right angles or puts upon the board some design which possibly may or perhaps may not have relation to the needs of the children1 their life and activities1 or the industries of the school4 ,when the drawing on the part of the child becomes the natural and free expression of the activities and interests of every-day life1 and the teacher uses this graphic language in the same manner1 the blackboards will be found constantly in use and upon them an ever changing series of drawings4 ,these drawings should be illustrations of the geography1 history1 literature1 nature work or any other line demanding their aid4 ,let them be drawings upon which a few moments of time are spent1 a free sketch illustrating the object or topic as a means of making the subject clearer in the minds of the pupils1 not a picture produced by the labored use of chalk and eraser1 to be kept upon the board indefinitely as a bit of decoration4 ,illustration3 ,plate #a ,illustration3 ,plate #b ,let me suggest the practice of the following strokes and later we will try their application in various drawings recommended by teachers from several schools4 ,in these illustrations use about two-thirds of a stick of soft blackboard crayon1 using the large end and drawing with the side of the chalk4 ,this use of the crayon will produce any tone from white to neutral gray4 ,no4 #a4 ,place the chalk in a horizontal position and try a smooth even stroke one or two feet in length4 ,illustration3 ,plate #c ,no4 #b4 ,a similar stroke in a graded scale letting the pressure become less and less toward the lower end of the stroke4 ,no4 #c4 ,reverse ,no4 #b hardly touching the board at first and increasing the pressure toward the lower end4 ,if charcoal is used for the lower tones1 a very satisfactory scale may be produced as in the last illustration on ,plate #a4 ,no4 #d4 ,combine ,no4 #b and ,no4 #c in a single stroke4 ,try all these strokes again and again in a vertical1 horizontal1 oblique1 and curving direction until each can be made in a second or two4 ,illustration3 ,plate #d ,no4 #e4 ,place the chalk in a vertical position upon the board1 draw downward1 gradually twisting the chalk to a horizontal position4 ,no4 #f4 ,place the chalk horizontally and draw downward1 twisting the chalk to a vertical position4 ,no4 #g4 ,these spots are ,no4 #e and ,no4 #f combined4 ,try them with a short1 quick motion of the chalk4 ,no4 #h4 ,combine two spots similar to the first at ,no4 #g4 ,the leaf in outline requires several lines while the drawing representing the surface was made with two strokes and one line for the midrib and stem4 ,try several leaves of different shapes using the stroke suggested on this plate4 ,the pond lily is drawn with this same stroke reduced4 ,no4 #i4 ,make a scale from left to right by pressure upon one end of the chalk1 while giving a vertical stroke4 ,try this in various directions4 ,use two parallel strokes and with a bit of charcoal for accent try the trunk of the birch tree4 ,no4 #aj4 ,use ,no4 #d1 ,plate #a1 in a series of lights and darks4 ,this is made by quick pressure at short intervals without removing the chalk from the board4 ,i have seen this used by science teachers to illustrate vibrations or wave lengths2 we shall use it later for pictorial purposes4 ,no4 #aa4 ,place the chalk upon the board in a horizontal position1 move rapidly back and forth1 gradually shortening the stroke1 and repeat this exercise in various positions and directions4 ,no4 #ab4 ,this drawing was made by the use of ,no4 #aa4 ,draw first a few lines suggesting the growth of the fern1 then add the strokes letting the fern dictate the direction1 accenting the lighter values by a stronger pressure4 ,draw the upper leaf on ,plate #d by the use of stroke ,no4 #f1 hardly touching the board for the gray tones1 then adding the white tones with a stronger pressure upon the chalk4 ,are we sure that we have not tried to make drawing an end rather than a means8 ,let us remember that there must be a motive prompting the work1 an interest or experience back of the drawing which demands expression4 ,in the color work1 design1 and manual work1 the influence of this thought has already been felt4 ,the object needed in the schoolroom or for the individual use of the pupil is the object designed and made4 ,with this new motive1 there comes a growing appreciation and interest on the part of the child4 ,the blackboard drawing should be governed by the same spirit1 the need of the hour1 just as surely as the child's work at his desk1 and when the teacher realizes this fact1 he will never lack a subject for illustration4 ,for instance1 in the fall the class may be studying trees1 and drawing will be found indispensable4 ,the children are studying some tree near at hand1 comparing trees to discover their points of likeness and difference1 collecting pictures of trees and mounting these to illustrate their description1 and with this study they are becoming more or less familiar with our common trees4 ,if the teacher should go to the blackboard to enforce a point in regard to the general form of the tree1 direction of branches or characteristic details1 he will find such sketches a great help4 ,it is the teacher who does such illustrative drawing who holds and interests his class4 ,let us try a few simple applications of the practice previously suggested1 using the trees as our topic for illustration4 ,no4 #ac4 ,draw a gray1 vertical line suggesting the characteristic line of growth in the pine tree4 ,use the stroke given in ,no4 #aa for the foliage4 ,to represent the foliage in a mass1 simply shorten or lengthen the stroke of the chalk1 using a greater pressure here and there4 ,with the side of the chalk represent the trunk of the tree where visible and with the point indicate branches4 ,illustration3 ,plate #e ,certain laws govern blackboard work as well as object drawing on paper4 ,a sketch of the object as a whole must be made first and the massing of the lights and shades must be done before detail is attempted4 ,the general outline may often be sketched with charcoal and corrected when the chalk is used4 ,illustration3 ,plate #f ,no4 #ad4 ,try the poplar tree4 ,again the vertical line is characteristic4 ,indicate this4 ,mass the foliage as before1 using a vertical rather than a horizontal stroke4 ,do not remove the chalk from the board until the mass of foliage is represented and remember to give a light pressure for the grays and a strong one for the whites4 ,it is not the greatest quantity of chalk which gives the best drawing any more than the greatest quantity of pigment in our color work which gives the best painting4 ,represent trunk and branches as in ,no4 #ac4 ,illustration3 ,plate #g ,no4 #ae4 ,a bit of landscape indicated by a few strokes of chalk often renders the drawing much more pleasing and at the same time suggests the environment of the tree4 ,the lines used here are those given in ,no4 #a1 ,no4 #i and ,no4 #aa1 and are easily represented4 ,illustration3 ,plate #h ,no4 #af4 ,the willow is another interesting tree for study and is drawn in a similar manner to those previously mentioned4 ,the stroke of the chalk for foliage is a curving one rather than horizontal as in the evergreen or vertical as in the poplar4 ,no4 #ag4 ,a suggestion of distance will frequently be found a good background for a tree1 building or other similar foreground4 ,the distance is treated in exactly the same manner as the foliage in many of the trees1 the side of the chalk giving a gray1 uneven surface4 ,in drawing the water represent the reflections with vertical strokes and the ripples with horizontal ones4 ,illustration3 ,plate #i ,no4 #ah4 ,make the hillside with two or three gray strokes of ,no4 #a1 the clouds with a similar curving stroke1 and the trees with charcoal1 using the same treatment as in the chalk drawings4 ,illustration3 ,plate #aj ,no4 #ai4 ,experiment with a few vegetables1 or fruit1 using the strokes which the illustrations will readily suggest4 ,for the grapes use a short piece of chalk and a quick1 curving stroke1 the point being used only in accenting4 ,no4 #bj4 ,the basket is represented by using ,no4 #aj1 ,plate #c1 for the surface and the point for the details4 ,experiment a while with the handle1 begin at the lower end at the left1 draw upward1 to the right and downward4 ,illustration3 ,plate #aa ,the tumbler is represented by using a few gray vertical strokes of the chalk4 ,accent with chalk for high lights and a bit of charcoal for darks4 ,in the other objects on ,plate #h let the surface of the vegetable dictate the direction of the stroke1 keeping the work as simple as possible4 ,see with how few touches an effect can be obtained4 ,a variety of illustrations may be attempted1 all of which have been suggested by grade teachers as useful in many lines of school work4 ,illustration3 ,plate #ab ,illustration3 ,plate #ac ,an outline drawing upon the blackboard expresses much1 and is often better than any attempt at light and shade or variety in tone1 yet there are frequent occasions when the representation of solidity or of surface is better obtained in illustrative work by the use of the side of the chalk and charcoal4 ,in such cases leave the blackboard for the middle values and use the charcoal and chalk as in previous sketches4 ,for instance1 make a drawing of the wigwam and canoe1 adding some of the tree sketches upon which we have previously worked or simply indicating a few tree trunks4 ,illustration3 ,plate #ad ,no4 #ba4 ,make a light sketch either with chalk or charcoal1 indicating the general form of the objects1 or if one has a good idea of form1 he may make the drawing without outlining4 ,a few oblique strokes handled in the same manner as the gray tones given in ,no4 #a will produce the wigwam4 ,the details may be added with chalk or charcoal4 ,a single horizontal stroke curving a bit at either end gives the general form of the canoe4 ,if a few minor markings are given1 the children will have no doubt of your intent in the sketch4 ,for the tree trunks use the stroke suggested by ,no4 #i1 and for the water consult ,no4 #ag and ,no4 #ah1 ,plate #g4 ,no4 #bb4 ,the woodland appeals to all children and is frequently the topic in history1 geography1 botany1 literature1 and nature study as well as drawing4 ,a few broad1 gray strokes will give the sky4 ,with a cloth1 erase tree tops for the distance and a few vertical lines for tree trunks4 ,use the vertical strokes suggested in ,no4 #i for the light tones in the trees and charcoal for the darks to produce the cylindrical effect4 ,mass the foliage as in the trees previously drawn and add the necessary markings for branches4 ,no4 #bc4 ,a landscape with the old house in the foreground gives an opportunity to put into practice many of the previous suggestions4 ,no4 #bd4 ,this sketch was asked for as an illustration for the study of colonial history4 ,in both ,no4 #bc and ,no4 #bd the sky is drawn by the use of the horizontal stroke and the clouds1 trees1 and distance erased with a bit of soft cloth4 ,the strokes used in the buildings and fence are evident and need no interpretation4 ,plate ,no4 #ab shows two looms made by the children1 and the beginning of the rugs they are weaving from their own designs4 ,the illustration is from the blackboard drawing made by the teacher to show how the ,indians made and used a loom4 ,this illustration has been used in history1 geography1 and manual training4 ,lessons in geography often require quick illustration4 ,the school building may not be well located for this study1 or the teacher is not fortunate enough to have a good series of pictures for the use of his class4 ,in such cases1 or in any case1 even when he has other material1 blackboard illustration will help the children4 ,no4 #be1 ,no4 #bf1 and ,no4 #bg1 ,plate #ac1 suggests useful sketches4 ,such topics as the clouds1 the mountains1 the plain1 the valley1 the brook1 the waterfall1 the beach1 the ocean1 the cliff1 and innumerable others are easily and quickly illustrated in this manner4 ,the teacher who in a few moments can take advantage of this graphic language finds the lessons a delight to himself and to the class4 ,animal drawing is an extremely interesting lesson for the children1 at the same time a rather difficult one for many teachers4 ,on ,plate #ad will be found a few drawings suggesting how few lines will indicate the general outline and how few strokes of the side of the chalk will suggest the surface4 ,there are special days1 seasons1 or occasions when blackboard drawings may be used to advantage for illustration4 ,thanksgiving stories are anticipated by the children1 and ,thanksgiving pictures as well4 ,these old1 old scenes1 ever new1 appeal to us all whether pupils or teachers4 ,there are the settlement of ,new ,england1 the first ,thanksgiving1 the harvest time1 the family gathering1 and numerous events which suggest illustration4 ,in many schools there is the delightful custom of remembering some unfortunate family4 ,the children bring to the school gifts of clothing1 groceries1 vegetables1 etc41 and assist the teacher in packing these good things1 and great is their joy in giving4 ,illustration3 ,plate #ae ,plate #ae4 ,this drawing will answer as an illustration of harvest time1 or perhaps the gift itself to be packed and sent away4 ,our lesson in object drawing may be from these or similar objects4 ,in this sketch a few vertical strokes give the background and box1 similar curving strokes the barrel1 and horizontal strokes the floor4 ,the vegetables are drawn by using the suggestions found in ,no4 #i1 ,plate #c4 ,the kernels of corn are represented by the use of a very small piece of chalk and stroke ,no4 #aj1 and the husks by using ,no4 #e1 ,no4 #f1 and ,no4 #g1 ,plate #b4 ,the details are added with the point of the chalk1 and charcoal is used in the shadows4 ,illustration3 ,plate #af ,christmas time of all seasons in the year is the one the children most love1 and there are innumerable stories and ,christmas lessons for the little ones4 ,let me give you a few verses ,i heard in the first grade and the illustration used4 ,christmas-day was coming1 ,christmas-eve drew near2 ,fir-trees they were talking low1 at midnight cold and clear1 ,and this is what the fir-tree said1 all in the pale moonlight1 ,now which of us shall chosen be to grace the ',holy ,night'8 ,the tall trees and the goodly trees raised each a lofty head1 ,in glad and secret confidence1 tho' not a word they said1 ,but one1 the baby of the band1 could not restrain a sigh3 ,you all will be approved1 said he1 but oh1 what chance have ,i8 ,i am so small1 so very small1 no one will mark or know ,how thick and green my needles are1 how true my branches grow2 ,few toys or candles could ,i hold1 but heart and will are free1 ,and in my heart of hearts ,i know ,i am a ,christmas-tree4 ,the children told of the woodman who took his axe and started in search of a tree for his baby at home2 of the delight of the little tree at being chosen1 and of the joy of the little daughter when she saw it arrayed and holding her ,christmas gifts4 ,the accompanying drawing will serve as an illustration for this story or as a sketch of the forest in winter4 ,plate #af4 ,in this sketch use the strokes suggested for illustrations ,no4 #ac1 ,plate #e1 and ,no4 #bb1 ,plate #aj4 ,use the side of the chalk1 hardly touching the board and keeping the drawing very gray4 ,accent with a strong pressure the parts representing snow4 ,this is but one suggestion4 ,there is the inevitable ,christmas tree with the toys and gifts1 ,santa ,claus bearing his bundle of gifts or going down the chimney1 and the fireplace with the stockings1 all of which are quickly drawn in the manner given in previous sketches4 ,washington's birthday brings to mind the stories of his life1 and pictures may be found illustrating these incidents4 ,one or two which all may see and discuss will prove valuable4 ,plate #ag will show a few drawings which have been used to advantage4 ,a4 ,near ,washington's ,birthplace4 ,b4 ,mt4 ,vernon4 ,c4 ,an old ,stage ,coach4 ,in these sketches the strokes used are evident4 ,again1 ,patriots' ,day and ,memorial ,day present many ideas in regard to blackboard drawing and decoration4 ,some of these illustrations are deplorable4 ,i well remember one schoolroom which ,i visited and the drawings which were upon the boards4 ,on one side was a sketch of a pyramid of cannon balls1 next1 several guns stacked1 then two swords crossed at right angles4 ,on another side was a cannon1 a wreath of some sort around the stenciled portrait of a dead hero1 a tombstone with an inscription1 and so on about the room1 everything suggesting war1 misery1 bloodshed1 and death4 ,can we not find something other than such illustrations1 and bring to the thought of the children love of home and country1 and a reverence for those who gave their lives for their protection8 ,illustration3 ,plate #ag ,i have seen ,plate #ah used in a schoolroom and feel sure it performed its mission4 ,illustration3 ,plate #ah ,plate #ai will perhaps suggest its use4 ,in these drawings the board is slightly covered with either chalk or charcoal4 ,in ,a about ten strokes of the chalk and the charcoal outline finish the drawing of the lantern4 ,b is done almost entirely with charcoal1 the chalk being used only in a few gray tones and the touches of light in the distance4 ,c is produced by using the chalk in horizontal strokes and wiping out the trees with a cloth4 ,a few touches of charcoal will give the foliage1 and the bridge is added with simple strokes with the side of the chalk4 ,illustration3 ,plate #ai ,illustration3 ,plate #bj ,plate #bj4 ,this was taken from a ,kindergarten room in which the children were celebrating ,froebel's birthday4 ,the drawings upon this plate were made by the use of the simple strokes given or suggested in the plates shown in the first part of this article4 ,there are other days of local interest which are celebrated in various localities and the grade teacher will find that the use of illustrations will appeal to the children1 hold their interest and impress upon them a central thought in the lesson4 ,whether teaching drawing or some other study in the curriculum1 the teacher aims to make his work effective1 and if he should once try blackboard illustration1 he will find it an invaluable aid towards making clear or emphasizing important points4 ,illustration