,,blackboard ,,sketching ,by ,,frederick ,,whitney ,director of ,art1 ,state ,normal ,school1 ,salem1 ,massachusetts ,illustration ,published by ,,milton ,,bradley ,,company ,,springfield1 ,,mass4 ,,boston ,,new ,,york ,,philadelphia ,,atlanta ,,san ,,francisco #aiji ,,copyright1 #aijh ,,by ,,milton ,,bradley ,,co4 ,,springfield1 ,,mass4 ,introduction ,ability to draw easily and well on the blackboard is a power which every teacher of children covets4 ,such drawing is a language which never fails to hold attention and awaken delighted interest4 ,it has been considered impossible for most of us1 because we have never done it4 ,it has been strongly recommended1 but no one has really shown us how4 ,a book like this which does show how1 step by step1 from the first practice strokes to completed and effective sketches1 will be everywhere welcome4 ,no one can follow the plain suggestions given without appreciating the possibilities of chalk and charcoal for ordinary school-room illustration1 and finding in himself a steady development of power to sketch on the blackboard4 ,the book is not the product of theories about drawing1 but the fruit of long experience of one who has drawn with and for children and students and teachers1 and has been more successful than any one ,i know in inspiring them by that means4 ,i welcome the book and predict for it a potent influence for increasing and improving blackboard drawing throughout the schools of the land4 ,,walter ,,sargent4 ,north ,scituate1 ,mass4 ,author's ,introduction ,this collection of blackboard sketches and the accompanying text has been planned at the request of many teachers and pupils who desire lessons and suggestions along this line1 but who are unable to secure personal instruction4 ,in general1 these requests have been for simple sketches dealing with the various lines of school work1 and at the same time for strokes and explicit directions for using these in the drawings4 ,for these reasons there are given upon nearly every plate the strokes of the chalk useful in producing the desired effect1 and upon the opposite page such directions as are generally given to the students in the classroom4 ,a few of the lessons deal with the strokes and their application to the very simplest objects possible1 but even these may be found useful as illustrative material4 ,they are recommended in order that the teacher may become familiar with the medium1 and with the simplest and the most direct manner of handling it before attempting sketches which require a great variety of touches4 ,i have tried to have the other sketches cover as great a variety of subjects as possible4 ,plates #c1 #e1 #h1 #aj1 #aa1 #ac1 #ad1 #ae1 #af1 #ag1 #ah1 #bb1 #bc and #bi have been used with the little people in different forms of stories1 language and reading lessons4 ,plates #g1 #h1 #i1 #aj1 #aa1 #ah1 #bg1 #bh and #bi are suggested for geography lessons in various grades4 ,plates #h1 #ad1 #ae1 #af1 #ag1 #ah1 #bg1 #bh and #bi may be used in history lessons4 ,plates #a and #c have been used in primary numbers1 and plates #bg and #bh for arithmetic1 when the problems had to do with commission1 measurement1 etc41 or when the problems referred to lumbering or manufacturing4 ,plates #d1 #e1 #f1 #aa1 #ab1 #ac1 #ai1 #bj1 #ba1 #bb1 #bc1 #bd1 #be1 #bg and #bh will be found helpful in many lines of nature study1 especially when the nature specimens are difficult to obtain4 ,plates #i1 #bd1 #be and #bf illustrate the value of this line of drawing in the study of literature2 and many of the other drawings may be used in a similar manner4 ,the teacher who uses this type of illustrative sketching will readily see how the drawings may be applied to other subjects4 ,teachers have occasionally asked for illustrations for the different months of the school year1 something to use with calendars1 or for different holiday drawings4 ,several sketches given on the plates are suitable for the various months4 ,for calendars ,i suggest discarding the plaided pumpkin for ,november1 the numbered bricks in a fireplace for ,december1 the kite covered with numbered squares for ,march1 etc41 etc4 ,a regular numbered calendar may be used1 with an appropriate sketch above or at one side4 ,see ,plate #ac1 goldenrod4 ,the holiday itself should suggest the character of the sketch4 ,although these sketches are recommended as illustrations for certain subjects1 it is not intended that the teacher should merely copy these drawings1 but that she should be able to appropriate these strokes1 enlarge upon them1 and apply them in illustrations for the particular subjects she is teaching2 and there are many subjects which require just this sort of expression on the part of the teacher4 8,children are not all ears2 they take in more through the eyes than in any other way40 ,since all teachers know this is true1 they should realize the usefulness of illustration on the blackboard4 ,a few moments now and then devoted to the practice of these strokes1 and frequent application of them1 will enable the teacher better to express and emphasize certain facts1 details1 or incidents connected with a lesson2 better to hold the interest and attention of the class1 and more readily to create an interest in drawing4 ,she will thus1 by example1 lead the children to make the drawing a natural and spontaneous means of expression4 ,,frederick ,,whitney4 ,illustration3 ,plate #a ,,plate #a ,for the first lesson ,i advise trying the simplest possible stroke1 and its application in the sketching of very simple things4 ,the stroke is a straight mark with the side of the chalk4 ,take half or two-thirds of a stick of chalk1 discard the small end1 and use such a piece in nearly all the lessons given4 ,in this case place the chalk horizontally upon the board1 and drag it gradually downward1 keeping an even pressure upon the chalk4 ,try this in various directions4 ,the oblique lines show what a variety of width may be obtained by changing the angle of the chalk4 ,at #a1 the full length of the chalk is required to give the broad stroke desired4 ,at ,nos4 #b1 #c1 #d and #e1 the line above the stroke indicates the angle at which the chalk is placed in order to give the width of the strokes below4 ,the use of the chalk in this manner enables one to obtain any desired width of line1 without constantly changing the piece of chalk4 ,a light or dark tone is produced by varying the pressure upon the chalk4 ,in drawing the telegraph pole1 draw first a delicate vertical stroke1 then add the horizontal cross pieces with a stronger accent1 and last the white strokes indicating thickness4 ,in the case of the chicken coop1 draw first the oblique slats1 then with a stronger pressure upon the chalk1 add the horizontal slats1 and lastly1 with the point of the chalk add the accented bits of detail4 ,almost any simple object composed of straight lines may be drawn in this manner4 ,illustration3 ,plate #b ,,plate #b ,the strokes upon this plate are more often used than any others which will be given in these lessons4 ,these strokes are made by holding the chalk by one end rather than in the middle1 and then by drawing in any direction desired1 letting the pressure come at the end of the chalk1 thus giving a graded stroke from side to side4 ,for example1 stroke #a was made by taking about two-thirds of a stick of chalk1 holding it by the left end1 placing it horizontally upon the board1 and then drawing downward1 accenting a little with the left end of the chalk4 ,stroke #e was made in a similar manner1 the chalk being held by the right end1 and the pressure being also at that end4 ,practice these strokes in many directions1 and then apply them to drawing some simple objects4 ,on the plate the cylinder1 barrel1 and canoe are illustrated to show the application of such simple marks4 ,in the cylinder1 strokes #a and #e are used for the left and right outlines2 then three curving strokes will finish the top and bottom4 ,in sketching the barrel1 use similar strokes1 curving them a bit4 ,add curving strokes for the hoops1 using a short piece of chalk2 then add markings here and there with the point for details4 ,the canoe is one long1 nearly horizontal stroke accented at the upper end of the chalk4 ,a few small touches similar to those at #c will give the rocky shore1 and a line or two with the point1 the necessary details4 ,illustration3 ,plate #c ,,plate #c ,the lesson planned at illustration #c is useful in a number of school lessons in the lower grades4 ,i have seen it used in teaching reading in the first grade4 ,in this case1 some word from the lesson was written upon each apple1 and the children were asked to see how many apples they could gather and put into the basket2 in other words1 to see how many words they could read4 ,when a word was recognized1 it was erased4 ,again1 it has been successfully used in teaching number1 form1 etc4 ,see also the ladder1 plate #aj4 ,stroke #a is made by placing the chalk upon the board in a vertical position and then drawing it across the board1 varying the pressure frequently so as to give the effect seen in the basket4 ,the strokes at #b are produced in the same manner4 ,here the light spots in the stroke are alternated1 coming beneath the dark spots in the stroke above4 ,try a number of these in the curving direction suggested at #b4 ,in making a sketch of a basket1 draw lightly the elliptical top1 then add as many strokes as are necessary to give the desired depth1 and lastly add the handle4 ,strokes #c1 and the ellipse below them1 show the manner of producing this effect4 ,place the chalk horizontally at the top of the basket1 decide where the handle should end at the opposite side1 then draw upward with a heavy stroke1 across the top lightly1 then downward with a slight pressure4 ,keep the chalk in a horizontal position throughout the stroke4 ,add a line of accent to the nearest edge of the handle4 ,the tree trunk back of the basket is drawn with strokes #a and #e1 plate #b1 the stroke being curved a bit at the lower end4 ,the grass is added by the use of stroke #e1 which is made by using a short piece of chalk1 and by moving the hand rapidly up and down4 ,a little accent may be used occasionally4 ,in drawing the apples study stroke #d4 ,these are made like those on plate #b1 by accenting with the end of the chalk4 ,use a very short curving stroke1 first toward the left1 then toward the right4 ,add stems1 etc41 with the point of the chalk4 ,illustration3 ,plate #d ,,plate #d ,lesson #d introduces a stroke entirely different from those already given1 and one which will require more practice in order to obtain the desired results and to apply it readily in quick sketches4 ,stroke #a is made by placing the chalk in a horizontal position upon the board1 and drawing it downward1 gradually twisting it to the vertical position4 ,stroke #b is the exact opposite4 ,place the chalk vertically upon the board1 draw it downward and gradually twist it to the horizontal position4 ,in drawing strokes #c and #d1 combine those already given at #a and #b4 ,for #c1 place the chalk vertically1 draw it downward1 quickly twisting it to the horizontal position2 then1 without removing it from the board1 bring it back to the vertical position4 ,try stroke #d1 beginning with the horizontal position of the chalk1 twisting it to the vertical1 then back again to the horizontal position4 ,stroke #e shows a curving effect produced in the same manner as stroke #c1 but with a curving instead of a vertical tendency4 ,in drawing the cat tails1 use strokes #a and #e on plate #b4 ,these are slightly curved at the upper and lower ends4 ,keep some of them very delicate1 others quite white4 ,the leaves are drawn by using strokes #a1 #b1 and #c1 on plate #d4 ,let the tone desired in the drawing govern the pressure used upon the chalk4 ,the palms are drawn by using the same strokes4 ,draw first very delicately with the side of the chalk1 then with strokes #a1 #b or #c add stronger strokes for accent4 ,illustration3 ,plate #e ,,plate #e ,a new stroke will be introduced for this lesson4 ,it is a regular or irregular curve as the case may require1 and is useful in all sorts of nature drawing4 ,first try the long curving stroke ,no4 #a1 accenting with the left end of the chalk4 ,reverse the stroke1 accenting with the right end of the chalk4 ,now try ,no4 #b1 making a series of nearly parallel strokes1 keeping the accent at the left4 ,the pumpkin is drawn by combining these strokes1 varying the pressure to obtain the desired tone1 and accenting with the left end of the chalk1 then reversing the stroke for the right side of the pumpkin4 ,add the stem by the use of a few irregular strokes and a bit of accent4 ,stroke #c may be used in drawing any large leaves1 such as squash1 grape1 etc4 ,try this in a great variety of positions1 always keeping the accent for the edge of the leaf4 ,apply this in drawing the grape foliage in the illustration below4 ,draw first the mid-rib and then represent the surface of the leaf by using stroke #c4 ,the grapes are added by the use of stroke #d1 which is stroke #a very much reduced4 ,let the grapes be drawn with a short1 quick twist of the chalk4 ,lastly add stems and accent4 ,almost any vegetables may be drawn after a little practice of the strokes given at #e4 ,these are made exactly like stroke #a1 with changes in direction4 ,try a single onion or carrot1 then a group of vegetables4 ,do these as simply as possible1 obtaining the effect1 if you can1 with three or four strokes1 then add a few touches for details4 ,illustration3 ,plate #f ,,plate #f ,the strokes given in this lesson1 although not used as frequently as those previously given1 are nevertheless valuable4 ,no4 #a shows the manner in which the stroke is produced4 ,place a piece of chalk in the position indicated by the line below the stroke1 then swing the chalk rapidly back and forth1 shortening the stroke and gradually twisting the chalk to the vertical position4 ,no4 #b is produced in the same manner4 ,place the chalk obliquely as indicated1 and keep the movement oblique1 shortening the stroke1 and twisting the chalk gradually to the horizontal position4 ,the fern is drawn by first sketching a few main lines1 ,no4 #c1 and then upon these apply the strokes given as shown at ,no4 #d4 ,hardly touch the board at first1 keeping the tones very gray2 then add a few white ferns as in the sketch4 ,no4 #f illustrates the same stroke used in a much bolder fashion and in a generally horizontal direction4 ,after applying this stroke1 accent here and there with a much shorter stroke1 and add the trunk and branches4 ,study the trees given on plate #ab in connection with this illustration and notice the variety of strokes given for the different trees4 ,illustration3 ,plate #g ,,plate #g ,in this lesson we will put to practical use such strokes as those given in the first few lessons4 ,the sketches of this character are often valuable in the schoolroom when studying the mountains1 the hillside1 the river1 etc41 and the teacher who1 with a few strokes of the chalk1 can interpret to her class the thing about which they are studying1 and can make an illustration which the whole class can see and appreciate1 has an invaluable gift4 ,experiment with the strokes given at #a1 #b and #c4 ,as in previous lessons the side of the chalk is used1 and the accent is with one end4 ,try to give the effect of snow1 of rocks1 of a bright day1 or of a cloudy day1 by varying the tone or pressure upon the chalk4 ,sometimes use the chalk for sky1 leaving the board for the hills4 ,then reverse the stroke1 letting the sky remain gray and using the chalk to represent the mountain1 accenting with the upper end of the chalk4 ,no4 #c is a combination of #a and #b1 the chalk being used in both sky and mountain4 ,in ,no4 #d1 the eraser or a soft bit of cloth is used to take out the trees after the chalk has been applied4 ,in the sketch given on the lower part of the plate combine the suggestions given above4 ,a few short1 curving strokes with the usual accent at one end of the crayon will give the rocks1 and the irregular horizontal and zigzag strokes already given will produce the ripples in the river1 and the foreground4 ,illustration3 ,plate #h ,,plate #h ,in the exercise illustrated on the opposite page you will find combinations of the strokes already given1 but they are varied somewhat in rendering these drawings4 ,any sketch or object to be drawn should dictate the kind of stroke to be used and the manner of handling the chalk1 the pressure1 accent1 etc4 ,for the larger sketch1 draw first the tree trunks as shown at ,no #a4 ,let the pressure be as gentle as possible1 the chalk hardly touching the board4 ,after these are massed in the background1 erase a triangular spot for the wigwam1 and with the oblique strokes #b1 accented first at the left1 then at the right1 obtain the general form required4 ,stroke #c is added at the top of the wigwam1 and a bit of charcoal is used for the dark tone at the opening4 ,now add the decorative details4 ,in order to complete the sketch1 use stroke #d for the foreground4 ,it is similar to those previously used1 and is made by an irregular1 up-and-down movement of the chalk4 ,a pond1 a canoe1 or other suggestive detail may be used in this sketch1 and applied to the work in history1 geography1 language1 etc4 ,try the second little drawing1 using similar strokes in a very simple manner4 ,illustration3 ,plate #i ,,plate #i ,lesson ,no4 #g gave a few suggestions useful in geography and landscape work4 ,this time we will try another type which will doubtless be found equally useful4 ,stroke #a is a horizontal stroke accented at the lower end of the chalk by a decided pressure4 ,this will readily give a tone for the sky and a definite line for the horizon4 ,at ,no4 #b1 the sky is drawn in the same manner1 and charcoal or black chalk is introduced for the ocean4 ,these touches are made with the side of the chalk in irregular1 wavy lines4 ,spray may be represented by massing a little chalk near the rocks or beach1 and by rubbing the tip of the finger or a soft bit of cloth into the body of chalk1 gradually blending it into the rocks or water4 ,see ,no4 #d4 ,to obtain a sketch like that given in this lesson1 first draw the horizon1 then the wavy strokes for the sea4 ,the cliffs or rocks are drawn by using strokes like those at ,no4 #c4 ,they are irregular strokes accented with one end of the chalk4 ,here again the charcoal is useful in adding crevices or shadows in the rocks4 ,erase spots for the boats and add details4 ,the effect of a beach may be produced by using the same broad stroke as in the sky1 accenting with the upper end of the chalk to give the margin of the beach4 ,add a few ripples and pebbles1 or a bit of seaweed1 using the point of the chalk4 ,the sketch given on this plate was used as an illustration for literature4 ,a heap of bare and splintery crags ,tumbled about by lightning and frost4 --,lowell4 ,illustration3 ,plate #aj ,,plate #aj ,the sketch on plate #aj was suggested for geography4 ,it is very simple and requires only strokes already used a number of times4 ,the sky and hill are represented by the use of stroke #a4 ,place a long piece of chalk vertically1 the accent at the lower end giving the outline of the hill4 ,the marshy land is represented by a similar stroke carried in a horizontal direction4 ,the board is left free from chalk in the case of the hill and the water4 ,the village in the distance is added with charcoal1 and the reflections in the water with little touches of chalk or charcoal4 ,erase spots for the haystacks1 and use stroke #c4 ,this is a very simple curving stroke with the side of the chalk1 accenting with the left end of the crayon2 then a reverse stroke1 accenting with the right end of the chalk4 ,if shadows are desired they may be added with charcoal or black crayon4 ,observe that the tops of all the haystacks are on a level4 ,the sketch with the ladder was made for primary reading4 ,different words were written on the different steps of the ladder and the children tried to see how high they could climb2 in other words1 how much of the lesson they could read4 ,if they read all of the words they could climb to the top of the haycock4 ,illustration3 ,plate #aa ,,plate #aa ,here again are very simple strokes which require only a little practice for accomplishment4 ,the distance is represented as in the last plate1 and the grass and meadow are done in the same manner as the marshy land on plate #aj2 #a and #b show the strokes4 ,a few up-and-down touches with a short piece of chalk are added in the immediate foreground4 ,the fence is drawn by the use of the strokes given on plate #a1 and shown at #c on this plate4 ,after drawing the field and the fence1 erase for the tree trunk and tree and add the foliage4 ,this is done with a short piece of chalk and a quick back-and-forth movement4 ,see plates #f1 #ab1 and #bd for other trees and strokes4 ,the skeleton of the tree1 as shown below the drawing1 may be represented first1 then the foliage added4 ,this plate will be found useful in the early spring1 as it shows the tree in winter condition1 the pussy willows1 and the tree in summer4 ,spots #d show the treatment of the 8pussies40 ,a very short curving stroke of the chalk is first made2 then the finger is used to give the downy1 soft effect4 ,sketch a few delicate lines for the stems1 add the catkins as described above1 and then finish the stems with black and white chalk4 ,illustration3 ,plate #ab ,,plate #ab ,in sketching trees1 one should bear in mind the general attitude of the tree1 its characteristic form and branching1 and the stroke which will best produce these4 ,one teacher can best draw the tree by using such strokes as those at ,no4 #a to give the trunk and branches1 and then applying the stroke for the foliage2 while another teacher does better work by massing the tree1 as at ,no4 #b1 and then adding trunk1 branches and details4 ,either method is good4 ,the strokes above the trees show the manner of representing the foliage of these particular trees4 ,see plates #f1 #aa and #bd1 for other trees4 ,apply either of the methods described above1 using half a stick of chalk placed flat upon the board and moved rapidly in the direction suggested by the stroke4 ,for the elm it is a curving motion2 for the poplar up and down2 for the pine1 back and forth2 for the oak or apple1 an irregular and slightly slanting stroke1 etc4 ,after the mass of the tree is drawn1 accent here and there with the same stroke1 and add branches and details4 ,when working upon a gray background or against a light tone for the sky1 use black chalk or charcoal in the manner described above4 ,illustration3 ,plate #ac ,,plate #ac ,as stated in the introduction1 there have been many requests for suggestions for calendars4 ,whatever the month may be1 draw a simple calendar large enough to be seen by the children4 ,if a picture of some sort is desired1 draw something which will be appropriate to the month and arrange it in a vertical panel at one side1 or a horizontal panel above or below the calendar4 ,the goldenrod on plate #ac will show what is meant by this arrangement4 ,all the strokes here given have been drawn before and are easily applied4 ,strokes #a are given for the goldenrod1 strokes #b for the rose hips and leaves1 #c for the roses1 #d for the thistle1 and #e for the daisy4 ,with a few light touches of the chalk indicate the growth and position of the specimen2 then apply the strokes for drawing the surface of flowers and leaves4 ,in sketching the thistle the pointed details are added with the point of the chalk4 ,illustration3 ,plate #ad ,,plate #ad ,at ,no4 #a is a very simple stroke made by placing a piece of chalk in a vertical position1 and drawing it across the board in any desired direction1 breaking it at regular intervals by lifting the chalk from the board4 ,this stroke is useful in representing tiles1 brick1 stone1 or any broken surface4 ,in this particular sketch a horizontal stroke is first made for the mantel1 then the vertical strokes for the surface of the walls2 then the bricks are added by the use of the strokes given at #a4 ,erase the space necessary for the fireplace1 and add black chalk or charcoal1 leaving the board where the fire is to be represented4 ,a few gray strokes with the side of the chalk will indicate the logs1 and the use of stroke #b will add the fire and smoke4 ,stroke #b is made by massing a little white chalk1 and then rubbing into it with the finger1 gradually blending it into the tone of the blackboard4 ,the details1 andirons1 etc41 are easily added4 ,if this sketch is used for ,christmas1 add toys1 sleds1 stockings1 or other objects suggestive of the day4 ,they are all drawn with the side of the chalk1 the direction of the stroke being dictated by the object4 ,the sketches in this and the following lesson may be used in work in history1 or to illustrate the type of house used by the early settlers4 ,the sketch on plate #ae is supposed to be ,washington's home1 and that on plate #af is ,lincoln's birthplace4 ,illustration3 ,plate #ae ,,plate #ae ,study the horizontal lines at ,no4 #a4 ,though not like those in the sketch below1 they show how any such cabin may be drawn4 ,try these strokes1 accenting with the upper end of the chalk while making the horizontal line4 ,should one side of the building be lighter than the other1 obtain the desired effect by varying the pressure upon the chalk4 ,no4 #b is made by the use of a long piece of chalk1 and by keeping a smooth1 even tone throughout the stroke4 ,stroke #c is made in a similar manner to that on plate #ad in the drawing of the bricks4 ,make it in a rather irregular fashion1 and add little touches of detail with chalk or charcoal4 ,stroke #d is made with a very long piece of chalk1 with strong pressure on the lower end4 ,this will give a good tone for the sky and serve as an outline for the roof of the building4 ,in making this sketch1 take a short piece of the chalk and use a stroke like ,no4 #a1 beginning with a very short line2 and increasing the length of the strokes till the body of the house is reached and then keeping the lines of uniform length to the ground4 ,after the body of the building and the sky are represented1 erase the logs where the chimney1 windows1 or door are to be drawn4 ,erase also whatever chalk may be upon the board where the trees are desired1 and apply the irregular touches already given in drawing trees4 ,use chalk or charcoal1 according to the tone desired in trees1 windows and chimney4 ,see stroke #c4 ,see strokes on plate #af and plate #ab4 ,illustration3 ,plate #af - see lesson on previous page--,plate #ae ,,plate #af ,study the strokes given on the previous page1 plate #ae1 for suggestions for sketching this cabin4 ,those at ,no4 #b1 ,no4 #c1 and ,no4 #d will be found helpful4 ,use stroke #d1 plate #ae1 for the outline of the roof and the sky1 and add the smooth vertical or horizontal strokes for the sides of the building4 ,accent here and there with the point of the chalk and add details in a similar manner1 but avoid a definite outline4 ,let the difference in tone make whatever outline is necessary4 ,after erasing the spots for doors and windows1 add the strong dark tones with a bit of charcoal4 ,the details at #a and #b on the plate will show how these are made4 ,no4 #c shows the treatment for the roof4 ,after erasing for the trees1 add a little charcoal and chalk1 using the strokes given in the lesson on trees1 plate #ab4 ,the grass and the details in the foreground may be added last4 ,the sketch will readily show the strokes necessary and the movement of the hand in making these strokes4 ,illustration3 ,plate #ag ,,plate #ag ,whenever ,i have made a sketch of this kind it has always given great pleasure to the children1 and proved of more or less value in history1 or in story-telling in the lower grades4 ,stroke #a illustrates the treatment for the sky and the horizon4 ,a few soft touches with the side of the chalk will indicate clouds4 ,blend the white tone into the gray of the blackboard4 ,the chalk is held vertically and drawn across the board horizontally4 ,next erase a spot or two for the sails and hull of the ship1 and apply stroke #b4 ,this stroke is made by placing the chalk in an oblique position and drawing a curving stroke downward1 the end of the chalk giving the outline of the sail4 ,in the drawing at the left a graded stroke was used1 the eraser making the edge of the sail at the left and the chalk at the right4 ,stroke #c is desirable in representing the ocean4 ,it is made by placing the chalk vertically upon the board and making a long1 sweeping stroke1 accented with the upper end of the chalk4 ,in these sketches charcoal was used for the dark streaks in the water4 ,in drawing the hull of the ship1 try stroke #d1 using a short piece of chalk or charcoal4 ,the chalk is placed vertically and a curving stroke is used with no particular accent4 ,add details with touches of chalk or charcoal4 ,illustration3 ,plate #ah ,,plate #ah ,on plate #ah are suggestions for the month of ,march1 or for geography1 history1 or occupations and habits of the people4 ,apply a few delicate1 horizontal and curving strokes to the board2 then with a soft piece of cloth erase for the distance1 as at ,no4 #a4 ,use stroke #b for the sides of the windmill1 stroke #c for the wings1 and touches of charcoal for the windows4 ,stroke #e1 plate #c1 will help in representing the foreground4 ,use the chalk very delicately1 accenting here and there with stronger touches1 and a vertical stroke now and then for the reflections in the water--stroke #d4 ,the strokes illustrated on plates #b1 #c1 and #e will be useful in sketching the shores and other objects4 ,remember to allow the pressure upon the chalk to indicate the outlines of objects1 and never to add definite marks with the point excepting for necessary details or high lights4 ,illustration3 ,plate #ai ,,plate #ai ,this plate was planned as a review lesson1 as well as to give illustrations which teachers might use for a great variety of purposes4 ,all these strokes have been given before and are easily applied4 ,for the turkey1 sketch lightly a circle2 then with the side of the chalk add broad1 gray strokes4 ,see ,no4 #a4 ,after this is done1 add short touches with the side of the chalk1 for the wings1 legs1 feathers1 etc4 ,stroke #b was given on plate #b1 and1 with the addition of the little slanting and curving strokes here given1 will produce the lighthouse4 ,this sketch will perhaps be useful in connection with plate #i1 in teaching the seacoast4 ,strokes #c and #d are similar to those given on plate #e4 ,they are made by the use of curving strokes with the side of the chalk1 the accent being upon the end forming the outline4 ,this stroke is frequently used1 the object to be drawn dictating the direction of the stroke4 ,apply these strokes in drawing the rat1 the chickens1 the mushrooms and the frog4 ,in the tree sketch1 a background of gray is first drawn with the side of the chalk2 then the strokes given on plate #f are applied with charcoal1 and the snowflakes added with strong touches of white chalk4 ,if the candles are desired1 omit the snow and use tiny strokes like those at #e4 ,no4 #f is desirable in representing the nest4 ,after #f is drawn1 add stroke #d for the eggs and finish the nest by using strong touches with the point of the chalk4 ,illustration3 ,plate #bj ,,plate #bj ,the strokes on plate #bj are so well defined that it hardly seems necessary to describe them4 ,for #a a short piece of chalk is used1 the side of the chalk giving the width of the line4 ,at #b the stroke is similar1 the accent being at one end of the chalk4 ,at #c the stroke is slightly curving1 the chalk being placed vertically1 and the accent being upon the upper end of the chalk4 ,no4 #d is drawn by placing the chalk vertically upon the board1 drawing it downward very quickly and twisting it to the horizontal position4 ,apply these strokes in sketching the lobster4 ,first use stroke #c1 then touches like #b2 afterward strokes #a and #d for details4 ,no4 #e indicates the strokes first used in sketching the shells4 ,in drawing the outside of the nautilus1 use a long piece of chalk and with a curving stroke accented with the end1 form the outline4 ,with strokes similar to those at #b1 sketch the light streaks in the shell1 and add dark details with charcoal4 ,use the tip of the finger in softening the tones here and there4 ,in drawing the section1 sketch first the spiral curve1 then the blended strokes connecting the outer with the inner curves of the spiral1 and add charcoal for shadows4 ,the oyster shell is drawn by the use of the lower stroke at ,no4 #e4 ,make the stroke1 accenting a little at the left end of the chalk2 then reverse the stroke1 accenting with the right end1 and add details with chalk and charcoal4 ,illustration3 ,plate #ba ,,plate #ba ,the strokes and touches used upon plate #ba are more delicate than any previously given1 though similar in character4 ,no4 #a is drawn with the side of the chalk1 the accent being with the left end4 ,allow the hand to tremble a bit and the texture desired is more readily obtained4 ,stroke #b is produced in the same manner4 ,after these are drawn add the shades1 stems1 and leaf with charcoal1 and high lights with touches of white chalk4 ,stroke #c is exactly like that at ,no4 #b1 plate #bj1 though drawn with a much smaller piece of chalk4 ,a series of these strokes1 with the addition of touches with the charcoal and point of the chalk1 as indicated in the sketch1 will produce the caterpillar4 ,strokes #d and #e are valuable in sketching a butterfly or moth4 ,they are gray strokes with the side of the chalk1 the pressure being upon the end forming the outline4 ,in work of this kind study nature very carefully1 as no sketch or copy can do what nature can for the teacher4 ,after the general form of the butterfly is drawn with these light gray strokes1 add the details1 using touches of chalk or charcoal1 and occasionally blending them with the tip of the finger4 ,illustration3 ,plate #bb ,,plate #bb ,a very few lines will often indicate the pose or action of an animal4 ,try lines similar to those at #a2 study other animals and try a few characteristic lines4 ,see ,no4 #a for the squirrel and for the fish4 ,after practicing the pose1 try #b without sketching the lines with the point of the chalk1 but by using the side1 as in previous sketches4 ,to finish the sketch add the few details necessary1 as shown in the other drawings4 ,the strokes used in these sketches are given on several other plates4 ,they are produced by using the side of about two-thirds of a stick of chalk1 and by accenting or letting the pressure be greatest at the end of the chalk which is to form the outline4 ,this type of stroke is perhaps most evident where the pressure was upon the left end of the chalk1 as in the squirrel's back4 ,see also stroke #d1 plate #c1 and strokes upon plate #e4 ,illustration3 ,plate #bc ,,plate #bc ,the strokes used in the birds are exactly like those described in the previous lesson4 ,sketch first an egg shape1 ,no4 #a1 using half or two-thirds of a stick of chalk1 and pressing a bit upon the outer end1 letting the stroke blend into the board4 ,add to this a few blended strokes representing the form and position of head1 tail and wing4 ,the sketches at #b1 #c and #d indicate upon which end of the chalk the pressure should come4 ,be careful to keep the delicate gray or middle tones4 ,after such drawings as those at #b1 #c and #d are made1 then add the characteristic details with the chalk and charcoal4 ,it will be seen by studying these finished drawings that only a few touches are necessary to complete the sketches4 ,in order to obtain a contrast between the background and the head of the bird in the lower sketch1 a little chalk was massed upon the board as a background4 ,see plate #ab4 ,illustration3 ,the ,birch-tree4 ,on the brink of some wood-nestled lakelet4 ,lowell-- ,i thought the sparrow's note from heaven1 ,singing at dawn on the alder bough4 ,emerson ,plate #bd ,,plate #bd ,these sketches are drawn as illustrations for literature1 but would be quite as useful in some other studies4 ,the strokes at #a1 #b and #c are those used in the tree sketch2 #a is obtained by two strokes of the chalk1 placed vertically upon the board and accented by a pressure upon the lower end4 ,these strokes give the sky and the hills in the distance4 ,the use of the eraser and a few blended strokes like those at #b will help in sketching the tree trunks4 ,see plate #b4 ,after these are done1 add stroke #c1 and with it mass the foliage4 ,see suggestions on plate #ab4 ,the point of land in the distance and a few of the branches are added with charcoal4 ,study the lesson on plate #bc before sketching the sparrow4 ,stroke #d is made with a single broad mark of charcoal1 and the addition of tiny touches with the chalk4 ,the branch is drawn in a similar manner1 and the background is added by a few soft and delicate touches with the side of the chalk4 ,illustration3 ,plate #be ,beautiful lily1 dwelling by still rivers1 ,or solitary mere1 ,or where the sluggish meadow-brook delivers ,its waters to the weir---- ,longfellow4 ,,plate #be ,this plate was used as an illustration for ,longfellow's 8,flower-de-luce40 ,the pond-lily may be used in nature study or as an illustration for some poem4 ,the strokes necessary or useful in drawing these bits are shown at ,no4 #a1 ,no4 #b and ,no4 #c4 ,at ,no4 #a the chalk is placed in an oblique position1 drawn gradually downward1 and at the same time twisted to the horizontal position at the middle of the stroke4 ,try this stroke in a great variety of positions4 ,the spots produced will be found useful in much of the flower and leaf drawing4 ,apply these in the fleur-de-lis4 ,the strokes at #b for the leaves were given and described on plate #d1 and may be appropriated wherever reeds or grasses are to be drawn4 ,stroke #c is simple1 yet often found troublesome by pupils4 ,place the chalk in a vertical position1 draw it quickly downward1 twisting it to a nearly horizontal position4 ,let the accent be at the upper end of the stroke4 ,try a number of these strokes1 letting them meet at the centre of the flower4 ,in making the drawing of the pond-lily1 accent the nearest petals4 ,the reflection in the water1 and the reeds in the background are obtained by delicate vertical strokes1 crossed in the water by occasional horizontal touches4 ,use simple curving strokes for the lily pads4 ,illustration3 ,plate #bf 8,this castle hath a pleasant seat40 ----our castle's strength ,will laugh a siege to scorn4 ,shakespeare4 ,,plate #bf ,here is given another literature illustration1 which is drawn with such strokes as those indicated in the upper part of the plate4 ,stroke #a has been described many times already4 ,after this is drawn indicate the distance by the use of a few touches with charcoal1 and the water with a delicate line or two of chalk4 ,let the strokes be horizontal4 ,the rocks are represented with such strokes as ,no4 #c4 ,see also plate #i1 stroke #c4 ,accent here and there for the light touches1 and add bits of charcoal for the dark4 ,stroke #b is drawn by placing the chalk in a vertical position1 and drawing it in the desired direction with a rather irregular or uneven stroke4 ,see stroke #c1 plate #ae4 ,when the strong1 bright tones are desired1 accent with the chalk1 and when the gray tones are necessary1 hardly touch the board4 ,the windows are added with strong strokes of charcoal4 ,illustration3 ,plate #bg ,,plate #bg ,this plate was planned especially for arithmetic lessons1 as it shows in the sketches the various processes through which the cotton passes before reaching the retailer1 thus suggesting a number of practical problems4 ,it may be used quite as well in geography1 history1 and nature study4 ,spot #a is produced by massing a bit of chalk and then rubbing it into the desired shape by the use of the finger tip4 ,the pod is drawn with a short stick of charcoal1 used in the same manner as the chalk4 ,no4 #b shows the stroke for the sky and horizon1 and has already been described in many other lessons4 ,to produce the effect shown at ,no4 #c use the side of a short piece of chalk1 and with a rather irregular stroke draw the twigs and stems4 ,accent the spots for the cotton balls4 ,in the other small sketches the strokes are so evident that they hardly need description4 ,a white1 smooth sky1 erased where the mills and chimneys appear1 will produce the effect in the lowest drawing4 ,a little charcoal may be added for the darkest tones1 a stroke of the eraser for the smoke1 and little touches of chalk for the windows4 ,illustration3 ,plate #bh ,,plate #bh ,these sketches were also suggested for problems in arithmetic4 ,the problems relate to lumbering1 measurement1 and commission4 ,no4 #a illustrates the beginning of a forest sketch4 ,with a single stroke of the chalk1 accented at the lower end1 draw the sky4 ,with a second more delicate stroke show the distance2 then with a few quick1 nearly vertical strokes with the eraser show the positions of the trees4 ,later with chalk or charcoal and the use of such strokes as those given on plate #b1 and at ,no4 #c on this plate1 add the shading in the tree trunks4 ,no4 #b shows the strokes useful in drawing the camp1 the wood pile1 or the lumber4 ,these have already been given in such sketches as those on plate #ae4 ,the sketch of the house in the original had the dimensions marked upon it1 and the pupils were to find the shingles required for the roof1 the clapboards for the walls1 etc4 ,before trying this sketch1 study plates #ae and #af for strokes and details4 ,illustration3 ,plate #bi ,,plate #bi ,the accompanying plate was taken from a lesson in a first grade4 ,the little boy was dressed in an impromptu costume of cotton batting1 and the background hastily sketched by the teacher4 ,the horizon was drawn as on plate #i2 then a few soft oblique strokes were added to the sky4 ,the shore was drawn with irregular back-and-forth strokes1 as in many of the previous sketches1 and a sheet was tacked to the board in order to obtain the white foreground4 ,an almost vertical stroke accented with the end of the chalk was used in drawing the icebergs1 and a few strokes of charcoal were added4 ,the huts were drawn with a curving stroke accented with the upper end of the chalk1 and they were finished by applying stroke #b1 plate #c1 and adding a few details with the point of the chalk4 ,any teacher can easily arrange such backgrounds and costumes with the simplest material at hand1 and in this manner add essentially to the interest and value of a lesson4 ,a ,japanese ,day1 ,an ,indian ,entertainment1 ,a ,soldiers' ,camp ,ground1 ,a ,lumber ,camp1 and many others1 are easily arranged4 ,transcriber's ,notes ,in a few cases1 obvious mistakes or omissions in punctuation were corrected4 ,page #ca3 8,the goldenrod on plate #ab0 changed to 8,the goldenrod on plate #ac0 ,page #cf3 ,the illustration caption 8see lesson on previous page--,plate #ad0 changed to 8see lesson on previous page--,plate #ae0 to reflect to correct plate as per the text1 though the text within the image is incorrect4