These books were planned in a series of conferences and consultationswith leading art teachers and educators, among whom were the following:
Miss Bonnie E. Snow, Formerly Director of Art, PublicSchools, Minneapolis, Minn.
Miss Wilhelmina Seegmiller, Director of Art, PublicSchools, Indianapolis, Ind.
Miss Harriette L. Rice, Director of Art, Public Schools,Providence, R. I.
Mr. Walter Scott Perry, Director of the Art Department,Pratt Institute, Brooklyn, N.Y.
Mrs. M. E. Riley, Director of Art, Public Schools, St.Louis, Mo.
Dr. Hugo Münsterberg, Professor of Psychology, HarvardUniversity.
Mrs. Alice W. Cooley, Department of Education,University of North Dakota.
Mr. John S. Clark, Boston, Mass.
TEXT BOOKS OF
ART EDUCATION
BOOK IV. FOURTH YEAR
BY
HUGO B. FROEHLICH
FORMERLY INSTRUCTOR IN PRATT INSTITUTE
BROOKLYN, N.Y.
AND
BONNIE E. SNOW
FORMERLY SUPERVISOR OF DRAWING IN THE
PUBLIC SCHOOLS OF MINNEAPOLIS, MINN.
THE PRANG EDUCATIONAL COMPANY
NEW YORK BOSTON CHICAGO
Copyright, 1904, By
THE PRANG EDUCATIONAL COMPANY
Copyright, 1906, By
THE PRANG EDUCATIONAL COMPANY
Preface.
In presenting to the public the series of Text Books of Art Education, ofwhich this volume is a part, it is desired to state briefly the aims andpurposes of the plan upon which the series is based.
It is not necessary to review the history of art education in publicschools, nor to present argument for the introduction or retention ofdrawing as an important study. These questions have been exhaustivelytreated, and need no fresh discussion. The school that does not offer toits community some kind of systematic art instruction is today anexception.
Education along specific lines should conform to the philosophy which isaccepted as fundamental in general educational work. The educationalprinciples adhered to in these books are, therefore, in accord with thepsychological laws of child development which are endorsed by the leadingeducators of the present time, and the effort has been made to work outin these books a series of lessons that shall be not only educationallysound and artistically correct, but at the same time adapted in thedifferent stages to the child's ability to comprehend and his power toexpress.
With this end in view, the lessons in the Text Books of Art Educationhave been divided into three groups which may be known as theObservational or Objective Group, in which the study of things is theaim; the Subjective Group, in which the study of principles or laws ofbeauty is the aim; and the Creative Group, in which the application ofaccumulated knowledge and ability is the aim. In furthering the work ofthe first group, the topics so familiar to the art teacher