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with green mounted on for the ground. The home and the schoolhouse are torn from orown paper, or drawn and cut out and mounted on the poster. The children are drawn free hand on drawing paper, painted with water colors or crayon, cut out and mounted. The trees are painted in with dark green crayon and the clouds are cut from white paper.

Many pretty posters may be made by illustrating stories, poems, or the morning talks with paper tearing, cutting or drawing.

Five minutes in a crisis are worth years. It is but a little period, yet it has often saved a fortune or redeemed a people. If there is one virtue that should be cultivated more than another by him who would

An engine that expends all its steam in whistling has nothing left with which to turn wheels. Let us then cultivate silence. All we can save in noise we gain in power.-Rev. Carl Wagner.

I live for those who love me,
Whos hearts are kind and true,
For the heaven that smiles above me,
And awaits my spirit, too;

For all human ties that bind me,
For the task by God assigned me,
For the bright hopes left behind me,
And the good that I can do.

-G. L. Banks.

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Mr. Walter Sargeant, Chicago University.
From address given at Boston at the I. K. U.

We are not interested in art merely for those who are gifted.

Art is valuable to those who are not gifted.
Painting is a kind of thinking.

Mr. Sargeant noted three phases of art interesting to children.

1. Drawing to represent. 2. Desire to decorate.

3. Love of pictures.

Shaping and modeling cultivates a new way of thinking. We express ourselves in modeling. Words are wonderful symbols of thoughts made by air vibrations. Music is another form of art expression.

Inner emotion comes to the surface only in music. Painting and drawing produce a wonderful world of appearances. Thoughts differ in different languages, Language is a great means of expression. It promotes thinking, but also changes it.

Words help and color thought.
When you draw you individualize,

Language sets you running off, while drawing concentrates.

The child may talk about a ship. He tells what happened, relates an experience.

Then quietly he tries to draw the ship.

Whether he draws in mass or outline he is trying to think.

Let the child settle which way. Never check the impulse.

Supplement, enrich, guide but do not give him any definite knowledge of his ignorance about drawing. Let it be his expression.

He is interested in the narrative of what he is trying to draw. If he sees he cannot and comes to us, we help. Perspective is not necessary to the child.

Yes, let him "say it" his way. Later show your way. History of landscape drawing came very late in art, 200 years before that it was never used except as a setting for human drawing.

Pure landscapes do not interest a child.

We can promote interest by giving a story that needs landscape.

Narrative interest is uppermost.

Mr. Sargent urged:

1. The habit of drawing freely to tell a story.
2. Building up of a definite graphic vocabulary.

Mr. Sargent explained that no person draws in general. He must study how to draw one thing after another. The child may say "I cannot draw a horse." He must learn to draw one object after another, thus building his "graphic vocabulary" as he has built up a spoken vocabulary.

Mr. Sargent next spoke of design which brings rhythmic waves of thinking.

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Design dramatizes experiences just as day's occupation are carried into music. All fine historic ornament has grown this way. (Coptic material, buds, trees, Italian laces, aztec.)

Do not use pale enemic colors with children. They like and need strong color.

Use crayon at first. Water color in fourth year.
We mistake strong color for crude.

We like strong color in poppies, in stained glass windows. We like brilliant flowers.

Mr. Sargent next spoke of pictures. He noted two elements, the story in the picture and the way it is told. A hymn may have words but not feeling.

The child falls in love with certain pictures because of their "story." Ask yourself what was the first picture you liked when you where a child.

We love pictures from the cradle to the grave. To develop appreciation start with pictures the child likes, not necessarily what you like. We criticize the Sunday papers but look at them ourselves.

They have a narrative interest which fascinates. We come to better appreciation by interest.

Mr. Sargent praised the report sent by Miss. Abbott on selecting pictures for the kindergarten. Miss. Abbott in her report suggested:

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