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ART DEPARTMENT.

MADISON ST. THEATER, July 13, 1887. The meeting was called to order at 3 o'clock P. M., by the president of the department, Mr. Walter S. Perry, of Massachusetts, who delivered the annual address.

The secretary, Mrs. L. F. Pickins, being absent, on motion of L. L. Thompson, of Indiana, Mr. Frank Aborn, of Ohio, was chosen secretary pro tem.

In the absence of Mrs. Elizabeth F. Dimock, of Illinois, a paper prepared by her on “ Drawing in Grammar and Primary Schools," was read by the assistant superintendent, Mrs. Ella F. Young, of Chicago, Ill.

An interesting exercise was next given in clay modelling by Miss Jennie Mac Whorter, of Chicago.

Miss Sullivan being absent, an illustrative blackboard exercise was given to a class of ten children by Miss Holmes, of Chicago.

Miss A. E. Hill, of Minnesota, and Mr. Walter S. Goodnough, of Ohio, then read papers on “Drawing in Ungraded or Village Schools."

President Perry appointed the following committee on nominations :Wm. M. Mason, of Pennsylvania, Henry T. Bagley, of Massachusetts, Harriet Magee, of Wisconsin. Adjourned.

FRANK ABORN,

Secretary pro tem.

The second meeting of the Art Department was called to order at 3 o'clock P. M., by the president.

In the absence of the secretary, Mr. E. C. Colby, of Rochester, N. Y., was chosen secretary pro tem.

The committee on nominations presented the following report

President-Geo. H. Bartlett, principal of the Massachusetts normal art school, Boston, Mass.

Vice-President-Miss Josephine C. Locke, of St. Louis public schools. Secretary-Prof. Eben Rose, Mechanics Institute, Rochester, N. Y.

On motion, the secretary was empowered to cast one ballot for the officers, and they were declared elected.

Mr. Caleb N. Harrison, of Milwaukee, Wis., read a paper on “Drawing in High Schools."

The president of the Department read a paper on the same subject.

These papers were then discussed be Wm. A. Mason, of Pennsylvania, and W. S. Goodnough, of Ohio.

A paper was read by Mrs. M. Louis Field, of the Framingham Normal School, Massachusetts, with sheets showing work in several grades.

A paper upon the same subject was presented by Miss Harriet C. Magee, of Oshkosh, Wis.

Mr. Geo. H. Bartlett, of Boston, Mass., offered the following resolutions and moved their adoption :

Whereas, It has pleased Almighty God to remove by death Prof. Walter Smith, to whom is due the honor of being the pioneer in American art education, and of giving a lasting impetus in the direction of a rational system of industrial art; and,

Whereas, The present is the first meeting of the National Educational Association since his decease, be it

Resolved, That the Department of Art Education now assembled, hereby expresses its appreciative recognition of the great value of his work in this country, and of its moulding influence in the American public schools.

Resolved, That this Department tender its sincere and heartfelt synnpathy to his family in their great loss, and

Resolved, That the secretary of this Department be instructed to forward a copy of these resolutions to the wife and family of the deceased.

The motion was seconded by Dr. A. A. Miner, of Boston, Prof. L. S. Thompson, of lowa, and Chas. H. Ames, of Boston.

The resolutions were unanimously adopted.

Miss Josephine C. Locke presented a report on “ Drawing in Normal Schools."

Mr. Walter S. Goodnough, of Columbus, Ohio, called the attention of the Art Department to the recent publication of the Report on Art Education, and to the volumes to follow, and offered the following resolution :

Resolved, 1st, That it is the opinion of the Art Department of the Vational Educational Association, in session at Chicago, that the Report on Art and Industry: American Education in Fine and Industrial Art," prepared by Col. J. Edwards Clark, issued by the Bureau of Education, is a document of the greatest value to all interested in this subject, and is one of the most important public documents ever issued, being an encyclopedia of information on all that had been accomplished up to the date of its issue, and containing valuable papers on the economic, æsthetic, and educational value of the subject.

2d, That it is the unanimous voice of this Department that Volume I now out, which has already received world-wide attention, should receive the widest possible circulation, and should be in the hands of every public educator in the land.

3d, That the volumes to follow should be given to the public at the earliest possible date.

The resolution was seconded by Mr. W. F. Mason, of Philadelphia, and others, and unanimously adopted.

The following was also offered by Mr. Goodnough :

Although drawing is growing in favor, it is not yet held in such esteem as we could desire. Mr. James McAlister, of Philadelphia, is well known for his early interest in this study and his intelligent advocacy of it. Therefore, be it

Resolved, That Mr. James McAlister, of Philadelphia, be requested to prepare for general publication a paper on the Study of Drawing in Public Schools, and that a committee be appointed to confer with him and attend to the publication of the paper.

The resolution was adopted, and Miss Josephine C. Locke, of St. Louis, appointed such committee. The Department then adjourned.

E. C. COLBY,

Secretary pro tem.

THE PRESIDENTS ADDRESS.

WALTER S. PERRY, WORCESTER, MASS.

You, who know the history of this movement in art education, and you who have been identified with it in its wonderful growth, must with me look with feelings of pride and satisfaction upon the position the art department now holds in the meetings of the National Association. You certainly cannot help comparing the exhibit of this department in the exhibition building with the first small exhibit held in Congress Hall, Saratoga, only six years ago, or even with that held at Madison, Wis., three years ago.

The time has come when nearly all recognize the three-fold division of our subject, and know that the plan of work cannot be complete unless we begin with the constructive feature as the basis of all the constructive, representative and decorative arts; and, knowing first the facts of form, the appearance and decoration of form must follow in a clear, logical manner, simple enough to be comprehended by the pupils of the several grades, but withal sufficiently objective and subjective to call into execution the pupils' powers of thought and imagination.

It is to this last point that I, for a few moments, call your attention. It has been most truly said that drawing in its highest significance is a means of thought expression. And there are four forms of expression : expression by doing or making ; expression by drawing ; expression by writing ; expression by oral description.

Yet drawing is even now looked upon by some as though its only value in the school curriculum is to be found in the education of the eye and hand. Indeed this is of very high importance, but we are educating the child to be the best possible intellectual, moral, and self-supporting citizen. The mind is recognized as the controlling factor in all the exigencies of life. At the best, the child's school life is but short, and while taking an hour and a half a week, or six per cent of the school time, to educate the hand and the eye, it certainly behooves us to make the best of the time, and educate the three at once. There can be no better way to educate the mind than through drawing properly taught. It is often said, “We all see to the extent of that which is within us," and, if the thing is not well formed and distinct in the mind, no skill of hand can produce anything more than automatic movements, registered by constant exercise in one direction, in the muscles of the arm ; originality there can be none.

Our work must be based upon objects, not at a distance, but close at hand, even in the child's hands. In fact, to quote from Sulley, “It is now generally recognized that touch furnishes one of the readiest means in determining the shape of objects."

With what delight the children of five to eight years study, arrange, model in clay, and draw the primary geometrical forms. These studied as type forms, how keen become the powers of observation and perception, as the child moulds his apple, pear, leaf, and other natural forms. Would drawing the outline simply of the type form or natural form beget such interest, and call for the observation of all parts in general, and in detail ? You, who have watched a class at work with clay, and have studied carefully the results, can feel no doubt in your minds in regard to the proper method of procedure from the study and modelling of solid concrete type forms, and natural objects based on these forms, to the drawing of their appearance and the principles of decoration as applied to constructed forms.

We have, as instructors, to study more than art, we have got to study the child, and understand how he arrives at positive and correct conclusions. We can't fill him up with facts, as we would pour water into a bottle. Our work is of a higher, nobler, and more educational character.

A gentleman said to me recently, “I employed a teacher of drawing, skilled to an unusual degree, but he is a failure. He cannot bring himself down to the understanding of a child. We must make a change." We are now gathered here for a three days' convention.

We are certainly here to learn all that we can. Meeting once a year is none otoo often to discuss, study, and observe this question, and its visible results. We all have something to learn this week. Some one else has thought out that which never occurred to us. Our way of teaching may be too narrow. Matters are moving rapidly. This exhibition compared with that at Madison, as has been stated, reveals great progress. It ought to serve as a warning, if we are the least inclined to believe only in our own work, and to admire only our own exhibit, that educational matters are moving forward with enormous strides. There may be ruts left behind large enough for even members of the art department to fall into.

There is certainly much work' exhibited that can never stand the test in the long run. Work that has no educational principle to stand on must sometime topple over. Again, work produced at enormous labor from copies and designed simply to please the uneducated eye can make no appeal to the educated mind. Sooner or later it too must go. Let us visit every exhibit of drawings in the exhibition building, gain all the points we can, whether the work be higher or lower than ours, gain all that is good, and discard all that is bad, even though it, for the present, attracts attention. May this meeting be a stepping stone to higher and better educational work in the art department. Ladies and gentlemen, I thank you for the honor conferred upon me at the last meeting.

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