Frederick Whitney

“ To obtain a sketch like that given in this lesson, first draw the horizon, then the wavy strokes for the sea. The cliffs or rocks are drawn by using strokes like those at No. 3. They are irregular strokes accented with one end of the chalk. Here again the charcoal is useful in adding crevices or shadows in the rocks. Erase spots for the boats and add details.
The effect of a beach may be produced by using the same broad stroke as in the sky, accenting with the upper end of the chalk to give the margin of the beach. ”

“ Any sketch or object to be drawn should dictate the kind of stroke to be used and the manner of handling the chalk, the pressure, accent, etc.
For the larger sketch, draw first the tree trunks as shown at No 1. Let the pressure be as gentle as possible, the chalk hardly touching the board. After these are massed in the background, erase a triangular spot for the wigwam, and with the oblique strokes 2, accented first at the left, then at the right, obtain the general form required. Stroke 3 is added at the top of the wigwam, and a bit of charcoal is used for the dark tone at the opening. ”

“ Should one side of the building be lighter than the other, obtain the desired effect by varying the pressure upon the chalk.
No. 2 is made by the use of a long piece of chalk, and by keeping a smooth, even tone throughout the stroke.
Stroke 3 is made in a similar manner to that on plate 14 in the drawing of the bricks. Make it in a rather irregular fashion, and add little touches of detail with chalk or charcoal.
Stroke 4 is made with a very long piece of chalk, with strong pressure on the lower end. This will give a good tone for the sky and serve as an outline for the roof of the building. ”

“ PLATE 7
In this lesson we will put to practical use such strokes as those given in the first few lessons. The sketches of this character are often valuable in the schoolroom when studying the mountains, the hillside, the river, etc., and the teacher who, with a few strokes of the chalk, can interpret to her class the thing about which they are studying, and can make an illustration which the whole class can see and appreciate, has an invaluable gift.
Experiment with the strokes given at 1, 2 and 3. As in previous lessons the side of the chalk is used, and the accent is with one end. ”

“ See Plate 13, goldenrod. The holiday itself should suggest the character of the sketch.
Although these sketches are recommended as illustrations for certain subjects, it is not intended that the teacher should merely copy these drawings, but that she should be able to appropriate these strokes, enlarge upon them, and apply them in illustrations for the particular subjects she is teaching; and there are many subjects which require just this sort of expression on the part of the teacher.
“Children are not all ears; they take in more through the eyes than in any other way.” ”

“ One teacher can best draw the tree by using such strokes as those at No. 1 to give the trunk and branches, and then applying the stroke for the foliage; while another teacher does better work by massing the tree, as at No. 2, and then adding trunk, branches and details. ”

“ Teachers have occasionally asked for illustrations for the different months of the school year, something to use with calendars, or for different holiday drawings. Several sketches given on the plates are suitable for the various months. For calendars I suggest discarding the plaided pumpkin for November, the numbered bricks in a fireplace for December, the kite covered with numbered squares for March, etc., etc. A regular numbered calendar may be used, with an appropriate sketch above or at one side. ”

“ Accent here and there for the light touches, and add bits of charcoal for the dark.
Stroke 2 is drawn by placing the chalk in a vertical position, and drawing it in the desired direction with a rather irregular or uneven stroke. See stroke 3, plate 15. When the strong, bright tones are desired, accent with the chalk, and when the gray tones are necessary, hardly touch the board. The windows are added with strong strokes of charcoal. ”

“ 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 line, but who are unable to secure personal instruction. ”