ADVICE TO TEACHERS
The pupil should not be permitted to make undue haste in his studies. The teacher should insist on his giving ample attention to the simplest examples before attempting to experiment with those more intricate. Beginners have a natural tendency to work out their own fancies in direct opposition to the laws that cover drawing. By example and precept the pupil should be discouraged from giving rein to his misdirected fancies.
In choosing models for early work do not select subjects intricate in design or highly polished. Choose subjects simple and with little detail. An abnormal desire to make rapid progress is a detriment to the pupil and to the teacher as well.
Simplicity and directness should prevail wherever the subject will permit of such treatment. Risking the charge of reiteration the claim is made that in the illustrations and accompanying text the principles by which a considerable fund of knowledge of drawing, of a simple but practical character, may be found.
As has been stated in the preface, anyone who can learn to write can learn to draw. The latter may take longer than the former, yet any person with a fair stock of patience and perseverance who is equipped with the use of at least one hand and one eye can, by going about it in the right way, learn not alone to copy, but to transfer to paper many of the things he sees, and the ideas, in the way of form, that come to the mind of every intelligent being.
The professional is apt to overlook the difficulties of the beginner. That which may seem ridiculously simple to the former often staggers the inexperienced mind. For this reason, the author has striven to make each step in these studies so plain and practical that it may seldom be necessary to retrace it. Yet it will be helpful for the teacher often to refer to some parts of the early lessons.
The study of drawing is almost sure to become more and more attractive as it is continued. To teacher and pupil alike success depends largely on perseverance and the cultivation of habits of observation. Bear in mind that a keen discernment will impart more knowledge than any number of text books or rules of practice.
Manuals and rules alone never produced ability to teach or to draw. Genius itself teaches us that the "methods of genius are ever changing." The highest purpose of the great masters of art and the working out of their loftiest ideas resulted from mind concentration coupled with close observation of nature.
Imitators and copyists are born of rules made by others. The strict adherence to rules would bind genius as the chains of captives. Rules alone would shackle originality of idea and bar advance into new fields of art and beauty. But until the student, be he teacher or pupil, has mastered certain fundamental laws and has advanced beyond the limit of instruction given in this elementary work, he would be wise to be guided by the rules herein set forth.
The greater the regularity with which the study of drawing is attended the better will be the results. Perseverance and patience should be allied to a precision in the matter of time. The hour allotted to the study of drawing should be given up to nothing else. Neither should the time be unduly extended, so that the practice of drawing becomes distasteful irksome. The study of art in any form should not be considered as a task and should not be made such by overexertion. The tactful teacher may make the drawing hour a pastime and a pleasure for the pupils.