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Let me suggest the practice of the following strokes and later we will try their application in various drawings recommended by teachers from several schools. In these illustrations use about two-thirds of a stick of soft blackboard crayon, using the large end and drawing with the side of the chalk. This use of the crayon will produce any tone from white to neutral gray.

No. 1. Place the chalk in a horizontal position and try a smooth even stroke one or two feet in length.

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No. 2. A similar stroke in a graded scale letting the pressure become less and less toward the lower end of the stroke.

No. 3. Reverse No. 2 hardly touching the board at first and increasing the pressure toward the lower end.

If charcoal is used for the lower tones, a very satisfactory scale may be produced as in the last illustration on Plate 1.

No. 4. Combine No. 2 and No. 3 in a single stroke. Try all these strokes again and again in a vertical, horizontal, oblique, and curving direction until each can be made in a second or two.

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No. 5. Place the chalk in a vertical position upon the board, draw downward, gradually twisting the chalk to a horizontal position.

No. 6. Place the chalk horizontally and draw downward, twisting the chalk to a vertical position.

No. 7. These spots are No. 5 and No. 6 combined. Try them with a short, quick motion of the chalk.

No. 8. Combine two spots similar to the first at No. 7. The leaf in outline requires several lines while the drawing representing the surface was made with two strokes and one line for the midrib and stem. Try several leaves of different shapes using the stroke suggested on this plate. The pond lily is drawn with this same stroke reduced.

No. 9. Make a scale from left to right by pressure upon one end of the chalk, while giving a vertical stroke. Try this in various directions. Use two parallel strokes and with a bit of charcoal for accent try the trunk of the birch tree.

No. 10. Use No. 4, Plate 1, in a series of lights and darks. This is made by quick pressure at short intervals without removing the chalk from the board. I have seen this used by science teachers to illustrate vibrations or wave lengths; we shall use it later for pictorial purposes.

No. 11. Place the chalk upon the board in a horizontal position, move rapidly back and forth, gradually shortening the stroke, and repeat this exercise in various positions and directions.

No. 12. This drawing was made by the use of No. 11. Draw first a few lines suggesting the growth of the fern, then add