the strokes letting the fern dictate the direction, accenting the lighter values by a stronger pressure.

Draw the upper leaf on Plate 4 by the use of stroke No. 6, hardly touching the board for the gray tones, then adding the white tones with a stronger pressure upon the chalk.

Are we sure that we have not tried to make drawing an end rather than a means? Let us remember that there must be a motive prompting the work, an interest or experience back of the drawing which demands expression. In the color work, design, and manual work, the influence of this thought has already been felt. The object needed in the schoolroom or for the individual use of the pupil is the object designed and made. With this new motive, there comes a growing appreciation and interest on the part of the child.

The blackboard drawing should be governed by the same spirit, the need of the hour, just as surely as the child’s work at his desk, and when the teacher realizes this fact, he will never lack a subject for illustration. For instance, in the fall the class may be studying trees, and drawing will be found indispensable.

The children are studying some tree near at hand, comparing trees to discover their points of likeness and difference, collecting pictures of trees and mounting these to illustrate their description, and with this study they are becoming more or less familiar with our common trees. If the teacher should go to the blackboard to enforce a point in regard to the general form of the tree, direction of branches or characteristic details, he will find such sketches a great help. It is the teacher who does such illustrative drawing who holds and interests his class.

Let us try a few simple applications of the practice previously suggested, using the trees as our topic for illustration.

No. 13. Draw a gray, vertical line suggesting the characteristic line of growth in the pine tree. Use the stroke given in No. 11 for the foliage. To represent the foliage in a mass, simply shorten or lengthen the stroke of the chalk, using a greater pressure here and there. With the side of the chalk represent the trunk of the tree where visible and with the point indicate branches.

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Certain laws govern blackboard work as well as object drawing on paper. A sketch of the object as a whole must be made first and the massing of the lights and shades must be done before detail is attempted. The general outline may often be sketched with charcoal and corrected when the chalk is used.

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No. 14. Try the poplar tree. Again the vertical line is characteristic. Indicate this. Mass the foliage as before, using a vertical rather than a horizontal stroke. Do not remove the chalk from the board until the mass of foliage is represented and remember to give a light pressure for the grays and a strong one for the whites.

It is not the greatest quantity of chalk which gives the best drawing any more than the greatest quantity of pigment in our color work which gives the best painting. Represent trunk and branches as in No. 13.