Читать книгу The Educational Writings of Richard Mulcaster - Richard Mulcaster - Страница 40

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After careful consideration of the matter no one will hold it open to controversy that Drawing with pen or pencil should be taught along with writing, to which it is very closely related. For a pen and penknife, ink and paper, a pair of compasses and a ruler, a desk, and a sandbox, will set them both up, and in these early years, while the fingers are flexible, and the hand easily brought under control, good progress can be made. And generally those that have a natural aptitude for writing will have a knack of drawing too, and show some evident talent in that direction. And the place that judgment holds in the mind as the measure of what is just and seemly, is filled in the world of sense by drawing, which judges of the proportion and aspect of all that appeals to the eyes.

Because Drawing uses both number and figure to work with, I would cull out as much numbering from Arithmetic, the mistress of numbers, and so much figuring out of Geometry, the lady of figures, as shall serve for a foundation to the child’s drawing, without either difficulty to frighten him, or tediousness to tire him. Whatever shall belong to colouring, shading, and such other technical points, since they are more the concern of the painter than of the beginner in drawing, I would reserve them for a later stage, and leave them to the student’s choice, when he is to specialise and betake himself to some particular trade in life. At which time, if he chance to choose the pen and pencil to live by, this introduction will then prove his great friend, as he himself shall find, when he puts it to the proof. Last of all, inasmuch as drawing is a thing that is thoroughly useful to many good workmen who live honestly by its means, and attain a good degree of estimation and wealth, such as architects, embroiderers, engravers, statuaries, modellers, designers, and many others like them, besides the learned use of it for Astronomy, Geometry, Geography, Topography, and such other studies, I would therefore pick out some special figures, appropriate to many of the foresaid purposes which it seems fittest to teach a child to draw, and I would also show how these are to be dealt with from their very beginning to their last perfection, seeing it is beyond all controversy that if drawing be thought needful it should be dealt with while the fingers are supple, and the writing is still in progress, so that both the pen and the pencil, both the rule and the compass, may go forward together.