the relations of parents, brothers, and sisters; ideas. of home life and occupations; ideas of the world’s work, in the field and factory, on land and sea; ideas of the child’s own interests, activities, and plays. What a storehouse of pictures is at the primary teacher’s command to impress all these lessons upon the pupil’s mind. If large pictures are not to be had, small prints are almost always available; if expensive prints cannot be afforded, the newspapers and advertisements come to our aid.
As to the variety of animal pictures to be had, I speak at length in a special chapter. We have dogs and deer by Landseer and Rosa Bonheur; lions by Barye, Bonheur, and Rubens; horses by Bonheur, Dagnan-Bouveret, and many others; cows by Troyon and Van Marcke; sheep by Mauve; foxes by Liljfors and Winslow Homer. Let me urge again the importance of choosing really good animal art, pictures of animals which are alive, not stuffed; animals which show their real nature, not the caricatured half-human type.
In bringing out the happiness of family love all teachers find the Madonna pictures the most satisfactory expression of motherly tenderness. The strong maternal element in Raphael’s Chair Madonna makes it a prime favorite, and Dagnan-Bouveret’s Madonna of the Arbor is another making the same sort of appeal. Beautiful portraits of mother and child are Madame Le Brun and her Daughter, Romney’s Mrs. Cawardine and Babe, and many examples by Reynolds, like the Duchess of Devonshire and her
