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CONTENTS
in schools—Millet’s Feeding her Birds—Distinction between this method and picture reading as pursued in some schools—The story of Christ’s life told in pictures—Christmas story program in pictures and verse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
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| V. THE GAME OF PICTURE-POSING | ||
An old game in a new form—Picture-posing fixes picture in the memory and helps in self-expression—Practical experiments in picture-posing in the schools—Millet’s Sower—Titian’s Lavinia—Murillo’s Fruit Venders—Madame Le Brun and her Daughter—Rubens’s Two Sons—William M. Chase’s Alice—Larger possibilities for the game in the home—Picture-posing in amateur photography—Desirable qualities in pictures chosen for posing—Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
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| VI. PRACTICAL SUGGESTIONS TO THE MOTHER FOR THE CHILD’S PICTURE EDUCATION | ||
Decorations of the nursery—Illustrated books—Scrapbooks—Visiting art museums and exhibitions—The use of the camera—Home picture games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
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| VII. THE USE OF PICTURES IN THE SCHOOLROOM | ||
Twofold value of pictures in school, for decoration and to enrich the courses of study—Pictures in the primary school to illustrate the first ideas taught the child, animals, family love, labor—Pictures in language work as subjects for compositions—Distinction between storytelling and description—Pictures in the study of literature—Portraits of authors—Illustrations of poems—Indirect illustration—Shakespearean collections—The evolution of book-making—Illustrations of mythology—Pictures in history—Portrait list—Illustrations of ancient history—French history—English history—American history—Care not to let the utilitarian view outweigh the artistic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
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| VIII. ANIMAL PICTURES | ||
| Essential qualities of good animal art—Animal art among the ancients—Animal painting among early Chris- | ||
