Great Pictures and Their Stories-Lester
How to Look at Pictures
"You must look at pictures studiously, earnestly, honestly. It will take years before you come to a full appreciation of art; but when at last you have it, you will be possessed of the purest, loftiest, and most ennobling pleasures that the civilized world can offer you." john C. Van Dyke.
Mentzer Bush & Company-The House of Beautiful Books-New York-Chicago
Great Pictures and Their Stories-Interpreting Masterpieces to Children-Book Five-By Katherine Morris Lester-Director of Art Education in the Public 'schools of Peoria, Illinois
Copyright 1930 - I was given this book by my mother and I find it quite engaging. I decided to share it with you all in here.
Foreword
Picture Study is rapidly becoming an important factor in education. "Nearly every progressive city," says the Bureau of Education, Washington, D. C. "is making use of some form of picture study in its school system"
The twentieth century has ushered in the reproduction of masterpieces in color! To what heights of delight the children of our schools may be carried by the famous pictures of the world in color!
It remains only for the elders to choose pictures adapted to the childish interests; pictures which will cultivate a taste for the best in art; pictures which through the impressionable early years will lead to a true understanding and appreciation of the world's masterpieces!
In preparing this series of readers it has been the aim of those selecting the pictures to consider always the child's interest. The field of pictures is large. Not only have the "old masters" been drawn upon, but masters in modern art as well, including moern American Artists. Thus constantly, through this series of pictures, the principles of beauty which made possible the "old masters" of yesterday are seen again in the art of today.
In the preparation of the text the child's interest and his ability to read are carefully considered. Real picture knowledge is conveyed in the child's own language.
In the primary grades the interest is largely in 'what it is al about." Consequently the text aims to satisfy this curiosity, and at the same time lead to unconscious observation of those things which are most alive to the little child.--color, life, action.
The vocabulary for Books I, II, and III is based on "The Reading Vocabulary," the Horn, Horn, and Packer list. 1925
In the intermediate grades, a lively interest in the story is always uppermost. Gradually an appreciation of picture-pattern develops. Simple elements in picture making,--i.e. center of interest, repetition of line and color, --may be intelligently comprehended by children of the intermediate grades.
In the grammar grades great interest in the story continues, and with this interest there develops an appreciation of HOW the story is told, --the real ART of the picture. The pupil not only learns that the picture is a masterpiece, but WHY. He thus acquires standards for judging other pictures.
Each picture is followed by a short sketch of the artist, told in a key adapted to the age and interest of the child.
The questions which follow the text will assist in developing an intelligent appreciation of the picture.
The author is particularly indebted to Miss Jennie Long, recently Supervisor of Primary Education, Peoria Public Schools for valuable criticism of the primary text. Grateful acknowledgment is also made for the opportunity of practical work with a selected number of primary stories in the schools of Peoria.
The manuscripts of the intermediate and grammar grade books have been submitted to teachers of these grades, to whom the author
is indebted for helpful practical suggestions.
The MUSICAL RENDERINGS for the pictures have been graciously contributed by Eva G. Kidder; Director of Music, Peoria Public Schools. The author believes this to be a very valuable feature of the test-book series. The Author.
My collection begins in Book Five.
Illustrated with reproductions in color from the original masterpieces, by Courtesy of the Art Extension Society of New York.