A good many were, of course, faulty.

In those cases I did not say, "No, you are wrong; this is the way," and go to the blackboard.

I said, "In such and such a part is yours the same as the leaf?
What is different?
How can you alter it ?" etc., etc.

I make _them tell me_ their faults.

There was no blackboard demonstration.' "From a careful examination of their work it is clear that the children have not only been taught to draw, but that they love and enjoy their drawing.