On Drawing

A teacher should not become frustrated if they have to repeat the same lesson multiple times, especially when they see students making an effort to understand and apply the lessons in practice. It is indeed true that the beginnings are the hardest part for the teacher, but with perseverance, a young student can bring satisfaction as they progress and eventually become skilled. This is why teachers should not tire from initially providing and often repeating good and concise instructions, as the memory and understanding of youth are fragile and delicate. Brevity, as a Latin proverb might indicate, is of great help to them.

Second Lesson

It is in this manner that we approach everything that can help students, and far from stifling the noble enthusiasm of youth, we strive to nurture it, despite the many young talents who lose it due to the harshness with which they are treated. There are others for whom even a natural talent is of no use because those teaching them may lack knowledge, misguiding them, while skilled teachers could undoubtedly have led them to success.

Above all, one should never force a young person to pursue a profession they dislike, for as the proverb says, anything done unwillingly breeds disdain. You can assess their inclinations, but like a good horse needing no spur, a student's genius shouldn't suffer violence. Combining enjoyment with nature ensures one does not feel oppressed. Our art demands, even from early stages, a freedom from practitioners, serving as amusement for youth who should practice it with pleasure, not confusion.

Hence, it is wise not to overwhelm at once, to prevent confusion. One progresses securely with small steps; rushing leads to stumbling where recovery is difficult. After teaching various line types – straight, oblique, transversal, curved, or hooked – exert young students to compete with one another, providing useful training. Gradually, accommodate the simplicity similar to children's methods, emphasizing the importance of mastering the basics as taught in the first lesson.

Carefully examine if their lines meet standards, praise well-executed ones to encourage without harshly criticizing errors, guiding them toward precision. This fuels eagerness and success. A good teacher isn’t bothered by demonstrating lines themselves, instructing, “This is how you do it, my children, to draw well.” This method impresses beginners more than any studied discourse, as they rely more on watching than thinking. They mimic and follow examples, eventually drawing from themselves and competing closely to present the closest resemblance to the original.

The second lesson we provide seems to revisit the same theme, without much greater consequence. Here it is.

B

Example