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Wimnette State luk A >IrRUST COMPANY Iacated at Wiliiiette, tt f lî's at the clel, of o>sns n the 3lsi day of )eireniber, l193l1, a s îuadic to the iditpr of PubliIc Accounts of the State of, 11h iiis, pursuant ta laaN%. RESOURCES Cash, Other Cashi Resources andl Iiîe froinibanks.............. U. S. Goveriinîent Inivestnîients ..... Bankers' Acceptances. ..... Other Bonds andl Securities. ...... Fedèral Reserve Bank Stock....... Loanls On Collateral Securtitv.,...... Oi4ier Ioans ........ ......... I4oans 01n Real-Estate... . Overdrafts........... Balik inig, Hoiuse......... Iiurfliture and (lFixitires.......... Othier Resources........ 413J,4.2 2809647.28, 100,000o.00 385t299 .55 1 2,P00.00 427e372.74 1759186.05- 3569949.83 260.04 150e000.00, 1.0 24e371.30 T1otal Resour-ces............. $2,325,831.41 LIABILITI ES: capital Stocke............ 00000 Surpl'us .... .. .. ......... tJndivided Protits .(Net ). .... Reserve Accounits ........... >finîe Ji)eposits...... 32.9172.97- 549,3721w51 733,020.61 1lotal Deposits ................. ....s.Pa.a..l..... It is an attitude of spirit, . a state af mind, one which demands for its own satisfaction and fulfilling a shapinig of niatter ta niew and more signifi- cant form." Ininlette this individual feeling is recognized and emphasis is placed upon wuhat art does ta thse child not, upon what the «child does 'with art. His "attitude, of spirit and state of mmnd" regarding the world in wbich he Iives,, bis home, his school, bhis: city, bis books, his sports, bis hobbies, bis pets, bis friends,. bis family, show what. art is doing. Does he see the beautifuül, or let it pass? And seeing it, is he urged ta express, it in'a vis i- ble foirm with lines and colors that tell? The school1 is flot trying ta de- velop cach *child into an artist, but is hoping ta raise each child's tas te and increase bis appreciation. Self -Expression Appreciatiori of art is best devel- oped in child.rë-nby giving them the artist's experience of expressing bis own ideas in some visible form. In studying pictures we. are ever re- minded that the artist paints what he sees and feels We are told that a picture. is, an artist's thought ex- préssed in color on canvas. It is the child's. thinking then, that must' be guided,,anid be Idirected and clariýfied. .Eniphasis is placed upon the "idea! of the *picture not upon its technique. These ideas may corne from a vivid experience outside of school, or in school, froin readinig, hi story a nd ge ography, f romn nature study or science. Whatever interests the child sufficiently ta urge from him an expression.. Through inprovingthese expressionis the teaching is done. Cite PrincipIes . The art teaching throughout the school is based on the principles of. design and, theories of color. The five principles of design are explained in terras within the child's experience and at imes when their applton is- necessary. These principles are: (1) fltness to purpose- the usable- ness, convenience, and appropriate- nes's of an oabject or material, (2) rliythmn-orderly repetition, (3)1,bal- ance- equality , established- by even distributioni of weights,. (4) eoai 1,835,488,.50 arise, naturally the teacher will build iup a situation to demand the teach- ing necessary for the pupil develop- ment. In this way the cbild grows in this ability to think clearly, visual- ize definitely and express confidently 1bis own ideas and can, appreciate tmore sincerely what others bave done. Experiment, wfth Colora Exprmntation with color goes on cotnally from. the first at- tenipts in the kindergarten to recog- nizeý and use tbe six standard colors of red, orange, yellow, green, blue, violet to the formai. discussions of. color theory in the eighth grade. Dif- ferent *aspects of color are stressed ini each grade but no restriction, is made upan what may be explained to any child or group as the need arises. M ith the curriculum organized in- ta large learning units it is natural for the. children ta want ta, draw, paint, model and construct objects related to thèse' units. By plrtting into "«significattform", the 'matter" <material>, lie ffinds most appi'opriate, he becomes an artist ini a degree. Many of these expressions are doneý outsldeof class without direction and becomie the basis of a series of art fessons ta correct mistakes and give needed traini ,ng. A series of posters illustrating Greek life, mythology, and history grew out of-ffe. posters 'on thrift that sbowed aý neèd for better Iettering, spacing, and color in pos- ters. In this way the class fessons are kept at tbe child level of interest and experience. As each child is free to plan bis own picture he makes it simple or complicated according to bis individual ability. He may ,nàke few or many pictures as he is more Or. less skilled, but in any case the .progress will, be indlvidually recog- Use Dranaatimation Dramatizations afford some. of the: most.pr actical applications of :the art principles., In making scenery. cos- tumnes, and stage compositions, the childrenl must choose colors that- will, attr act attention,. that> will go- well together, that, will balance one an- otber, that will create the desired atmosphere of gaiety or sombernes S. They must arrange objects and groups that Iead- the attentin to F. D. ANDUIRSON, Casl:ier. State of Illinois Couinty of Cook S Subscribed and sworn tahe f ore me this 4tli day of January, 1932. H. L. STONE, NVotary Public. F. lit ~W.SI 1 >Iu Y 01 Ine5nomeIand uuvillage Dîifld- be taught what lie needs. at the time. "ing in tbe second grade brings cre- The principle is the samne; the ap- ative expressions in paintings, draw- plications vary. With, each new ap- ings, word and paper construction. Wn plication his understanding grows. He upper grades special features of ar- is better able to plan bis ngext picture, ebitecture, arcbes,, columns, windows, and can more easily recagnize good roofs,1 decorations, etc., are -studiëd, balance in other pictures and àr- andtheir present day-application rec- rangement of abjects. Wbat is true ognize.d. of balance is alsa true of the other Ogni.Art L«aU» principles, of figure< and abject draw.- After creative expressions of bis