legs) at right angles to and across the first line (Fig. 3, No. 4).[1] This was the second step in the process of differentiating his drawings. Figures were coming to have particular and special characteristics resembling more or less the original For example, the lines in the drawing of the horse, as just stated, stand for legs, or "feet" as the child called them. Despite the obvious defects of this performance it was a notable step in advance, and marked the beginning of a process of specializing which was observable in all subsequent drawing. The nature of later changes which appeared in R.'s drawings can be described best in an account of the child's learning to draw a "man," and to that account we may now turn.
R.'S LEARNING TO DRAW "MAN"
The accompanying drawings (1-7, Fig. 2) represent the more important changes in "the pictorial evolution" of R.'s "man," beginning with the first week of the child's twenty-eighth month and concluding with the first
- ↑ See Sully, Studies of Childhood, p. 334, for reproduction, from Cooke's articles, of drawings of a "cat" which are practically the same as R. made to represent Jack (horse). It seems probable that in both cases the children were trying to represent the animal's legs, or the fact that the animal has legs. It does not seem unlikely that the little girl mentioned by Cooke, who was in her fourth year, aimed to convey the additional fact that the quadruped "cat" has a great many legs. At the time R. made the drawing reproduced here the idea "a great many" had not yet entered his mind.
