Read Ebook: Blackboard Sketching by Whitney Frederick Sargent Walter Author Of Introduction Etc

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DIARIO DE UN RECONOCIMIENTO DE LAS GUARDIAS Y FORTINES, QUE GUARNECEN LA LINEA DE LA FRONTERA DE BUENOS-AIRES, PARA ENSANCHARLA;

Primera Edicion.

BUENOS-AIRES.

IMPRENTA DEL ESTADO.

PROEMIO

DIARIO DE AZARA.

Este cuaderno, que contiene uno de los tantos proyectos que se han formado para la seguridad de nuestros campos, recuerda tambien uno de los importantes trabajos de D. Felix de Azara en estas provincias.

Esta vez no se ech? mano de agrimensores, como se hizo en tiempo de Vertiz, sino que se libr? el problema ? la consideracion de ge?grafos experimentados, como Cervi?o, Insiarte y Azara, ? los que fueron asociados Quintana y Pinazo, que sin ser facultativos, tenian un conocimiento pr?ctico del terreno.

Hasta el a?o de 1740, no solo la campa?a, sino la misma ciudad de Buenos Aires estuvo ? merced de los indios. Los Gobernadores Ortiz de Rosas, y Andonaegui fueron los primeros que se ocuparon en contenerlos: pero tan menguados eran sus medios de defensa, que continuaron las invasiones en todo el siglo pasado, hasta que se adopt? el arbitrio de entenderse con los caciques, ? quienes los Vireyes recibian con agasajo, y con su trage de etiqueta.

Tal era el estado de nuestras relaciones con los b?rbaros, cuando se llamo a Azara; y no es estrano que su plan se resienta de la debilidad en que se hallaba constituido el poder que lo empleaba.

PEDRO DE ANGELIS.

RECONOCIMIENTO DE LA FRONTERA.

SE?OR:--

En el expediente formado sobre la meditada formacion de poblaciones en esta frontera, y adelantamiento de fuertes que convenga con este motivo, he resuelto por decreto de 20 del corriente lo siguiente:--

Reflexionando maduramente cuanto me expresan los diputados hacendados de esta banda del Rio de la Plata, con lo informado por el Ilustre Cabildo de esta capital, ? quien tuve por conveniente oir en la materia, ademas de varias noticias adquiridas de algunos cortos expedientes que existian en mi secretaria, y he traido ? la vista, resultando de todos las continuas instancias de los vecinos, Cabildos, Gefes militares y practicos de la frontera, para sugetar las repetidas hostilidades de los indios b?rbaros de ellas, a quienes no ha bastado ? contener el buen trato, agasajo, ni las fuerzas puestas en los parages que por entonces se tuvieron por mas convenientes, en cuyo particular trabajaron con tanto esmero mis antecesores: conviniendo tambien todos un?nimente en el beneficio que resultaria de formarse poblaciones, que al mismo tiempo de sujetar con mas seguridad ? estos indios, proporcionaban riquezas incalculables al Estado y real hacienda, logr?ndose principalmente por este medio la conversion de muchos indios; teni?ndolas aprobadas S. M. en 10 de Julio de 1753, 9 de Febrero de 1774, 17 de Marzo de 1777 y 28 do Febrero de 1778, franqueando con generosa y liberal mano sus caudales para tan importante y util establecimiento, sin que haya permitido su egecucion s?lida y permanente la escasez de fondos, y otras infinitas atenciones del real servicio, de que, algo desembarazado en el dia el ramo de guerra, proporciona se verifiquen tan ventajosas ideas, como con juicio, prudencia ? ilustracion propone el Cab?ldo y su S?ndico: deseando que la religion, el estado, esta provincia y el comercio no carescan de los saludables y ben?ficos efectos, indicados generalmente por todos los pr?cticos ? inteligentes; uniendo al mismo tiempo la seguridad en lo sucesivo, y el acierto en la eleccion de parages mas proporcionados ? todos los respectos que demanda un establecimiento de esta consideracion, en que se deben combinar muchas atenciones, que, aunque diversas, conspiran ? un fin: proc?dase ? hacer un prolijo reconocimiento de toda la frontera y sitios mas adecuados, ? fundar las poblaciones segun lo mandado por S. M., ? cuyo fin comisiono, con todas las facultades respectivas, al Capitan de Navio de la Real Armada, D. Felix de Azara, en calidad de Comandante General de esta expedicion, ? que deber?n acompa?arle el Comandante de Frontera D. Nicolas de la Quintana, el Maestre de Campo D. Manuel Pinaso, el Teniente de Dragones D. Carlos Perez, cien hombres del cuerpo de blandengues, con ocho oficiales, veinte pardos milicianos, y los baqueanos int?rpretes y peones precisos. Y nombro por ingeniero ge?grafo ? D. Pedro Cervi?o, y por piloto al primero de la Real Armada, D. Juan Insiarte, ? cuyos dos facultativos se asignar?n ? su tiempo las competentes ayudas de costas: quienes formar?n un diario exacto desde su salida hasta su regreso, levantando los planos necesarios de aquellos terrenos donde crean conveniente colocar las poblaciones, con proporcion ? pastos, aguadas, le?a, avenidas de los indios, situacion material para su ventilacion, dominacion de la campa?a y dem?s atenciones con que se debe proceder: como de aquellos fuertes que paresca con este motivo deber adelantar para seguridad general y comunicacion que deben tener unos con otros: disponiendo, si no hubiese otro inconveniente, que las poblaciones est?n en medio, de fuerte ? fuerte, para poder reconocer el campo con mas prontitud y menos trabajo. A cuyo efecto tomar?n todas las luces necesarias del Comandante de Frontera, Maestre de Campo, y Sargentos Mayores antiguos y de juicio; pudiendo tener presente el expediente obrado en el a?o de 78 y 79 con este objeto: formando al mismo tiempo un c?lculo de lo que podr? costar cada obra de por s?, con distincion y separacion, pudi?ndose hacer las murallas de adobes ? de palisada si el terreno lo facilitase; y teni?ndose presente cuanta economia se pueda, atendido el costo que se v? ? emprender y demas precisas urgencias del ramo; considerando que las poblaciones no deben ser dilatadas: ? cuyo efecto las cuadras tendr?n solo cien varas; informando si de lo que se adelanten estas y los fuertes, podr? resultar acaso el que los indios se recelen de irlos ? estrechar. A cuyo efecto se librar?n por mi Secretar?a las correspondientes ?rdenes, avis?ndose igualmente al Cabildo esta resolucion: todo lo que se har? con la mayor brevedad, aprovechando la presente estacion, pero sin precipitar los reconocimientos; y sin perjuicio de esto, para instruir el expediente con todos los demas conocimientos. F?rmese por las cajas reales un estado exacto del ramo de guerra, con distincion de lo producido en esta capital y su jurisdiccion, del que se recoge en Montevideo; el que verificado, pase al Tribunal de Cuentas y Sr. Fiscal, para que expongan lo que tengan por conveniente, reserv?ndome ir dando providencias oportunas en todos los puntos incidentes y progresivos, basta dar cuenta ? S. M. en el estado que lo requiera.

Almost any vegetables may be drawn after a little practice of the strokes given at 5. These are made exactly like stroke 1, with changes in direction. Try a single onion or carrot, then a group of vegetables. Do these as simply as possible, obtaining the effect, if you can, with three or four strokes, then add a few touches for details.

PLATE 6

The strokes given in this lesson, although not used as frequently as those previously given, are nevertheless valuable.

No. 1 shows the manner in which the stroke is produced. Place a piece of chalk in the position indicated by the line below the stroke, then swing the chalk rapidly back and forth, shortening the stroke and gradually twisting the chalk to the vertical position. No. 2 is produced in the same manner. Place the chalk obliquely as indicated, and keep the movement oblique, shortening the stroke, and twisting the chalk gradually to the horizontal position.

The fern is drawn by first sketching a few main lines, No. 3, and then upon these apply the strokes given as shown at No. 4. Hardly touch the board at first, keeping the tones very gray; then add a few white ferns as in the sketch.

No. 6 illustrates the same stroke used in a much bolder fashion and in a generally horizontal direction. After applying this stroke, accent here and there with a much shorter stroke, and add the trunk and branches.

Study the trees given on plate 12 in connection with this illustration and notice the variety of strokes given for the different trees.

PLATE 7

In this lesson we will put to practical use such strokes as those given in the first few lessons. The sketches of this character are often valuable in the schoolroom when studying the mountains, the hillside, the river, etc., and the teacher who, with a few strokes of the chalk, can interpret to her class the thing about which they are studying, and can make an illustration which the whole class can see and appreciate, has an invaluable gift.

Experiment with the strokes given at 1, 2 and 3. As in previous lessons the side of the chalk is used, and the accent is with one end. Try to give the effect of snow, of rocks, of a bright day, or of a cloudy day, by varying the tone or pressure upon the chalk. Sometimes use the chalk for sky, leaving the board for the hills. Then reverse the stroke, letting the sky remain gray and using the chalk to represent the mountain, accenting with the upper end of the chalk. No. 3 is a combination of 1 and 2, the chalk being used in both sky and mountain. In No. 4, the eraser or a soft bit of cloth is used to take out the trees after the chalk has been applied.

In the sketch given on the lower part of the plate combine the suggestions given above. A few short, curving strokes with the usual accent at one end of the crayon will give the rocks, and the irregular horizontal and zigzag strokes already given will produce the ripples in the river, and the foreground.

PLATE 8

In the exercise illustrated on the opposite page you will find combinations of the strokes already given, but they are varied somewhat in rendering these drawings. Any sketch or object to be drawn should dictate the kind of stroke to be used and the manner of handling the chalk, the pressure, accent, etc.

For the larger sketch, draw first the tree trunks as shown at No 1. Let the pressure be as gentle as possible, the chalk hardly touching the board. After these are massed in the background, erase a triangular spot for the wigwam, and with the oblique strokes 2, accented first at the left, then at the right, obtain the general form required. Stroke 3 is added at the top of the wigwam, and a bit of charcoal is used for the dark tone at the opening. Now add the decorative details.

In order to complete the sketch, use stroke 4 for the foreground. It is similar to those previously used, and is made by an irregular, up-and-down movement of the chalk.

A pond, a canoe, or other suggestive detail may be used in this sketch, and applied to the work in history, geography, language, etc.

Try the second little drawing, using similar strokes in a very simple manner.

PLATE 9

Lesson No. 7 gave a few suggestions useful in geography and landscape work. This time we will try another type which will doubtless be found equally useful.

Stroke 1 is a horizontal stroke accented at the lower end of the chalk by a decided pressure. This will readily give a tone for the sky and a definite line for the horizon.

At No. 2, the sky is drawn in the same manner, and charcoal or black chalk is introduced for the ocean. These touches are made with the side of the chalk in irregular, wavy lines.

Spray may be represented by massing a little chalk near the rocks or beach, and by rubbing the tip of the finger or a soft bit of cloth into the body of chalk, gradually blending it into the rocks or water. See No. 4.

To obtain a sketch like that given in this lesson, first draw the horizon, then the wavy strokes for the sea. The cliffs or rocks are drawn by using strokes like those at No. 3. They are irregular strokes accented with one end of the chalk. Here again the charcoal is useful in adding crevices or shadows in the rocks. Erase spots for the boats and add details.

The effect of a beach may be produced by using the same broad stroke as in the sky, accenting with the upper end of the chalk to give the margin of the beach. Add a few ripples and pebbles, or a bit of seaweed, using the point of the chalk.

The sketch given on this plate was used as an illustration for literature.

A heap of bare and splintery crags Tumbled about by lightning and frost.

PLATE 10

The sketch on plate 10 was suggested for geography. It is very simple and requires only strokes already used a number of times.

The sky and hill are represented by the use of stroke 1. Place a long piece of chalk vertically, the accent at the lower end giving the outline of the hill.

The marshy land is represented by a similar stroke carried in a horizontal direction. The board is left free from chalk in the case of the hill and the water. The village in the distance is added with charcoal, and the reflections in the water with little touches of chalk or charcoal.

Erase spots for the haystacks, and use stroke 3. This is a very simple curving stroke with the side of the chalk, accenting with the left end of the crayon; then a reverse stroke, accenting with the right end of the chalk. If shadows are desired they may be added with charcoal or black crayon. Observe that the tops of all the haystacks are on a level.

The sketch with the ladder was made for primary reading. Different words were written on the different steps of the ladder and the children tried to see how high they could climb; in other words, how much of the lesson they could read. If they read all of the words they could climb to the top of the haycock.

PLATE 11

Here again are very simple strokes which require only a little practice for accomplishment.

The distance is represented as in the last plate, and the grass and meadow are done in the same manner as the marshy land on plate 10; 1 and 2 show the strokes. A few up-and-down touches with a short piece of chalk are added in the immediate foreground.

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