School of art

“ But the real educating after influences; the inspiring and refining sources of artistic invention in design must be found in the splendid array of examples of ancient art of all kinds in our museums and galleries—which are mines of artistic wealth to the student and the designer.
Yet the most ordinary art-school training cannot be without its effect, even if only negative. The mere practice of cultivating the observation and uniting it with a certain power of depicting form is an education in itself, and gives people fresh eyes for nature and life. ”

“ In these schools art is taught! But art is the transmission to others of a special feeling experienced by the artist. How can this be taught in schools?
No school can evoke feeling in a man, and still less can it teach him how to manifest it in the one particular manner natural to him alone. But the essence of art lies in these things. ”

“ Here we touch a great difficulty in our art education. In spite of all the chattered tomfoolishness of the hour, the fact remains that for most artists, the school training is the beginning of wisdom. ”

“ The success of this school of artists, who have made their mark in the department of illustration, has doubtless been due in part to the increasing study of the figure in this country, and the greater facilities afforded for drawing from the life. ”

“ It may be said of all modern art in whatever land we follow its story, that its master currents flow in the direction of portrait and landscape, and it was in these twin streams that the English school, when a century later it came into being, was destined to prove its acknowledged supremacy. ”

“ Wherever she walks there are resurrections because life begets life. No science, no mathematics, no history, no language, can be dull or dry when touched by her art, but all become vital because she is vital. By the subtle alchemy of her artistic teaching all the subjects of her school are transmuted into the pure gold of truth and beauty.
Questions and Exercises What kinds of arts are there other than the fine arts? How do the motives of the artisan differ from those of the artist? What are some of the characteristics that gain one the distinction of being an “artist” teacher? ”

“ It is not necessary to review the history of art education in public schools, nor to present argument for the introduction or retention of drawing as an important study. These questions have been exhaustively treated, and need no fresh discussion. The school that does not offer to its community some kind of systematic art instruction is today an exception. ”

“ Other than perspective of values, no importance should be attached to that which, with the inartistic mind, is regarded so important a quality. The art instruction which the common school of the past generation offered was based on perspective, its problems, susceptible of never ending circumventions, being spread in an interminable maze before the student. ”

“ Someone has truly said that the question whether we shall have art in education is a question whether we shall be barbarian or civilized. And art in education means more than talks in the schools of things not seen ; more than pictures, as essential as books ; more than anything connected with day school or art school. It means the appeal of beauty, whether consciously or unconsciously felt, and the expression of beauty, since all true education comes both from the influence of environment and from activity of the self, in the everyday surroundings and work ”

“ For every true artist, even now, learns his technique, chiefly, not in the schools but in life, from the examples of the great masters; then—when the producers of art will be the best artists of the whole nation, and there will be more such examples, and they will be more accessible—such part of the school training as the future artist will lose will be a hundredfold compensated for by the training he will receive from the numerous examples of good art diffused in society. ”

“ These considerations belong to the moral and spiritual value of the study of art, in the early years of an education intended to be general. They are of primary importance although in themselves only indirect results of the study. As to its direct results, it may be said in general that two things must be aimed at during the years of school life, appreciation of the beautiful in the whole realm of art, and some very elementary execution in one or other branch, some doing or making according to the gift of each one. ”

“ Again, though art may profit by a free and broad method, yet all artistic significance depends on the More and the Less. Beauty is a narrow circle [76] in which one may only move in modest measure. And of this modest measure the academy, the school, the master, above all the antique, are the guardians and the teachers. ”

“ Most of these deal with the various phases of artistic expression on logical and sound lines, but the knowledge and experience essential to a successful artistic career is invariably acquired in professional work to which the art school training is preparatory. ”

“ Talk not so much, then, young artist, of the great old masters, who but painted and chisell'd. Study not only their productions. There is a still higher school for him who would kindle his fire with coal from the altar of the loftiest and purest art. It is the school of all grand actions and grand virtues, of heroism, of the death of patriots and martyrs—of all the mighty deeds written in the pages of history—deeds of daring, and enthusiasm, devotion, and fortitude. ”

“ The proper school to learn art in is not Life but Art.’
And now let me read you a passage which seems to me to settle the question very completely. ”

“ An art school is different from almost all other schools or colleges in this respect: that, being of new and crude creation and of lax discipline, it presents a specially strong contrast between the industrious and the idle. ”

“ Every operation in the arts should be perfect. It has to be so in most arts, from violin-playing to circus-riding, before the artist dare make his bow to the public.
Placing on one side the question of the higher grades of art which depend upon special talent or genius—the great qualities of imagination, composition, form and colour, which belong to mastership—I would now, in this book, intended for students, dwell upon those minor things, the doing of which well or ill depends only upon good-will, patience, and industry. ”

“ All universities recognize literature in the sense of the old rhetoric, which is art incarnate in words. Some, to their credit, recognize art in its narrower sense, to a certain extent, and confer degrees for proficiency in some of its branches. If there are doctors of music, why should there be no masters of painting, of sculpture, of architecture? I should like to see professors of the fine arts in every university; and instruction in some branch of their work made a part of the arts curriculum. ”

“ Nor would painting merely, but all the other arts also, be the gainers by a change such as that which I propose; the gainers, I mean, through the increased atmosphere of Beauty by which the artists would be surrounded and in which they would grow up. For Art is not to be taught in Academies. It is what one looks at, not what one listens to, that makes the artist. The real schools should be the streets. There is not, for instance, a single delicate line, or delightful proportion, in the dress of the Greeks, which is not echoed exquisitely in their architecture. ”

“ I then and there made up my mind that if it ever came my turn to instruct young students I should endeavor to teach them those things for which we painters of the older generation had to grope blindly for years, unaided and in the dark—things which are of equal value and importance in a picture with good drawing, good composition, and good color, but which, for some reason, have never been taught in the regular art schools. ”

“ I would rather advise students to exercise all their faculties as well—colours, gradation, outside sketching from nature, copying in galleries and from the life; only never let them forget that this is the one muscle which they must exercise regularly and without intermission, for it is the all-important factor of their future lives.
Everything helps art, as art enters into everything: music, poetry, science, history, romance; in every walk of life which we may enter upon, it must be ennobled by art, while the draughtsman has a decided advantage over the man who cannot draw. ”

“ Yet, in the shape of elementary drawing, the rudiments of art are beginning to take their proper place in our schools as a necessary and indispensable element of all real education, and the art galleries and the foreign musicians of a few of our older cities are beginning to exert their influence, if a slight one, in introducing higher ideas of the importance of art into our new country. They will have but a limited influence, however, till the study of the fine arts takes its proper place among us as a necessary element in every conception of true education. ”

“ And therefore schools may teach what is necessary in order to produce something resembling art, but not art itself.
The teaching of the schools stops there where the wee bit begins—consequently where art begins. ”

“ By this disposition of our art into classes, that perplexity and confusion, which I apprehend every artist has at some time experienced from the variety of styles, and the variety of excellence with which he is surrounded, is, I should hope, in some measure removed, and the student better enabled to judge for himself what peculiarly belongs to his own particular pursuit." Besides the practice of art, the student must think, and speculate, and consider "upon what ground the fabric of our art is built." ”

“ Finally, schools of pictorial and plastic art, of architecture, and of music, will offer a thorough discipline in the principles and practice of art to those in whom lies nascent the rare faculty of aesthetic representation, or the still rarer powers of creative genius. ”

“ Again, whatever proficiency a student may attain in the manipulation of his or her drawing, gilding, or painting, it will be in vain to hope to be enabled to produce a work of art which shall be satisfactory to the educated eye and taste, until a very considerable acquaintance has been made with the peculiarities of the various styles in which our forefathers delighted. ”

“ The purpose of what is called art-teaching should be the production, not of objects, but of faculties,—the faculties which being exercised will produce objects of Art, naturally, inevitably. Instead of trying to teach people to produce Art, which is absurd and impossible, we must give them a training which will induce visual sensitiveness with æsthetic discrimination, an interest in the tones, measures, and shapes of things, the perception and appreciation of Order, the sense of Beauty. ”

“ This can only be acquired by him that enlarges the sphere of his understanding by a variety of knowledge, and warms his imagination with the best productions of ancient and modern poetry.
A hand thus exercised, and a mind thus instructed, will bring the art to a higher degree of excellence than, perhaps, it has hitherto attained in this country. Such a student will disdain the humbler walks of painting, which, however profitable, can never assure him a permanent reputation. ”

“ Even teachers by profession confuse themselves and their unfortunate pupils with vague and hyper-refined talk about art and "schools" and "styles," while all the time much worse work is done than in days when simpler, clearer views were held. To prove this there is the example of the great Master's work and the eternal laws of nature, on the study of which all serious art must be for ever based. ”

“ Our Schools of Art are confused by the various teaching and various interests that are now abroad among us. Everybody is talking about art, and writing about it, and more or less interested in it; everybody wants art, and there is not art for everybody, and few who talk know what they are talking about; thus students are led in all variable ways, while there is only one way in which they can make steady progress, for true art is always and will be always one. ”

“ In this form the student begins by drawing in freehand very simple objects either in outline or mass, and proceeds through more advanced exercises in drawing from still life, to drawing and painting of landscape and the human figure. With the addition of supplementary studies, such as anatomy, perspective, modeling, composition, craft work, theory, history, etc., this would be, broadly speaking, the method followed in schools of art, where courses, occupying from two to four or five years, are given, intended primarily for those who expect to make some sort of creative art their vocation. ”

“ In view of the situation, we should not be surprised that almost everywhere in our public schools the esthetic has the preference over the practical—that poetry and literature receive more attention than arithmetic; painting and art than mechanical drawing; and music and the languages than physics, chemistry and industrial training. ”

“ Formal art instruction has been offered by colleges to both these groups. It is evident that for the training of the art student emphasis must be placed upon the technique of creative work, whereas for the lay student emphasis must be placed upon the study of the theory and the history of art. ”

“ And I attach great importance to the sound education of our younger females in art, thinking that in England the nursery and the drawing-room are perhaps the most influential of academies. We address ourselves in vain to the education of the artist while the demand for his work is uncertain or unintelligent; nor can art be considered as having any serious influence on a nation while gilded papers form the principal splendour of the reception room, and ill-wrought though costly trinkets the principal entertainment of the boudoir. ”