Lesson 1- Augustus Saint-Gaudens, 1848-1907

> Who was Augustus Saint-Gaudens?
>
> What are some of his contributions to art and our American culture
> today?

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**Goals:**

-   To understand the life story of Saint-Gaudens, from immigrant to
    nationally important sculptor.

-   To familiarize students with some of Saint-Gaudens sculpture.

-   To understand the reasons Saint-Gaudens chose to work in Cornish,
    NH, during parts of his life, and became the personality around whom
    the Cornish Art Colony developed.

-   To understand the concept of **legac*y*** and to consider the
    contribution of Saint-Gaudens\' sculpture to American culture.

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**Objectives:**

-   Students will **listen** to a narrative describing the life and
    career of Augustus Saint-Gaudens and/or **watch** the video Augustus
    Saint-Gaudens, An American Original \[28 min.\].

-   Students will **construct** a timeline and will illustrate it using
    the historical photographs provided in order to support
    chronological thinking.

-   Students will **write** an imaginative narrative, defining what
    national or global issue Saint-Gaudens might be commissioned to
    create a monument to, if he were alive today.

-   Students will **sketch** their design for a proposed monument to
    commemorate a current event.

-   **Optional:** An enrichment activity is provided for older students
    to research a website and gather information to write a brief
    biography of the artist.

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to be provided by the teacher:**

-   Copies for each student of the Timeline of Major Events in the Life
    of Saint-Gaudens.

-   Copies for each cooperative group of the historical photographs.

-   Paper, scissors, glue, markers/crayons needed to develop and
    illustrate the time line.

-   Watercolor paper- 9"x12", pencils, ultra-fine tip black sharpies,
    watercolors and brush.

-   Video Augustus Saint-Gaudens, an American Original (included in this
    curriculum package.)

-   Write the two recommended web sites on the board:

> [www.sgnhs.org](http://www.sgnhs.org/)
>
> (home page of the Saint-Gaudens National Historic Site- choose
> Augustus Saint-Gaudens)
>
> [www.nga.gov/onlinetours/shawwel.htm](http://www.nga.gov/onlinetours/shawwel.htm)
>
> (source for biographical information)

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**Instructional Strategies:**

1\) Vocabulary: Begin by writing on the board the words encountered in
this lesson:

apprentice (n)

to apprentice (v)

cameo (n)

to cut a cameo (v)

city (urban) planning (n)

coinage (n)

commission (n)

to commission (v)

exposition (n)

immigrant (n)

to immigrate (v)

legacy (n)

unveil (v)

**2) Biography of Augustus Saint-Gaudens:** To introduce students to the
story of Saint-Gaudens\' life and work, we provide two possible
approaches depending upon your students\' development:

> a\. You may read to your students or paraphrase \"The Biography of a
> Sculptor\"
>
> b\. You may choose to screen the video Augustus Saint-Gaudens; an
> American Original \[28 min., recommended for grades 4-6.\] A new film
> in a longer format on DVD, Augustus Saint-Gaudens: An American Master
> \[57 min.\] is also available.

**3) "Saint-Gaudens Discussion Guide:"** Use to discuss the different
periods in Saint-Gaudens\' life in order to reinforce important
concepts.

**4) Discussion Guide: "What is a Legacy?"** Discuss with the class what
the concept of a legacy means, especially as it relates to Saint-Gaudens
and his work.

**5) Timeline Activity:**

a\. A horizontal time line must be drawn on paper and marked off in
10-year increments.

b\. Divide the class into cooperative groups in such a way that each
10-year period is covered, and provide a copy of the corresponding
historical photos.

c\. Using their time charts and photos, each student group should fill
in their 10-year segment.

d\. When finished, each group should describe to the class what their
photos represent, and how they illustrate an important event in the life
of Saint-Gaudens.

**6) Written Narrative Activity:** If Saint-Gaudens were alive today,
and you were the president of the National Humanities for the Arts,
write a letter to Saint-Gaudens describing a current national or global
event and why it is important to commemorate this event in the form of a
sculpture for the entire world to see. Explain to Saint-Gaudens why you
believe he is the right person to create this monument.

**7) Watercolor Activity:**

a\. Provide a 9"x12" piece of student grade watercolor paper to each
student.

b\. Ask students to lightly draw with pencil, a sketch of the monument
they would create to commemorate a current world event.

c\. Using an ultra-fine tip sharpie, outline the monument.

d\. Create an environmental setting for the monument using watercolors.
Use watercolors wells with lots of water to avoid bright or dark colors
that would compete with the monument for the viewer's eye.

**8) Enrichment:** This optional computer based activity is included for
older primary aged students that have access to a computer and
appropriate computer skills.

a\. Copy the worksheet \"Enrichment Activity: A student guide to writing
a biography\...\" for those students who will be doing this activity.

b\. They will be using the web site:
[www.nga.gov/onlinetours/shawwel.htm](http://www.nga.gov/onlinetours/shawwel.htm)

**The Biography of a Sculptor**

This reading is presented for your own background information and, if
you choose, may be read to your class. For very young students, you may
decide to paraphrase the story.

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**The Early Years**

Augustus Saint-Gaudens was born in **Dublin, Ireland in 1848**. His
father, Bernard Saint-Gaudens, was a shoemaker from the village of
Aspet, France, near the town of Saint-Gaudens in the foothills of the
Pyrenees. He left France and settled in Dublin, Ireland, where he met
and married Mary McGuinness. Six months after the birth of Augustus,
Bernard took his family and **immigrated to the United States**
primarily to flee the potato famine that was then ravaging Ireland. They
settled in New York. When Augustus finished public school at the age of
thirteen (approximately grade 8 today), he was **apprenticed to a
cameo-cutter**. For the next six years he labored long days in his
master\'s shop. His father encouraged him to draw, and at night Augustus
attended the newly opened art school at **Cooper Union.** He was the
youngest student to enroll. Later he studied at the **National Academy
of Design,** which was near his home.

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**Study in Europe**

When Saint-Gaudens was nineteen and his apprenticeship was over, his
father offered him a chance to travel to Europe and see the **Exposition
of 1867 in Paris.** He left with \$100 in his pocket, a thorough
knowledge of cutting cameos, and deep confidence in himself.
Saint-Gaudens had another goal in mind; he wished to become a sculptor.
For Americans, to study in a European art school was still considered to
be an essential part of a serious artist\'s education. When he was
accepted to the **École des Beaux Arts (School of Fine Arts)** a year
later, he was allowed to study under the respected sculptor, Francois
Jouffroy. Because he received little money from home, he continued to
support himself by cameo cutting. In 1870, the Franco-Prussian War broke
out and he was forced to flee to **Rome**, where he opened his first
studio and worked for the next five years. His outlook and skills
matured during these years, and his warm personality attracted a wide
circle of American and international friends.

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Rome was also the place of another fortunate meeting, as it was there
that he first met **Augusta Homer** from Roxbury, Massachusetts. Skilled
at drawing, she wished to study painting in an art school, but could
find none that accepted female students. Instead, she began to work as a
copyist painter in museums. Not only did Augustus and Augusta \"share\"
a name, but also they shared a love of art, and eventually, each other.
They became engaged.

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**New Opportunities Open in America**

At **age 27**, Saint-Gaudens **returned to America** and began his
career; 1876 was a turning point in his life. He won the **commission**
to create a statue of Admiral David Glasgow **Farragut** (1801-1870).
This brought him recognition and enough security to persuade Augusta\'s
parents not to further delay the couple\'s marriage. Their wedding took
place in 1877 and two days later Saint-Gaudens and his bride sailed for
Paris, where he knew he could find inspiration in the surroundings. He
began work on the *Farragut Monument* and assumed a new role as a leader
among his fellow artists.

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**Rise to Fame**

When the Farragut statue was brought back to America and **unveiled** in
Madison Square Park in New York City (where it can still be seen today),
it was quickly recognized as a landmark in American sculpture. This was
Saint-Gaudens' **first public work**. Some years later, a fellow
sculptor observed that, \"When in 1881 the \"Admiral Farragut\" was
unveiled in Madison Square, the work of a new leader was discovered;
\...Many of our best critics rate him not only our greatest sculptor,
but the greatest of American artists\...\" After the unveiling of the
Farragut statue, Saint-Gaudens no longer had to struggle to obtain
**commissions.** They flowed into his studio in an almost overwhelming
stream.

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**Saint-Gaudens Comes to Cornish, NH**

It was during the summer of 1885 that he and his family spent their
first season in **Cornish, NH.** He was beginning to work on a statue of
Abraham Lincoln and was promised that in New Hampshire \"\...he would
find many **'Lincoln shaped men'** who could pose as his model.\"
Saint-Gaudens came to love Cornish for the peace, quiet and especially
for the beauty of the landscape and its rolling hills dominated by Mt.
Ascutney and the sweep of the Connecticut River Valley. In Cornish,
Saint-Gaudens was very productive and **returned season after season.**
His friendly, energetic personality began to attract a group of fellow
artists who settled around him. They included other sculptors, painters,
writers and musicians, all of whom were leaders in the cultural climate
of the country. The group became known as the **"Cornish Colony"** and
numbered over 75 individuals.

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**The Nation\'s Foremost Sculptor**

Saint-Gaudens felt strongly that he had benefited from his teachers and
believed that he should teach as well. He **taught steadily from 1888 to
1897.** He helped aspiring young sculptors through the classrooms of the
Art Students League in New York City and through numerous private ways.
Occasionally he would invite some of the most talented students to
become his assistants.

Besides teaching, Saint-Gaudens gave generously of his time to other
causes. He served as **sculpture advisor to the great Columbian
Exposition of 1893**. He was instrumental in founding the **American
Academy in Rome,** where artists still study today, and he was a member
of the **McMillan Commission,** one of the first efforts at city
planning, which gave direction for the preservation and development of
Washington, D.C.

Saint-Gaudens\' **achievements during the 1880\'s and 90\'s** were vast
and included many **relief portraits** and some of his **most famous
public monuments.** These include the *Amor Caritas,* (also known as
\"Angel with a Tablet\"), the weathervane *\"Diana,\"* the relief
portrait of author *Robert Louis Stevenson,* *The Puritan*, and the
cemetery sculpture called the *Adams Memorial,* which was commissioned
by the historian Henry Adams in memory of his wife. He also completed
six major monuments to Civil War heroes; *Admiral David Glasgow
Farragut*, *General William T. Sherman*, *General John A. Logan*, and
*Colonel Robert Gould* Shaw *and the 54th Massachusetts Regiment* and
two to *President Abraham Lincoln.*

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The Later Years

Saint-Gaudens won the **Grand Prize** (first place) for four sculptures
he exhibited at the great **Universal Exposition of 1900 in Paris,
France.** While there, he did not feel well and learned that he had
**cancer.** He returned to Boston for surgery. This illness led to his
**decision to live permanently in Cornish, NH** because he felt the
climate and life-style would be more healthful.

These last seven years of his life were productive, in spite of his
diminishing energy and the pain caused by cancer. When President
Theodore Roosevelt, a friend and admirer, asked Saint-Gaudens to apply
his talents to United States coinage, he designed the **\$10 and \$20
gold pieces**. Today, these coins are no longer in use, but are
considered by many to be America\'s most beautiful coins. Altogether, in
three decades of work, he produced over **200 pieces of sculpture**.
Treatments for his cancer could not stop his illness. He continued to
work however, and with the help of assistants whom he personally
supervised, he was able to finish many more commissions. **He died at
home in Cornish on August 3, 1907** and was buried at the "Temple" on
his property.

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**The Legacy of Augustus Saint-Gaudens**

100 years since the death of Augustus Saint-Gaudens, he is acknowledged
to be one of **America\'s most important sculptors.** His home, studio
and gardens have become a **National Park** visited by thousands of
individuals each year. Here people can learn about the sculptor, see
much of his work and experience the beautiful environment which inspired
him and which he loved so much. His work is found in many national and
international museum collections, as well as in public areas. (See
Appendix for a list of sites where his work may be seen.)

He was greatly respected and admired by his contemporaries, many of whom
wanted to memorialize him by their own work. We hope you and your
students will have the opportunity to come to the Saint-Gaudens National
Historic Site. (Schedule a visit.) ULR

**Saint-Gaudens Discussion Guide Greg see hard copy**

Before proceeding, review with students what they have learned so far.
It is important to make the life and work of Saint-Gaudens relevant to
their experience and concept of history. Undoubtedly students will
encounter President Abraham Lincoln, Robert Louis Stevenson (author),
Union leaders of the Civil War and a \"Puritan\" in their future
studies, all modeled by Saint-Gaudens.

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FACT:

• 1848: Born in Dublin, Ireland and immigrated to U.S. at 6 months.

• Attended public school until age 13 (grade 8) and apprenticed in cameo
studio for the next six years.

• 1867: Travels to Paris to study at famous École des Beaux Arts (Fine
Arts School).

• 1880\'s-90\'s: Returns to U.S. ASG matures; receives major commissions
(Farragut, Lincoln, Shaw) that show new vitality/naturalism/confidence.

• 1885: ASG comes to live/work in Cornish (seasonally) and after cancer
operation he chooses to live there year-round, 1900-1907.

• 1900: ASG, from among hundreds of entries, wins the Grand Prize at the
Universal Exposition, Paris.

• Today, through his portraits, memorials and monuments we are able to
visualize history.

CONCEPT TO REINFORCE:

• Parents looked for better life in America where father opened
shoemaking business in NYC.

• Family valued craftsmanship; ASG followed his dream for art. (Ask
students what career they might like to follow and how to accomplish
it.)

• Learning never stops. He supported himself with his cameo cutting
skills. (In late 19th century, American art students felt a European
education was best)

• Becomes a leader among American artists and feels responsibility to
share his time and talents by teaching younger art students.

• Although a New Yorker, ASG finds clean environment, quiet, peace and
beauty of NH to be a source of health and inspiration. (Remember, NYC in
those days was crowded, noisy (trolleys), and dirty (horses!)

• First time an American sculptor is honored abroad and ASG brings
prestige to American art

• The value of art to interpret history and its emotive power to
narrate, describe, and experience a person or event from long ago.

**Discussion Guide: What is a legacy?**

This may be a new concept for your students. There is much talk these
days about **\"leaving a** legacy**,\"** something for future
generations to enjoy. Write the word "legacy" on the board and ask your
class if they understand the meaning of a legacy**.**

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**Background:**

The *Merriam-Webster Collegiate Dictionary* defines legacy as:

1\) A gift by will especially of money or other personal property;
bequest

2\) Something transmitted by or received from an ancestor or predecessor
or

from the past

A legacy then is traditionally a gift, but it can mean more than a
material object. It may also mean a reputation such as \"a famous
artist,\" or \"an excellent teacher.\"

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**Discussion:**

**Ask students to think about Saint-Gaudens\' legacy and the many things
that we remember and respect about him:**

• Established a reputation as a very **hard worker**

• **Followed his wish** to become an artist (from immigrant beginnings)

• Became known as one of the **greatest American sculptors**

• He was a **leader** among other artists and the Cornish Art Colony

• Taught younger artists and felt it his responsibility to **mentor**
and share his knowledge

• Served as a member on the McMillan Commission (1901-1902), one of the
**earliest efforts in city planning** (The layout of Washington, DC,
which we see today, is a result in part, of Saint-Gaudens\' vision and
advice, especially the preservation of the Mall as an open space)

• Left us many **public monuments** commemorating some national heroes
and events

• Designed two beautiful coins **(\$10 and \$20 gold coins),** which are
still treasured as examples of the finest designs in American coinage

• Produced over **200 works of art** (students may wish to list
examples)

• Was **greatly loved**, respected and admired; his home, studio and
grounds are preserved as a National Park visited by thousands of people
each year.

> **Wrap-up: A student's own legacy.** You do not have to leave money or
> property in order to create legacy. You can leave a memory. Before
> finishing this discussion, and to relate this concept to the students'
> experience, ask your students to reflect on their own reputations.
> What would you like your friends and classmates to remember you for?

Insert Timeline here. Scan original. Major Events in the Life of
Augustus Saint-Gaudens

Enrichment Activity- Teacher Guide

-   This activity builds on reading and writing skills and the use of
    computers to obtain information. It is optional and may be done
    individually or in small groups, possibly in conjunction with the
    school librarian. It is suggested for older students (grades 5-6),
    those students on an accelerated track or offered for voluntary
    extra credit.

-   The following on-line tour pages (provided for the teacher) are
    printed from the website of the National Gallery of Art. They follow
    the specific directions for those students who are navigating this
    site to complete the Enrichment Activity.

-   Website: www.nga.gov/online tours/shawwel.htm.

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**Goal:**

1\. To write a brief biography of Augustus Saint-Gaudens using the
internet as a resource.

2\. To develop computer skills.

**Materials to be provided by the teacher:**

-   Copy for each student engaged in this activity the "Enrichment
    Activity" worksheet.

**Procedure:**

1)  Explain to students that they will be using the computer as a
    resource tool to find information about the life of Augustus
    Saint-Gaudens.

2)  If working in small groups, divide the students with three to four
    students per computer. Have one work the computer keyboard, two or
    three read the screen and take notes and another to record the steps
    used to reach each screen.

3)  They will be directed to the home page of the National Gallery of
    Art and follow the prompts to research and write a brief biography
    of the artist.

    a.  The web site is:
        [www.nga.gov/onlinetours/shawwel.htm](http://www.nga.gov/onlinetours/shawwel.htm)
        (create ulr)

    b.  Students can click on the prompts to learn about the sculptor's
        life:

-   **Start Tour**

-   **The Artist**

-   **Saint-Gaudens' Biography**

-   Have students follow the **Next** commands (there are twenty screens
    in all)

4\) Review the essential elements of a biography with students:

a\. Dates of life

b\. Where individual grew up

c\. Education

d\. Influences and important events

e\. Adult life and career accomplishments

f\. Lasting contributions/legacy

**Enrichment Activity**

**A student worksheet to writing a biography of Augustus Saint-Gaudens**

In this lesson, you will be using the computer to find information,
which will help you to write a brief biography of the sculptor Augustus
Saint-Gaudens.

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A good biography tells us the life story of an individual and should
include the following elements:

-   Dates of a person's life

-   Where he or she lived

-   Development and education

-   Turning points and /or major events in a person's life

-   Career accomplishments

-   Contributions / legacy (What this person is remembered for)

**Procedure:**

Your website is the home page for the National Gallery of Art. A version
of The Shaw Memorial, one of Saint-Gaudens' most important sculptures is
exhibited there.
[www.nga.gov/onlinetours/shawwel.htm](http://www.nga.gov/onlinetours/shawwel.htm)
Click on:

-   **Start Tour**

-   **Artist**

-   **Saint Gaudens Biography**

-   **Next**

-   As you progress through the screens, there are detours such as
    clicking on a n image to enlarge it. Remember to get back to your
    text by clicking on the

-   **Back** command.

You will now have enough information to write a biography of the artist.
Have fun!

Procedure:

Your web site is: www.nga.gov/onlinetours/shawwel.htm (This is the home
page of the National Gallery of Art, where a version of The Shaw
Memorial, one of Saint-Gaudens' most important sculptures, is
exhibited.). There are many choices from which to click with your mouse,
but if you follow our suggestions, you will find the information that
you need:

• Click on your prompts to find information about the sculptor's life:

• Start Tour  Artist  Saint-Gaudens Biography  Next

• As you progress through the screens, there are detours such as
clicking on an image to enlarge it. Remember, to get back to your text,
you will have to find and click on the Back command.

• You will now have enough information to write a brief biography of the
artist. Have fun!