Morning journal and courier. [volume] (New Haven [Conn.]) 1848-1894, 1893-04-26

CD
he pleasantest joys Of life. For you who &
lave 30 long been our teacher and friend,
here u certainly warm place In /,
'ur affections. Success is everywhere /
Itamped upon your work, and
Ne can pay no higher tribute than to wish |
Vou the continuance of that success which
has Tor 30 long crowned Your career.
Our Schoolmates: You have for q longer ,
Dr. shorter time shared these educational
advantages with us, and now most of you
welcome our graduation as another step
toward the completion of our own COURSES.
The scenes which you are now enacting
are but the opening ones of the drama of
life. Upon them depend in no small de-
velopment Of the drama. Hence make
the most of the present; perform your
daily tasks; show true industry to those
who follow you; and when 1t is your turn
to graduate you will look back with salts
faction upon years most proftably spent,
and be adequately fitted to assume the
duties Of that position in life which shall |
be Allotted to you. |
Classmates: Constant association has |
found place for each one of US among his |
companions; acquaintance has formed
friendship; friendship has developed init |
macy, and now on the brink of separation
we can truly appreciate the words of
Longfellow when he says:
Sand all that fills the hearts Of friends,
Their lives hencsforth have separate ends,
And never can be one again."
Few of ms will find nfe's highway paved
with ease or bounded by Increased re-
wards, but the banner of success will ever
wave before us, though sometimes perhaps
almost obscured by the nists of misfortune
and disappointment. The Almighty per-
mits as not to look beyond the present, but
If we carry our class motto with us on our
Journey, doing well whatever we do, we
shall not find perseverance without its re-
ward, or industry devoid of happiness.
The word farewell" Ia imbued with fond
remembrancss of the past and shrouded
with pressntiments as to the future, but in
| this world 1t is inevitable, and now the
time has come for us to say the word one
1 to another.
| sfTHE DEVELOPMENT OF ART EDUCATION IN
| AMER1oA."-BY MISS ELIzABETHA. CAMP
| BELL.
Perhaps there is no subject 80 generally
misunderstood as that of art education.
It should imply not merely hand-skill, but
should embody training of every faculty.
Ruskin says cart education is matter of
the head, the hand and the heart" Thus
| we see that Intellectual ability is as essen
tial as dexterity of hand, and combined
| with these two must be a sympathy, an
interest from the heart.
While one must have a special talent to
become an artist, just as one must have
special gifts to be poet or a musician, the
object of art education IL not primarily the
xfrrp of fctu bat %~oS vSr Ia ~
probation and in right enjoyment of those
things that are really worthy.
There Ia wide difference between the
province of the art school and art sduca-
| ton in the public school. The former inn
plies instruction given to the gifted few;
the latter, q general training to the masses,
with an endeavor to make them more OBJ.
serving, intelligent, thoughtful and happy
men and women. The aim of art educa.
ton In the public school is not the de-
veloping of artists, any more than the pur
pose of study of arithmetic is the max.
ing of bookkeepers and mathematioisns
or the purpose of studying literature the
making of poets and authors: but rather
|, is it the training of those who will be the
, future men and women, the purchasers
! | not necessarily the designers, of art works
, It is not so much the training of technics
, artists and designers as of future housewife
citizens, tradespeopls and merchants. TIL
purpose of art instruction should be RICH
: and truthful expression, not simply tn
i idea of getting pretty result. First shoul'
4 their application, and, finally, the pleasin,
. result.
- In a recent article in the Forum we ar
a told by President Eliot that there are fou
a requirements which a public education
- should fulfill:
L.
accurately.
Second, he must record correctly.
4 Third, infer or reason justly.
al Lastly, express cogently.
q Regarding the first step, the child
q observe accurately, noting the form wit
thoughtful care. The next step is th
n moulding of this object in clay.
"a By this means he is enabled to know th
form, feeling its curves and outline, thu
h recording correctly his observation. The
~ easy and the impression which 1t make
+ upon his mind is readily expressed i
= language, the most abstract expression
n Our language differs widely from that {
" Phidias, Michael Angelo or Millet; BIT
= their works are graphic language who
:, appeals to all of every nation and speech
Ia Everyone can understand the language {
+ art, however widely his tongue may diffe
is from that of his neighbor.
N An American artist says he never fe
- the force of this truth until his recent Wis
J. abroad. He was in an art gallery and besid
"a him stood foreigner. Although neithe
N could understand the spoken language {
a the other, both were intensely moved b
the subject portrayed in the painting b.
~ fore them. For, az B11wer Lytton say
Al cart Is the effort of man to express ii
I. ideas which nature suggests to him of
IA power higher than nature"
ID One should see objects in their typic,
AZ relations to each other; that is, should a
n sociate with the simple geometric form
a all objects which are like them, no matte
# how they may be combined or decorated
# for the form and characteristics are sti
a there, and are only waiting to be recol
In nized. In this way we are led to know th
# type in the universal form. The house v
"a live in is made up of simple geometri
N forms, and the steam engine is mer,
n ly combination of prisms, cylinder
and cones. However complicated an objee
"a agination are brought into active use, it
- readily resolved into our simple TYPOS
forms.
"a Imagination is essential. "Touoh lii
4 anywhere with the Imagination and
" turns to gold, or to something less mt
terial and perishable" Through observs
:, ton of the form, of what it consists, an
# of the way in which the types are CON
bined, one is led to the third step. g.
q to reason, to draw conclusions from tha
"A reasoning. As in the study of the appear
anee of cylinder, one must note the dill
i ference of the width of the two elhpses
= so in studying other objects one mus
v reason, one must think-in this way n
= ceiving mental discipline, equal, If nc
superior, to that given by any othe
4 subject.
= Drawing il an essential of all kinds 9
= school work; an added mode of expression
v Imagination, now added the speaker, 1
. essential; drawing Is an essential Thes
: points the paper illustrated. The Gle,
"a growth Of art culture In America in by
d gone years was next spoken of. The Ger
o tennial exhibition at Philadelphia opene
). American eyes to her deficiency in til
v matter Of art education and training
Art education in this land or to put
= more definitely, drawing, was started q
d first upon a purely unitarian basis t
l., meet the demands of New England manu-
+ faoturers for more skilled workmen, bu
o soon developed its educational features
n Now 1t is expanding and blossomipg on
d carrying with 1t uplifting thoughts an,
q aspirations.
a The speaker now brought out forcibl
l IS