The daily morning journal and courier. [volume] (New Haven, Conn.) 1894-1907, 1900-03-16

How Schools should be Equipped
and Run.
Professor e. II. Sheath of Yale deliv-
cred most interesting lecture last
night in College street hall on THE Aes-
thetic Factor in Education" 1t was
the regular lecture in the teachers
course, and, Notwithstanding the unfa-
vorable weather. there was very good
attendance, almost equalling those of
former lectures in the course. In speak
ing of the attention given to aesthetic
culture in the present day Professor
Sheath said:
Aesthetic culture has not received the
attention which, by virtue Of it's impor-
lance, it has really deserved. Not only
has 1t been regarded with great indif-
ference and much neglect by people i'm
general, but there has been a lamenta-
BILE want of interest in it on the part of
the so-called educational world. A lit
tie reflection will soon serve to point out
the reasons for this. In the first place,
the physical wants of man claim pre-
cedence over all others. This os so with
both individuals and nations. The ma
ton of these physical wants are largely
dependent must, therefore, first receive
our attention. Next come the social,
political and intellectual wants which
must receive attention, having by the
very constitution of mans being and by
the law of his unfolding sort of prior
ity of claim as compared with the aes-
thetic. Hence very naturally the aes-
hNtf1 H., Lot,
consideration. Indeed, when we reflect
for moment and note how much of the
time and attention of the average man
| is necessarily devoted to the provision
of food and raiment for his body and
the bodies of others dependent on him,
and when we further remember the So
cial and often intellectual claims upon
| him, we do not wonder at the neglect
and indifference to the aesthetic. There
| is much truth in the saying which I be-
| lieve is attributed to Macauley. The
necessities come first, the comforts next
and the luxuries last; and the satisfac
ton OF the aesthetic nature is usually
regarded as belonging to the last cate
CORY.
A second reason for the neglect of
aesthetic culture has been a kind of re-
ligious asceticism, which has resulted
on the part of many not only in indif-
ference, but in more or less hostility to
aesthetic culture--at least some forms
of it. Those familiar with the history
of the Christian church will recall the
irrational hostility frequently manifest
ed by it toward heather art; and the
unfortunate iconoclasm which has often
attended her attitude toward art in gem
eral on the ground that it savored Of
Worldlinees
Even in comparatively recent and at |
the present time we have many illustra-
lions of this ascetic spirit. Puritan
ism in it's opposition to elaborate ritual |
ism and gorgeous temples and in it's
substitution of homely forms of wor
ship and plain meeting houses affords |
us with a striking example. Early I
Methodism furnishes us an example of |
a similar character. There are a num-
Der of religious denominations who more
vigorously oppose the introduction of
instrumental music and the higher
forms Of music as though they were of
the earth earthly and of the devil dew
ilieh.
In my native state and county there
like the Dunkers Mennonites and Quak-
ers, and in other states religious socie
ties like the Shakers, who will adopt
very plain and often very ugly forms of
dress in violation of all rules of good
taste in the interest of what they sup
pose to be spiritual -mindedness and
spiritual development They condemn
severely rational efforts at personal ad-
vancement as indicative of vanity and
undue worldliness
A third reason, and one which in a
implies the other two is down
right failure to fully appreciate the i'm
portance of the aesthetic factor in hui
man nature. There is, even in educated
circles, an unwarrantable ignorance of
the vital significance of the aesthetic
in it's intimate relation to other as
poets of mind development.
In speaking of the schools and the
in which they should be run,
Professor Sheath said:
In the first place the school should be
we'll equipped with teachers who have
a love for and in a measure a knowl-
edge of the beautiful.
In the second place, the school build
ing should itself be a model of architec-
tural design, so that it may prove a
object lesson to the pupil. This
is OF prime Importance.
In the third place, the interior deco
rations should be of artistic design--no
matter how simple they may be. The
moral decorations and the pictures
should impart lessons of the beautiful {
1t is just as easy to accomplish this as
to inpart lessons of the homely.
In the fourth place, every school SEES
sion should be opened with music.
Nearly every child can sing and loves
to sing. Great care should be exercised
n the choice of music Good music of '
very simple character is available and [
should be chosen Later formal in {
5truction in music, at least of an ele-
mentary character, should be given.
In the fifth place, drawing should be g
introduced into all of our schools, [
whether private or public, not merely
or purposes of utility, but for purposes
If culture. The pupil develops IDEAS of /
symmetry, adaptation of '
MEANS to ends, unity and varety-all of i
which are aesthetic relations and aid in t
IN appreciation for and knowledge of /
he beautiful c
lii the sixth place, poetry should be