The times. [volume] (Richmond, Va.) 1890-1903, 1902-04-09

At the home of the Richmond Art Club,
at Madison and Grace Streets, the Rich-
>mond Education Association last nlgnt
heard a valuable and entertaining ad-
( dress upon the Indispensable functions OF
art culture in child education
The subject of the evenings conference
was ".School Room Decoration, and tne
speaker Miss Parker. the director OF the
kindergarten Training School conducted
under the auspices of the Richmond Ftdu-
cation Association The carefully pre-
nared naper which Miss Parker offered
evidenced her own thorough acquaintance
with the principles and literature Of child
growth and development, and as Well tne
closely allied functions and offices OF the
Art Club and the Education Association.
Miss Parker received the closest and
most appreciative attention during the
rea ding of her paper. Those who We're
present went away with a larger view
of the possibilities and invaluable oppor-
tunties OF aesthetic culture as a part OF
education. Tie address was one which
every Ricbmond tea cher wauld have done
we'll to have heard, even at a possible
cost of considerable personal inconven1-
enca. :-..,rr,a,,c
cIITJRE OF THE AESTHETIC.
AIr Il. IF. Johnson. in a few we'll chosen
words Of appreciation Of the once ana
opportunities Of the teacher. introduced
Miss Parker. Without Introduction, she
proceeded at once to the logical treat
ment and development o. her i thellie,
..School Room Decoration. !,
"Decoration-its place and Values,
ehe said "an idea of recent origin. The
stimulating and uplifting influences of art
have only recently come to be apprecia ted
ar their full worth. The child is entitled
to five inheritances-scien aesthetic,
literary, institutional and religious. The
aesthetic has long failed of recognition
but it is now coming to its own
The mission of aesthetic culture in the
enrichment of child nature was Wen SET
! forth. ,che awakening of the child ac-
| tivation OF. the sense OF the pe:l'ltll1i |, u
| should Miss Parker said, begin IN the
| kinder rgarten and continue through all
grades of educational work. Ihe eRte-
rior of the school house as well as the
| interior should lend itself to this work.
| The cold, repellant, prison-like brick CUBE
with unimproved yard and Ugly ience Is
giving place to sehoot-houses Liae ~
home-lixe and beautiful What buildings
! can more appropriately lay claim to
| yast ef,,lz adornrnent than the school,
I horses the homes of tie educational life
| of the community? It has no possession
! that in beauty or value it would. com
mare TO its children. Is pOHzln anu lueti
/ well.being is conditioned not only the
future but as well much that goes to
make up the present Then about the
/ homes Of their growth and awakening
| should be thrown expressions OF the
] beautiful in ar. in nature, in human life,
/ of = chara ctcrato awaken In the child an
! appreciation Of. and longing for. the
I beautiful
! The ideal cannot be reached at one
! stride. but in the school-roon paint
| taste. absolute cleanliness, a few Well
chosen flowers and som etIdnS of the best
/ walls decoration will do great things
ana these are reasonably bly within reach
/ IF all schools and all school teacners
WALL L2DECORATlON. NJ
| e Care should be taken in the selectloH
ofswaM decoration. The more humble the
origin Of the. child. the more careful should
]. the tea cher, be to select only the best.
i Not too much. Don't t burden The colors
/ of a room should be regulated by its 5tx-
posure Shades of s. green are found 10
he. best asa general rule, but for room
with steel gray northernsexposure8 there
should be note Of color by way OF COM
nansat ion In the decoration scheme of the
room. On the other hand. the warm
southern exposure may be met with a
/ color scheme suggestive Of oolncss and
|Srefreshment
Then followed valuable practical sug:
.IxMtinns Aa 10 vaSsa. s r6d1nra14 and mural