The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1904-07-10
TEACHING AS a FINE ART.

Inc AR \ |:
/, tlons OF discipline or methods OF instrrc-t
tioii, the aesthetic Impulse Is manifest
Ing itself iii the addition OF definite
group of studies to those already taught
In tho schools. Tie group may be sum =
med UP under the general heads OF music
and art, the second including In full
courses not only dra wing, but modelling.
painting designing and various other
Forms OF artistic activity. Theso have
been introduced not as elegancies to DC
elected by the few, but as definite re1uire- Il
ments, except In the latter half ot the
high school work. They lave come as
an application OF the truth set forth by
1aiskin dictum that TO teach taste IS
inevitably to form cfaracter," and they
build OH the assumption that whatever
squickors the perception Of the bealiti ~
hrondens, reflnes, and ennobles human
character. Once 1t was enough that edu-
cation should instruct and discipline the
mind Then came the culture OF tho hand,
but tho end was not yet; for until tho
}trianing OF tho heart, by which we desig-
nate that bundle Of finer srnsibilities ana
possibilities which go TO make up cl,arac e
ter was added there was no symmetrical
growth of3thegchlld and indeed In these
days we are hearing SO much about the
harmonious development OF head, hand
and heart that the three words seem to
have come to be q sort OF shibboleth for
tho leaders in tho forward movements OF
secondary education Among those studies
which instruct the heart and lift the
Inner life to Il higher level, the artistic
group Is placed foremost, because their
spiritual Significance is far larger thnn
:, s,,,of aYiu n
considerable as that Is, and thclicnlarge-
ment of vision which they bring Is the
primary argument for their being 1t Is
well. of course, that the child should sun-i
derstand tho technical principles Of llnr-
!mony9 and musical form and be able to
sing correctly by note. but the teacher
lis short sighted indeed = who docs not re-.
cognizc far richer possibilities in the mu-3
/ sic Of the schools than these and who does
5notIfix her Vision on the larger ideal while
attending to the steps by which Unjust
be attained, Goodwin Smith has been
emphatic enough to say that music in the
public schools seemst to him the most
practical .of nll the cures suggested for
anarchy. I Fl owever that may be- Is
certainly true that the child who learns
to express his own soul II, music and to
listen ntelligently and with open soul
Ito the great music OF the world. 3 has been
lifted into higher spiritual atmosphere
and received into his nature an influence
which cannot fail to hear fruit for good
Tits much the same with the other
studies ofEthis group. although theirEin1-
5nlediatelr practical side is very obvious.
in this dag Of picture making and visual;
ization In general. Like music. however,.
they find their greatest value I'M their
power 81 TO furnish. another language for
self-expression,S Sin their ql.ckcnng OF our
spercentions of the beautiful and also In
their tendency to awaken our interest
in the things that lie about us.
For don't You mark? We're made SO
s that we love SIS IN
First, when we see them painted, things
VIC have pa sscd 5s
Pcrhap rs a gs hundred times, nor cared to
S see. 535g n 6S3 {5 Oh Is 81
Whatever opens. the pores OF on r moral;
and spiritual natures ultimately Eenriches
our equipment for life, and ( the training
on tho definitely aesthetic side has been
tho last to be added, itSis not because
git is least valuable, but because The sub
Etlety of its influence has caused 1T to.
remain longest unnoticed.
Every day the work Of the teacher is
calling for Il larger culture, 6a more
sympathetic grasp Of cg5and a surer3
sense o ad ju stment between the things.
that are seen and those&that remain un-l
Importation of knowledge than education.
lis It's mere a absorption and whatever has
a place In the processes of character
building lies directly within It's province0A
From being merely a profession. teach.
Ing Inns come TO be recognized as a fine
art, and demands a aesthetic a hand
ling as the work f&the painter or the
sculptor; II for, after all. the end is the
same-to fashion n figure Of beauty.
8@lI have not meant to suggest by what
I have said that even the best schools
Of to-day have not their faults and llmi-3
i$tatlons,, or to intimate that the old rec
/ giple was lacking in strong merits. Ger;
,Etninly the new spirit Is broader In It's
/ outlook and more artistic nStts methods;
but we we do not want to lose the virtues of
i8the old school in the larger Illumination
land the illusion Of interest which char
! sacterize tile now. Breadth may easily
he obtained at the expense of depth and
IfnothinEa can take the place o e. such ac-
fcurate and logical processes OF the mind
| as the older methods tended to cultivate.
THE pendulum is swinging far now in the
| direction of unrestratned ind vsduality
\ and tho pleasureablei side Of study. Dount-
| less It will come ba ok to some en- sis
Oh the duty idea as we'll to strictcr re- e.
| so,iirenle,its in mental discipline, ana 10
a realization OF the necessity for acau .lr
! ing q good many moro or less statistical
fnots q fter all. All progress Involves pa r
\ IA i rea ctions but the good that Is IN
ttaanly, new thought or movement Is by It's
very nat ure, self pcrpetuating. 5s3s
/ yuncasily, now came up and showed his
1,o r