The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1904-03-20
Decoration Of Schoolrooms
Considered by an Artist
Gilman Page, the Boston School
Board from pm the Subject

then the buff color is needed to give the
proper effect For corridors and assembly
halls. more liberty may be taken in the
choice of coiors. and rich terra Gotta tones
combined with a deep ivory-white will give
contrast to the classrooms and add GER
tain distinction to the whole scheme.
A QUESTION OF FITNESS.
While on general principles association
with works of art of the highest order
cannot begin too early in life yet we desire
more than association or mere contact and
environment: we want interest and, in con-
sequence. understanding. There is ten
dency to place pictures and casts on the
walls of classrooms without much thought
being given to the age and understanding
of the pupils, and | have seen a let Of
good material failing in its greatest useful
ness-though to be sure the rooms were
"decorated"-for the reason that the Sc
lections were quite beyond the intelligent
understanding OF the children. Then
again. there is also a tendency TO ignore
all questions of relationship between the
various objects; no harmony exists, and
no matter how good each object may be-
considered by itself, the general effect is
discordant. To illustrate the point: we
have a certain room in the grammar grade
which it Is intended shall be decorated
with paintings. or, what is far more COM
mon, with prints or casts We shall decide
that it is to be either a Greek. Roman or
Egyptian room. POSSIBLY We may conclude
to make 1T illustrative OF English literature,
French or American history. If primary
grade, scenes illustrating different sections
of the country may be chosen or pictures
of animals-especially animals and children
in friendly relation-landscape and marine
views, flowers, some of these to be in color;
If high school room the greatest themes
of all the masters; but see that distinct
relation exists, that harmony prevails in
all these grades that the lack of correla-
ton may not be felt. The above is an
extremely bare outline of subjects merely
indicative of what should be guide Ex-
perience has demonstrated that the best re-
suits are thus obtained, and so far as pos
sible. with all due regard to the high and
ennobling influence of works of art. the
practical objects of the school should utilize
all that it is possible to obtain in a prac-
tllcal way from schoolroom decoration and
the works of art upon the walls may serve
to illustrate the courses of study-"to point
moral or adorn tale" though the tale"
may relate to a question of drawing ge-
ography history. The amount of time
given to aesthetic subjects in the public
schools Is small. and to increase 1t is en-
tfrely out of the question. yet all the more
for this reason does the plan of decorating
schoolrooms deserve, as ii is now receive
ing, favorable consideration. Surround
young people during school hours with pic
lures and statuary set off by tinted walls
and the silent beauty irradiating therefrom
will quicken and purify the taste without
encroaching upon school time or inter-
fering with school work.
WALTER GILMAN PAGE