Tulsa daily world. [volume] (Tulsa, Indian Territory [Okla.]) 1905-1919, 1906-11-03

chief wall ornament was picture of
"The Last Days of Pompeii." " | re-
member covering my head so that |
need not look at the frenzied people
running down the mountain-side to
escape the cloud of ashes and lava,
and since ! have had the care of chill
dren ! have seen to it that no pictured
scene of terror or suffering greets
the eyes when they open or causes
them uneasy dreams while those eyes
are closed in sleep.
Whatever is beautiful and true, and
within the grasp Of his own compre-
henslon, instlnciively appeals to a lit
tie child. Tis eyes are daily opening
upon a world of law and symmetry,
and he is part Of it and responds
to It's unity even before he is able to
formulate the impressions wrought
upon his plastic mind.
If he misses the best that the
world offers during his fairest years,
he loses much that should influence
his later life. The artist like the poet
perceives delicate meaning in the
humbleSt scenes which surround him.
The child, with his vivid Imagination.
Is susceptible to these impressions. and
can soon learn to recognize truth and
beauty as presented to him in pictures.
Right here let me speak of series
OF Art Readers which seem most ad.
mirabIe to me, Mind | IN not adver.
Using them, | don't even know TO
what extent they are being used, but
IN looking over the set recently sent
to me by the publisher, | am struck
by the difference between these and
the readers we usually find in our
schools, and the thought comes to
me! "What an excellent idea it is
to illustrate the books our children
use at school with copies of the mas
terpieces of art, ad then make them
familiar thru daily association. For
instance, the first lesson little child
learns in these readers is about the
well known picture of Holmes, "Can T
you talk2' aud the story is far more
interesting to small children than
those we usually find in First Read.
en- We find other pictures fully as
good-"An Humble Servant" shoe
ing the horse; and all Of keen inter.
est to little children As child ad-
yances he learn Of the great artists
and of their works So that by the time
he has finished the set Of readers. s
in number he haS not only learned
to read and spell, but has acquired
knowledge of the beSt in art. Now in
the matter of placing pictures in the
school rooms we Should procure tlie
best IN art, with limitations. meau
by that many good picture, are NOT
suitable for children 5 eyes to dwell
upon or their minds 10 understand
The pictures chosen should be cheer.
rul for no little child should daily
look ON u scene of suffering.
THE pictures chosen should be- d,eer-
able, not prohlcmatlc, and the lesson
nugh, should be a pure and w1le-
some one. II d, not possibly for all
of u, to own expensive picturc,, but
IL is possible for ms 10 exercise our
taste. The reproduction of tho great
est paintings can be bought for a
small sum- The illustrations, of books
and magazine, have developed to u.
high degree Of artistic excellence in
the past few years,
Naturally, there cannot be q dcvsl
opmeut toward the good without q.
corresponding destruction Of that
which is bad. II is stated that the
sale of the horrible atrocities known.
as comic valentines ha, fallen of re-
markably the last few ycars. The
question is asked, GLOW can this be
true when one considers the popular
ity of the colored supplements Of the
newspapcrsf" These supplements arc
supposed to the published for the chill.
drcn, and II is the children who suf.
fer, for they absorb uncousciously the
unsayory quality Of such efforts to
amusc. a time when this country is
trying to implant knowledge of and
stimulate u taste for better things.
artistic and aesthetic, thru exhibitions
in museums and libraries, it is dis.
hcartenng to realize that every step in
this direction gets u setback thru
these colored horrors.
There ARE certain negative results
that parents have right to expect
! from every educotiyc force that is