Excerpt from Journal of the Barnes Foundation, Vol. 2: January, 1926

The interesting report of' Dr. Munro in the October number of this Journal on the methods of picture-making employed in the classes of Professor Cizek in Vienna raises a question that has to be dealt with in every branch of instruction. The ques tion develops in two directions, one suggested by his statement that it is impossible to exclude outside influences, and the other by his report that upon the whole the more original constructions are those of younger pupils, that older students seem gradually to lose interest, so that no prominent artist has been produced. The problem thus defined consists in the relation of individuality and its adequate development to the work and responsibilities of the teacher, representing accumulated experience of the past.

Unfortunately, the history of schools not only in art but in all lines shows a swing of the pendulum between extremes, though it must be admitted that the Simile of the pendulum is not a good one, for the schools remain most of them, most of the time, near one extreme, instead of Swinging periodically and evenly between the two. Anyway, the two extremes are external impo sitiou and dictation and free-expression. Revolt from the costly, nerve-taxing and inadequate results of mechanical con trol from without creates an enthusiasm for spontaneity and development from within, as it is often phrased. It is found that Children at first are then much happier in their work anyone who has seen Cizek's class will testify to the wholesome air of cheerfulness, even of joy, which pervades the room - but gradually tend to become listless and finally bored, while there is an absence of cumulative, progressive development of power and of actual achievement in results. Then the pendulum swings back to regulation by the ideas, rules, and orders of some one else, who being maturer, better informed and more experienced is supposed to know what should be done and how to do it.

The metaphor of the pendulum is faulty in another respect. It seems to suggest that the solution lies in finding a mid-point between the two extremes which would be at rest. But what is really wanted is a change in the direction of movement. As a general proposition no one would deny that personal mental growth is furthered in any branch of human undertaking by contact with the accumulated and sifted experience of others in that line. No one would seriously propose that all future car penters should be trained by actually starting with a clean sheet, wiping out everything that the past has discovered about mechanics, about tools and their uses and so on. It would not be thought likely that this knowledge would cramp their style, limit their individuality, etc. But neither, on the other hand, have carpenters been formed by the methods often used in manual training shops where dinky tasks of a minute and tech nical nature are set, wholly independent of really making anything, having only specialized skill as their aim. As a rule carpenters are educated in their calling by working with others' who have experience and skill, sharing in the simpler portions of the real undertakings, assisting in ways which enable them to observe methods and to see what results they are adapted to accomplish.

About the Publisher

Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com