132 BARKER : 



ence of viewpoint, and a healthy state of ferment it is well, 

 but in fact it also shows that we are yet far from a definite 

 general conviction as to what we are about. In order to get 

 the most good out of art education we must reach some sort 

 of agreement as to what good we are to expect and some gen- 

 eral agreement as to how to get at it. To hope, for instance, 

 to get culture out of the essentially disciplinary work of 

 drawing is bad enough, but to use time needed for discipline 

 on what might be cultural if the pupil were prepared, or 

 worst of all to spend that time on what is at best no more 

 than rather poor play, is to risk the future of a valuable 

 element in public school work. Though it be recognized that 

 art education is an effort toward something needed, and 

 greatly needed, it will nevertheless be displaced from these 

 schools unless we get discipline from exercises for discipline 

 and develop appreciation so far as we can, from work profes- 

 sedly cultural. The instinct that has brought this work into 

 the schools is strong and good : we are only beginning to 

 know what it means. We must find out what it means, and 

 get the good of it, or an instinct equally strong and good will 

 remove the useless subject. 



Of the disciplinary work in art education, freehand draw- 

 ing is the type. The value claimed for it as a part of funda- 

 mental education lies in the fact that it develops, more surely 

 than an}' other means, the habit of looking intently at things, 

 and that eyes so habituated report with increased accuracy. 

 It is through the senses that the brain gets its premises, and 

 the logical mind is of small use without just premises on 

 which to build. Words are but the abstracts of facts, and at 

 second hand, and must be continually checked by the observ- 

 ant people of the time. It is in making observant people out 

 of the unobservant, and in helping the observant to greater 

 accuracy, that the teacher of drawing finds the best reason 

 for his work in the elementary schools. The ability to draw 

 well enough for all ordinary purposes should come with this, 

 and is of continual use. Manv thinors that we see can be 



