ART EDUCATION. I 43 



the test of the weather. The only serious division among 

 architects as to the present methods arises from differences of 

 judgment as to the value of formulations of architectural fit- 

 ness and beaut}'. Although this is a diversit}^ of opinion 

 over a vital matter and although the waste of energy is pro- 

 bably considerable at this point, it is not, strictly, so charge- 

 able. Every generation must formulate its belief, and the 

 next must attack or defend that formulation : the resulting 

 loss is the unavoidable cost of progress. In any case it does 

 not affect the general efficiency of a system, which while 

 teaching the technic of the draughtsman and developing the 

 power to design, bases the education of the student on a 

 knowledge of architectural standards and principles, and of 

 architectural history', and prepares him to work according to 

 modern constructional methods, in collaboration with others, 

 under the influence of oflice traditions founded in successful 

 practice. An architect is much more apt to have developed 

 abilities and a scholarly mind than any other artist of this 

 period. The schools of applied art are endeavoring, with 

 equal earnestness and success, to combine the resources and 

 attainments of the thoughtful designer with the sensitive eye 

 and skilful hand of the craftsman. 



In the other class of schools, those that profess to train 

 the painter and the sculptor, the time is given almost exclus- 

 ively to the important disciplinary work of drawing and mod- 

 eling from casts of antique sculpture and from the living 

 figure. Whether the work is well done or ill done, depends 

 on the school and on the student, and there is a great variety 

 in both. There is no question as to the importance of this 

 work, but the real question remains as to whether the power 

 to draw and paint and model is all that the painter or sculptor, 

 needs. The successful student learns the language and is 

 called an artist, but speech alone does not confer the power to 

 say things worth saying, nor to say that which is suitable to a 

 given occasion. He has been given the opportunity to learn 

 through practise and with the help of an occasional criticism, 



