144 BARKER : 



to describe what is set before him He has been encouraged, 

 but not required, to learn something of composition, of ana- 

 tomy, of perspective (a few lectures on these subjects being 

 given during the year), but no other requirement of scholar- 

 ship has been even suggested to him. An instructor in such 

 a school has said, " If a man wants to paint heads, I do not 

 see what better thing he can do than to start in and paint 

 heads, and keep on painting heads until he can do it right." 

 But it is not fair to a student to teach him that even portrait- 

 ure is merely a matter of painting a head. If a man has any- 

 thing better in him than to paint head studies and life class 

 studies all his life, if his language of the brush is to be the 

 means of an art and not in itself an end, it would seem fair 

 to instruct him in the art, and so help the artist in him to 

 utterance. It is not fair to the student to train his eyes to 

 see, and to leave his brain so untouched that he does not 

 know the expressive values of the forms and colors that he 

 sees, does not know their pictorial interest or value. He goes 

 through a long and serious discipline in the making of studies, 

 if the school is a good school, but although he is to be a 

 painter of pictures, he gets no similar discipline in picture 

 making. He does not hear paintings judged as pictures, but 

 as examples of draughtsmanship and color, and he and his 

 fellow students have seen themselves judged, not as they 

 showed pictorial instinct or power, but as they could draw. 



It is not fair to the young student, who stands in danger 

 among the fluctuating opinions of the moment, not to steady 

 his immature judgment by inculcating knowledge of that 

 which has survived the equally changeful currents of the past, 

 with what we can learn as to the reason for that survival. 



It is not fair not to guard him against the influence of 

 those whose worship of " individuality '" includes a forsaking 

 of truth of utterance, and who teach that the vagaries of a 

 mind which has thrown off its responsibility are a mark of its 

 imaginative force. 



Nor is it fair to leave him to discover for himself when 



