i6o 



NA TURE 



{Dec. 1 8, 1884 



(3) Colleges, Educational Institutions, Special Schools, and In- 

 stitutions for Purposes of Research. — Each Associated Institution 

 to remain unaffected in any way, save in so far as it might be 

 willing to adopt the recommendations of the University Council. 



The School of Law of the four Inns of Court to be an Asso- 

 ciated Institution, and its Professors and Examiners to be Mem- 

 bers of the Faculty of Law, but without further direct represen- 

 tation on the Council than that already given to the Council of 

 Legal Education. 



The recognised Hospital Schools of London to be Associated 

 Institutions, and their Professors and Lecturers ito be Members 

 of the Faculty of Medicine. 



The direct representation of the Hospital Schools on the 

 Council being difficult, owing to their number, it might be pro- 

 vided that they should all have one representative, - at least, on 

 the Board of Studies of the Medical Faculty. 



Schools of Fine Art and Technical Schools employing 

 Teachers, some of whom are not engaged in what can be called, 

 strictly speaking, University work, if composing part of an As- 

 sociated Institution, to be admissible as Special Schools of the 

 University, and their principal Teachers to be Members of the 

 appropriate Faculties. 



junior Schools forming part of Associated Institutions to be 

 admissible similarly as Special Normal Schools, for the purpose 

 of training Teachers. 



Institutions for purposes of Research to be admissible as 

 Special Schools, and their Principals or principal Members to 

 be eligible as additional Members of the appropriate Faculty. 



Educational Institutions, of which the work is either in kind 

 or quantity insufficient to entitle them to rank as Associated 

 Institutions, while at the same time partaking of a University 

 character, to be similarly admissible as Special Schools. 



(c) Work of the Teaching University. — The Teaching 

 University to obtain power to confer the usual Degrees, either 

 by way of supplemental Charter to the University of London or 

 otherwise, after such course of study and examination as may 

 be determined on. 



As means and opportunity will allow, the Teaching University 

 to appoint Professors in the more advanced studies, and for 

 purposes of original research. 



The Council to negotiate with Associated Institutions for the 

 increase of facilities for common attendance at lectures, labora- 

 tory work, and admission to Libraries and Museums, and for the 

 concentration of teaching within one or more of such Institu- 

 tions, or within the University itself, in such studies as may 

 appear desirable. 



The extent to which it may be found possible to blend the 

 examinations of the Teaching University with those of the exist- 

 ing University, of the Professional Corporations, or of other 

 Examining Bodies, to be determined hereafter, full liberty of 

 action being reserved to the respective Authorities. 



Professors, Lecturers, &c, who are Members of the Faculty, 



to have the title of" Professor, Lecturer, &c, of (or on) 



" in the proposed University ; the first blank denoting 



the College or Institution with which they are connected, pre- 

 ceded by the title (if any) by which their Chair or other office 

 is known. 



Students in Associated Institutions and Special Schools to be 

 at liberty to become Undergraduates in the Teaching University, 

 or to obtain Degrees as at present from the existing University. 

 Signed on behalf of the Sub-Committee, 



REAY, Chairman 



NA TURE-DRA WING 1 

 "DEFORE explaining the objects aimed at in the new drawing 

 classes proposed to be formed in University College School, 

 to be called Nature-Drawing Classes, let us look back and note 

 briefly what we have achieved up to the present time, and 

 gather if we can from it what kind of foundation we have for the 

 work we are about to do, and what our necessities are in order 

 to secure success. Of the past I am able to speak with some 

 authority, having been connected with the drawing classes in 

 this school for nearly forty years. That we have achieved a 

 very considerable success is proved by the high position these 

 classes are known to hold as compared with similar classes in 

 other public schools ; also by the fact that every boy who has 



t University College 



taken the " Trevelyan Goodall Art Scholarship" in the school 

 and has competed for the Slade Scholarships in the Slade Schools 

 of Fine Art in University College has, without an exception, 

 succeeded in securing the object of his ambition, and in the case 

 where two of our boys were competitors at the same time, they 

 succeeded in carrying off both scholarships, and all in competi- 

 tion with students older than themselves. 



Now it is evident that such remarkable success must rest 

 on some very sound foundation. Though there is no doubt 

 that our method of teaching may account in part for this, 

 and in no small part, yet by far the larger part of the foundation 

 of this success has been laid by the zeal, energy, and intelligence 

 in teaching displayed by the assistant drawing-masters, and I 

 desire frankly, and without any reservation whatever, not only to 

 acknowledge their signal ability and their right to the merit due 

 from the results, but also to acknowledge my own indebtedness 

 to their loyalty in giving effect and unityto the method of teach- 

 ing, without which our success could never have been secured. 

 The teaching has hitherto ranged from the drawing of simple 

 geometrical forms to the drawing of the figure from the antique, 

 together with mechanical drawing, model drawing, and perspec- 

 tive. And now I have a word for the younger boys, who, 

 sometimes, may find the repeated drawing of curved and other 

 lines a little wearisome, but they may rest assured that they are 

 doing valuable work, and acquiring an invaluable power, for it 

 is mainly in the combination of these curved lines, in the 

 perception of their grace, and the power to render them accu- 

 rately and freely, that the expression of the most beautiful f inn. 

 and even the recognition of it, at length becomes possible. 



That curriculum in our public schools is best which has the 

 greatest elasticity, and is not bound so closely within the four 

 walls of precedent that it is deprived of the power to expand in 

 any direction to meet the necessities of the times. That the 

 teaching of drawing in our public schools has not advanced 

 adequately to meet these necessities will be, in most cases, 

 frankly recognised by the teachers themselves. But the fault does 

 not lie at their door. It is the " governing bodies " ofourpublic 

 schools, and the outside public, who are to blame. The past low 

 estimate of both alike as to the utility of drawing as a serious 

 study has proved the detriment to its advance. Both have 

 recognised in drawing little more than a sort of harmless amuse- 

 ment to keep children out of mischief when not otherwise 

 employed. Both have been blind to the influence which the 

 imitation of beautiful forms must needs have on the minds of the 

 young, and, yet more, to the influence it must have in after life. 

 A love for beautiful form goes far towards making a beautiful 

 life. While due effect is given to the utilitarian side of educa- 

 tion, the aesthetic side cannot be ignored, but through literature 

 and art the aesthetic phase of the student's mind should be deve- 

 loped as widely as possible, and, as a help to this, Prof. Huxley 

 has publicly stated his conviction that it should be made abso- 

 lutely necessary for everybody for a longer or a shorter period to 

 learn to draw, and that there is nobody who cannot be made to 

 draw more or less well. 



It is proposed to arrange the new nature-drawing classes under 

 two broad divisions, namely, landscape-art and science-art. Let 

 us deal first with the proposed study of landscape-art, and, in 

 order to make the direction these studies are to take the more 

 clear, it were as well to state the direction they are not to take. 

 They are not to take their direction on the old lines of making, 

 in a blind, ignorant way, copies from the flat to be " finished 

 off" by the more or less facile pencil of the master, and sent 

 home as the work of the pupil at the close of the term. The 

 influence of such palpable dishonesty can only be bad, and the 

 more bad because of the openness with which the fraud is com- 

 mitted. It may be asserted that no fraud is intended, but is not 

 almost every child sensible that there is a very real fraud, to 

 which he has been made a party without his consent, when he 

 shows his drawings and is praised for work he is well aware is 

 not his own? Moreover, do you think he does not recognise 

 how frequently and easily the fraud succeeds ? But enough ; let 

 us dismiss it — it is bad. In the "nature-drawing" classes in 

 University College School, landscape-drawing from the flat will 

 be used only to secure with the pencil and the brush that 

 technique absolutely needful. Concurrently, lessons will be given 

 in the shape of lectures on natural phenomena, towards inducing 

 a close, intelligent observation of them, in the belief that a boy 

 will not draw an object — a cloud or a tree from Nature —any the 

 worse, or with any the less interest, because he knows something 

 about it, some scientific facts concerning it. Drawing is a record 



