SECTIONAL TRANSACTIONS .—L. 459 
simple forms. Percussion bands and pipe-making give chance of self- 
expression by means of instruments. Class instruction in instrumental 
playing, prevalent in America, might lead to more school orchestras, etc. 
Listening still too much neglected in primary schools. Why? The 
system of appointing teachers does not always ensure there is even one in 
each staff fit to take the music of the school. Teacher of appreciation 
should have keyboard facility—mechanical aids, gramophone, wireless, etc. 
Specialists or class teachers? ‘The problems of the infant room. Two 
ideals of beauty; (a) beauty of material; (6b) beauty of performance. 
Festival movement has done much for both. Reaction on composers. 
General position of music in schools : (a) to-day ; (b) to-morrow. 
ART :— 
Mr. J. E. BarTON (11.40). 
Art should be regarded as a pervading and necessary element in all 
civilised activity or creation. Art education has suffered by academic 
isolation of the so-called fine arts from the whole body of human self- 
expression. ‘The idea of art in education should cover the general ground 
of public idealism, planning, amenity, and recreation. Aésthetic values 
must permeate the normal and mechanised industries of modern society. 
Functional and constructive principles, not decoration nor romantic senti- 
ment, are the basis of art understanding to-day. For citizenship and for 
a true internationalism, the study of art in its communal aspects is in- 
dispensable. Executive art teaching in schools has shown remarkable 
progress, but is only a means to an end. What primarily matters is the 
education of the future art-consumer. The influence of good or of bad 
art is universal, however unconscious of it we may be. Appreciation can 
only be learned through the eyes and, while orderly historical instruction 
is essential, the effectiveness of teaching must depend on personal contagion. 
Mr. E. M. O’R. Dickey (12.10). 
The problem falls naturally into (1) the school and (2) adults. In the 
school, environment comes first. Children must have well-designed sur- 
roundings. Next in importance is the teacher, who must himself have 
learnt to appreciate and enjoy beautiful things, for otherwise he cannot 
teach his pupils to do so any more than a tone-deaf teacher can teach 
singing. ‘The youngest children will lay a foundation for enjoyment of 
good colour and design by working freely from imagination. Those over 
eleven who cannot draw will learn to appreciate by making things. Girls 
can learn many crafts associated with dress and furnishing ; for boys there 
are wood and metal crafts and those associated with book production. 
Children who have learnt to make things they can use will look in shop 
windows with new eyes. Boys and girls in the Sixth can take pleasure in 
theoretical discussions. 
Then adults, ‘To-day we are all encouraged to take an interest in design, 
good and bad, as never before, through the increase in the amount and 
improvement in the quality of advertising and through the cinematograph. 
Manufacturers of hats and dresses have to make a large variety of designs 
for the cheapest lines, whereas formerly one or two would have sufficed. 
The general public discriminates more than in the past. Specially organised 
exhibitions interest the average man more than permanent collections in 
galleries and museums, as witness the crowds at the well-advertised Italian 
and Dutch Exhibitions. The best way to tackle the adult population is by 
