24 THE WOMBAT. 



ART AS AN EDUCATOR. 



By Z. Wilkins. 



We might call art a species of language, practised in its 

 highest form in most highly civilised countries and used in 

 its rudest and lowest form by unenlightened beings, whose 

 needs and aspirations are so grovelling as to extend no further 

 perhaps than to seeking a bare bodily sustenance only as 

 nature demands it and entailing often a display of ferocity and 

 revenge. This state of things gives free play to the lower 

 nature, but there is nothing in this mode of living to 

 awaken the higher nature which lies dormant. What a 

 great revolution education, with all its lofty and sacred 

 associations, would work in one of these beings — bring- 

 ing gradually into activity the higher faculties of his mind. 

 In proportion as his soul aspired to higher things — beauty, 

 truth, and goodness — so would his hatred of baser things 

 increase ; thus bringing the powers which govern his lower 

 self into subjection. What has education for its aim but this 

 consummation ? There are beings who do not concern them- 

 selves regarding nature in all her varying aspects, it is to them 

 as a closed book, nor do any of the finer impulses which move 

 the soul find a place in their composition ; their all-absorbing 

 interest in life is amassing wealth so that come what may, they 

 can snap their fingers at misfortune — perhaps even survive the 

 shaking of earth to its foundation. But from among all sorts 

 and conditions of men, nationality making no difference, 

 nature chooses her teachers, — beings gifted with that keen 

 appreciation of the beautiful truths which they alone can 

 discover. These individuals live in close intercourse with 

 nature, ever watching and studying her varying moods, 

 whether in landscape or individual ; they have something to 

 tell to the world — it may be a pure sentiment in a face, under- 

 lying a rough exterior, unseen by the crowd, but laid hold of 

 by one of these — nature's own teachers, — and set forth by 

 means of art, to the astonished gaze of multitudes to whom it is 

 a revelation ; although to many more it may still remain obscure. 

 Why do we cause our young people to study mathematics, 

 sciences, etc. ? not surely because it is the fashion, but that it 

 may strengthen and enlarge their minds. In like manner the 

 study of pure art, considered on its lower side, sharpens 

 the perceptions and strengthens the memory ; but better 

 than this, its higher aspect shows it to be ennobling — making 

 the mind purer and richer. Why should not the world 

 endeavour to make this as important a branch of study as 

 others, and then if individual capacity reaches no further than 

 to enable them to love and appreciate this language when they 

 see it, if it does no more, a great deal will have been gained. 

 If great thoughts influence the world for good, then how 

 much more would they, when expressed in colour on canvas — ■ 

 giving us, we might almost say, a living representation of them 

 to be handed down to prosperity. 



H. Thacker, Printer, Getlong. 



