Modern art education, its practical and aesthetic character educationally considered : being part of the Austrian official report on the Vienna world's fair of 1873

Langl, Josef

Bibliographische Daten

Monographie

Persistenter Identifier:: AC13090706

Titel:: Modern art education, its practical and aesthetic character educationally considered : being part of the Austrian official report on the Vienna world's fair of 1873

Erscheinungsort:: Boston

Herausgeber:: L. Prang and Company

Dokumenttyp:: Monographie

Bestand:: Wiener Weltausstellung 1873

Erscheinungsjahr:: 1875

Ausgabenbezeichnung:: [Electronic ed.]

Sprache:: Englisch

Vorwort

Titel:: AMERICAN PREFACE

Dokumenttyp:: Monographie

Strukturtyp:: Vorwort

XXXIV AMERICAN PREFACE. improving the quality of our manufactures, and by consuming a larger proportion of our raw materials at home. 9. Price can be increased ouly by increasing the quality of manufactures; and the quality can be increased only by an in creased expenditure of skill and taste, especially of taste as dis- played in the form of the object or of its decoration. 10. Skill and taste are mainly the product of educatiön. It is only upon workmen who have been suitably educated in Science and art, especially in art, that we can securely count to carry our manufactures to any high pitch of excellence. Back of the skilled, artistic workman, needs to be a public taste to create a demand for his products, and to stimulate him to greater efforts. ART-INDUSTRIAL EDUCATIÖN THE PRIME NECESSITY. According to the condition of things which has been descrihed, the future growth and prosperity of the United States must come largely from the growth and prosperity of her artisan classes. The growth and prosperity of these classes will depend on the success with which tliey can meet the competition of the world ; and this success will depend largely on the school educatiön tliey have received, and especially onthe art element of that educatiön. Europe is putting into her industries millions of men and women trained in art and science, but especially in art; and she is making vast and systematic efforts to elevate as well the public taste as that of the artisans. We can do no less ; we can meet such com petition only in kind ; our people must be educated in art. Now, the basis upon which all instruction in art must rest is drawing, the representation of form. Many, taking some one feature of drawing to be all there is of it, greatly misapprehend its true scope. For example, drawing may be thought to consist simply in the representation of objects which already exist; whereas for industrial purposes drawing must be mainly employed for the rep resentation of objects which do not exist, but which are to be made. An account of the different 'kinds of drawing, with their manifold applications, would be interesting, but it is not necessary to give it here. As to the general manner, however, of conducting instruction in drawing and art, a few words may not be out of place. It

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