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Full text : 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

XVI

AMERICAN  PREFACE.

nothing  in  the  case  of  those  manufactures  which  embodj’  a  large
degree  of  skill  and  taste,  since  the  cost  of  transporting  them  is  a
mere  trifle  compared  with  their  value.
The  question  then  arises,  How  can  foreign  competition  in
products  emhodying  a  large  degree  of  skill  or  taste  he  best  met
in  the  home  market?  Bj'  taritfs?  certainly  not.  By  cheapening
labor?  certainly  not;  but  by  properly  educating  labor.  Especially
  is  this  true  in  the  case  of  art-manufactures  whose  market
value  is  wholly  or  largely  dependent  on  their  beauty.  A  tariff
may,  indeed,  compel  one  to  refrain  from  purchasing  the  beautiful
foreign  product,  but  it  will  not  necessarily  make  him  purchase  the
ugly  object  of  home  manufacture.  The  latter  does  not  meet  the
demands  of  the  aesthetic  sensibilities,  and  so  is  not  wanted  at  any
price.  Can  a  man  who  is  thirsty  be  satisfied  with  bread,  however
good  it  maybe?  Can  the  ear  that  longs  for  melody  be  made
content  with  the  sound  of  a  quartz-mill,  however  abundant  the'
gold  it  stamps  out?  Assuredly  not.  Neither  can  the  desire  for
beautiful  tliings  be  satisfled  with  komeiy  objects,  tliough  made  of
the  costliest  materials  and  in  the  most  durable  manner.  Iheie  is,
indeed,  but  one  etfectual  way  for  any  country  to  ineet  loieign
competition  in  its  home  market;  and  that  is,  to  put  as  mach  taste
and  skill  into  its  own  manufactures  as  the  foreigner  puts  into  Ins.
What  is  true  of  the  home  market  is  true,  with  a  little  more  emphasis,
of  the  great  market  of  the  world.
A  LESSON  FOR  AMERICANS.
Now,  to  mention  nothing  more,  can  it  be  doubted  that  the  three
things  named,  —  1,  the  great  relative  inerease  of  the  manufacturing
  Fnterests  and  of  the  artisan  classes  ;  2,  the  greater  desirability
of  manufaetures  which  involve  skill  and  taste;  3,  the  greatly
widened  and  intensifled  competition  of  the  market,  can  it  be
doubted  that  these  three  things  alone  fully  justify  the  efforts  made
by-  European  governments  in  behalf  of  general  art  and  industrial
education?  And  can  it  be  doubted  that  this  country  ought  to  take
seriously  to  heart  the  example  of  its  great  industrial  rivals  ?  While
we  guard  the  traditional  “  Monroe  Doctrine  ”  so  vigilantly,  waiming
  up  to  a  white  heat,  as  we  are  so  apt  to  do,  whenevei  a  foieign
power  shows  an  inclination  to  appropriate  to  itself  a  foot  of  soll,
            
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