An important consideration in design is the “market” which is governed by popular or individual demand.
Those who pay the piper call the tune, and the designer has often to work to prescribed conditions.
This apparently implies restriction of individuality, but the designer who refuses to conform will probably find the market even more restricted.
It also implies that he must be well versed in the various styles or historic tradition, so that his work, if desirable, may be in harmony with existing environment; but in these circumstances it is quite possible to produce work that is individual and distinctive.
Designers, craftsmen and manufacturers are all dependent upon public demand, which must be taken into account, and their business is as far as possible to raise the general standard of taste, by producing of their best. Any attempt on their part to insist on what shall or shall not be done would undoubtedly result in failure.
To sum up, the designer must not only be an accomplished draughtsman well versed in traditional ornament and style, but it is necessary that he should cultivate the imaginative and perceptive faculties; and, in addition, the commercial qualities of promptness and business insight.
The question is often raised, can design be taught? If by this it is understood, can the designing faculty be created in the ordinary student, the answer is distinctly in the negative; but undoubtedly students can be directed through a course of training that will enable them to produce at least work that is good, though it may not be personally distinctive.
An intelligent study of the elements and basis of pattern and of traditional styles should result in the ability to produce work on safe traditional lines that will be in harmony with environment. Such work it may be claimed would only attain the level of mediocrity; how much farther the student will go depends largely upon application and natural faculty.
Natural faculty is fairly common, while genius is rare and can look after itself. The teacher is concerned with the rank and file, and the training and development of the natural faculty should be the aim.
Where this exists it should be carefully nursed, involving great responsibility in the choice and direction of the courses of study.