OF THE PROGRESS OF TASTE IN DRESS IN RELATION TO ART EDUCATION.
If taste in dress could be traced to, or its cultivation and exercise were solely due to, the influence of the constant study of beautiful forms and fine historical models in design, as well as of the living human figure, we might be justified in looking to our schools of art to give us the best types and standards in costume. There are, however, too many missing links between the ordinary art student and the practical designer, between the tasteful person and the leader of fashion, to enable us to prove a close connection of cause and effect in the matter.
No doubt the general and extended cultivation of a knowledge of art even on the ordinary art-school lines has contributed not a little to the general interest in artistic questions, and quickened the average eye to some extent; but it must be said that we have not yet succeeded in making our schools of art remarkable as sources of invention, of initiative, or, on the whole, distinguished for capacity of artistic selection. We should be expecting too much, perhaps, to look for these things from training grounds. We ought to be satisfied if they ultimately turn out a fair average of capable artists, or, rather, enable students to become capable artists.
Even if all schools were equally well equipped in respect of models and teaching staff, under the present system there is practically but little margin left by the regime of the Board of Education for individual experiment and inquiry off the main lines of the prescribed courses of study in which passes or honours are obtainable.
The courses and classes of study are arranged in certain stereotyped ways, so that it becomes an object to attain a certain mechanical proficiency in certain methods of drawing, and the representation of a certain range of forms, in order to obtain certificates, rather than to cultivate the sense of beauty in individuals with a view to the public benefit and the raising of the standard of taste.
These defects are, it seems to me, inseparable from any attempt to teach art and taste in schools (that is to say by precept and principle rather than by practice), and upon a uniform system directed from a central department. Such an organization must necessarily tend to become rigid and work according to routine, and its administrators’ best faculties are apt to be too much absorbed in mastering the details and rules of the system itself, and in the working of it, to be able to think out, much less to adopt, vivifying changes from time to time.