In closing this chapter there is one more word to be said concerning the main theme. The arts and crafts[C] of expression and construction fulfil that precise function in the child's preliminary training which they did in the early history of the race. They indicate just that degree of manual skill and constructive ability of which both the youthful individual and the young race are capable; they serve as indices and guides to the development of design, taste and constructive thinking. As the child matures he may elevate a given craft to an art or science, but the early familiarity, the simple processes, he should have, because they are essential to childhood. Hence, the large amount of handwork in the kindergarten and primary school; it is the necessary complement to academic work and balances the educational diet.
CHAPTER II
THE CULTIVATION OF TASTE AND DESIGN
It will be evident to the thinking man or woman that art or any phase of it is not to be taught successfully as a profession through books. The very most that one can expect from reading is a knowledge about art matters and acquaintance with the conventions and rules which obtain therein. But even this slight result may be the precursor of a fuller, more intimate familiarity with the principles of good taste and design.
One may be able to say "that is a beautiful room" or "a fine garden" or "a charming gown" and yet be unable to produce any such things. How is it possible then to know if one cannot do? The answer is that, potentially, every individual who really sees and appreciates beauty can produce it through some form of artistic expression; the power to execute and the power of invention are merely undeveloped. And as for the artist or craftsman who can make beautiful things, but who cannot explain how he does it—he is unique, like the mathematical genius; he just sees the answer; it is a gift. Though there are born in every generation a few with the divine spark of genius, the mass of men and women has always learned by effort. In other words, it has been possible to teach the subjects which were found necessary to culture and education; it is quite possible to present the ordinary phases of art to the lay mind in such a way, even through books, that one may have worthy ideals, and a healthy point of view. The present chapter will be devoted to showing how books such as these[D] for boys and girls can contribute to the development of taste.
Frankly, taste has much less to do with fine art than with the arrangement and choice of the ordinary externals of living. Of course fine art does in the last analysis pass judgment upon form, color and design in clothes, furnishings and architecture, but the common home variety of taste is derived directly from custom, comfort, and convention, not from art at all. Only in the later stages of refinement does the lay mind succumb to direct supervision by art. On the other hand, all conventions and ideals are the result or sum total of general experience, in which art has played its part, and has left some impress on the individual, giving rise to belief in a few principles so common as to be accepted by all. Principles of this kind are not always serviceable or effective, because they are not stated in precise language, and cannot therefore become standard. In truth, so far as design is concerned, there are very few absolute rules for guidance, and a book like "Home Decoration" cannot tell the child or parent how to make a beautiful, inspiring home. Its mission is to create the desire for fine surroundings, to suggest ways and means for studying design, especially those phases of decoration associated with the crafts, and above all such a book invites and helps to maintain a receptive attitude of mind toward artistic matters. In the effort to produce work of merit, one becomes critical, and seeks reasons and precedents for judgment. This is the beginning of design study: and the fact that one has real interest in taste is indicative of the desire of the cultured mind for ideals. If a child is allowed to grow up in the "I know what I like" atmosphere, without reasonable contact with choice things, and without the necessity for selection based upon reason, there is small chance that such a child will ever acquire any sense of fitness or taste in material surroundings.
