The bath-room walls and floor should, of course, be water-proof. In the average bath-room, a tiled floor and a high wainscoting of tiles are now usually seen; and the detached enamel or porcelain bath has in most cases replaced the built-in metal tub. The bath-rooms in the larger houses recently built are, in general, lined with marble; but though the use of this substance gives opportunity for fine architectural effects, few modern bath-rooms can in this respect be compared with those seen in the great houses of Europe. The chief fault of the American bath-room is that, however splendid the materials used, the treatment is seldom architectural. A glance at the beautiful bath-room in the Pitti Palace at Florence (see [Plate LV]) will show how much effect may be produced in a small space by carefully studied composition. A mere closet is here transformed into a stately room, by that regard for harmony of parts which distinguishes interior architecture from mere decoration. A bath-room lined with precious marbles, with bath and wash-stand ranged along the wall, regardless of their relation to the composition of the whole, is no better architecturally than the tiled bath-room seen in ordinary houses: design, not substance, is needed to make the one superior to the other.
XV
THE SCHOOL-ROOM AND NURSERIES
One of the most important and interesting problems in the planning and decoration of a house is that which has to do with the arrangement of the children's rooms.
There is, of course, little opportunity for actual decoration in school-room or nursery; and it is only by stretching a point that a book dealing merely with the practical application of æsthetics may be made to include a chapter bordering on pedagogy. It must be remembered, however, that any application of principles presupposes some acquaintance with the principles themselves; and from this standpoint there is a certain relevance in studying the means by which the child's surroundings may be made to develop his sense of beauty.
The room where the child's lessons are studied is, in more senses than one, that in which he receives his education. His whole view of what he is set to learn, and of the necessity and advantage of learning anything at all, is tinged, more often than people think, by the appearance of the room in which his studying is done. The æsthetic sensibilities wake early in some children, and these, if able to analyze their emotions, could testify to what suffering they have been subjected by the habit of sending to school-room and nurseries whatever furniture is too ugly or threadbare to be used in any other part of the house.
In the minds of such children, curious and lasting associations are early established between the appearance of certain rooms and the daily occupations connected with them; and the aspect of the school-room too often aggravates instead of mitigating the weariness of lesson-learning.
There are, of course, many children not naturally sensitive to artistic influences, and the parents of such children often think that no special care need be spent on their surroundings—a curious misconception of the purpose of all æsthetic training. To teach a child to appreciate any form of beauty is to develop his intelligence, and thereby to enlarge his capacity for wholesome enjoyment. It is, therefore, never idle to cultivate a child's taste; and those who have no pronounced natural bent toward the beautiful in any form need more guidance and encouragement than the child born with a sense of beauty. The latter will at most be momentarily offended by the sight of ugly objects; while they may forever blunt the taste and narrow the views of the child whose sluggish imagination needs the constant stimulus of beautiful surroundings.
If art is really a factor in civilization, it seems obvious that the feeling for beauty needs as careful cultivation as the other civic virtues. To teach a child to distinguish between a good and a bad painting, a well or an ill-modelled statue, need not hinder his growth in other directions, and will at least develop those habits of observation and comparison that are the base of all sound judgments. It is in this sense that the study of art is of service to those who have no special aptitude for any of its forms: its indirect action in shaping æsthetic criteria constitutes its chief value as an element of culture.