Certainly, sir. Beauty and Truth and Goodness—or, if you will permit me to translate these eighteenth century abstractions into our contemporary terminology—the cultivation of the creative faculties, of disinterested curiosity, and of personal relationships, undoubtedly constitute the chief ends of democratic cultural endeavor. These, indeed, together with what you would call Usefulness and what we would call technical efficiency, comprise pretty much of the whole of existence. Not all of it—but quite enough to take as the subject of our new inquiry.
How can education encourage and develop, not in a few individuals, but in the masses of the people, the creative faculties which are the source of beauty?—for it must conceive its task in these broad terms if it is to be a democratic education. How can it foster in these same masses that rare growth, disinterested curiosity, from which come the fruits of philosophy and science? And how can education deal effectively with the dangerous emotions of personal relationship?
The task seems at first glance so difficult that it will be well for us to ask at the outset whether it can be accomplished at all!
XVI. The Child as Artist
IN this matter, most decidedly, we need expert advice. Let us start with Beauty. The one who best understands Beauty is undoubtedly the Artist. Let us call in the Artist.... Will you question him, or shall I? You prefer to do it yourself, I see. Very well, then—but please try to get to the point as soon as possible!
The Questioner. What we want to know is this: is it possible to teach the child to become an artist?
The Artist. He is an artist already.
The Questioner. What do you mean!