At our next gathering an address was given by Mr. Knowlton on Art as an Educational Factor, with special reference to the Drama. After the formal address a very interesting conversation arose on the subject in which the Professor, Mr. Knowlton, and Dr. Roberts took part, and which I will relate here as far as I am able to remember it. The other members took the part of listeners.
Dr. Roberts.—"I can well understand, Mr. Knowlton, that Art plays an important part in life and should be cultivated, and that no one's nature is complete who lacks appreciation of the artistic and beautiful, but even granting this, I do not agree with you that the training of the artistic faculties should be given so much prominence, but should be secondary to that training which fits a man for work in the world. To put it in another way; for the man of the world, art is all very well for his leisure hours and for his relaxation and enjoyment but can have no place in his active everyday life."
Mr. Knowlton.—"I take an entirely opposite view, Doctor, as you know from what I have said, and I maintain that it is just because we have put Art in a secondary place that our civilization is characterized by so much unrest and skepticism; the finer, inner side of man's nature has been subordinated to the grosser and external. What is the criterion of success in the world to-day? That should be sufficient argument in support of my claim. And the man who has achieved success, acquired wealth, position, fame, has not thereby attained to happiness but in nearly every case is still the victim of the unrest of the age. He may use his wealth in the patronage of art, in collections of paintings and sculpture, in support of Grand Opera and what not, but tell me, do you honestly think that he truly appreciates these?"
Dr. Roberts.—"No, I think not. Indeed, in nine cases out of ten, he affects a patronage of art, has his private picture gallery and a box at the opera because it is the fashion. No doubt by doing so he is useful in a way to the Art world, but I must confess that if I wanted a true appreciation of a work of Art, I would not go to such a one."
Mr. Knowlton.—"No, the enthusiasm and the true love of art which is the great incentive in making all life beautiful and harmonious would be lacking. Well, what is the reason of this? I should say it is because Art was made entirely subordinate if not almost neglected in his education, and because it has held a subordinate place throughout his life."
The Professor.—"I do not think we can rightly say what position Art should occupy in education and life unless we can first determine what is truly man's work in the world and what is the object of life."
Dr. Roberts.—"That is just the position I take. Life is a serious matter and a man cannot afford to spend his time and energy on what after all is more a matter of the imagination than anything else. Although I certainly think the æsthetic faculties should not be neglected but that they should receive a certain amount of training; yet, at the same time, except in the case of those who follow art as a profession, they play very little part in a man's life work. In fact, I have known of more than one case where æsthetic sensitiveness has positively unfitted men for the keen competition of life. After all, the beautiful must give place to the useful, and, for my part, I say, give me the cold facts of science and I will make life successful, whereas the man whose artistic faculties have been trained as Mr. Knowlton says they should be, would have his life made miserable by the discords and inharmonies that he must inevitably meet. But put science and the appreciation of facts as a basis, then a little æsthetic training is all very well as an embellishment."
The Professor.—"Doctor, I fear you have completely backslided to your old materialistic position which you formerly used to hold."
Dr. Roberts.—"If I have I certainly think I have reason and fact on my side this time. Let us get to the bottom of this question. Mr. Knowlton proposes to make education of the æsthetic and artistic faculties of the first importance, but what would be the effect among the masses of the people? I fully agree with providing high class entertainments for the masses—picture-galleries, good music, etc. But to give an education such as suggested would but make them more discontented with their lot and increase their unhappiness. What they need is plain scientific teaching and trade schools where they can be trained to become more useful members of society and more competent to earn a livelihood, but not music or art save as a recreation and which I think ought to be provided for them in the shape of public concerts and art galleries by the cities. With the exception of a little singing and drawing when at school to enable them to appreciate this recreation when they grow up, it would be waste of time for them to develop an appreciation of the artistic. Their lot is too hard and all their energies are needed for the stern realities of life."