DOI Heft:
No. 31 (October, 1896)
DOI Artikel:Baldry, Alfred Lys: The Herkomer School
DOI Seite / Zitierlink:https://doi.org/10.11588/diglit.17295#0020
The Herkomer School
main part of their education under his super- has to be sought in the record of Professor Her-
vision, and yet have not in any one instance komer's own opinions. It was hardly likely that a
so far sunk their own idiosyncrasies as to become teacher with so intense a belief in the absolute
copyists of their teacher. This he claims, and necessity of " knowing each of his students indi-
with justice, is "at once his triumph and the vidually, of watching him individually, and of
safety of the school." It is because he has consist advising him in his work according to his own
tently made it his policy to strive rather to teach idiosyncrasy," would allow his professorial instincts
his students to feel what it really is at which he to be affected and controlled by any influence
aims than to encourage, or even allow them to outside himself. The creation of a school meant
copy, consciously or unconsciously, the actual to him the assertion of beliefs that were inseparable
productions which are the visible fruits of his aims, form his nature, not the carrying out of a syllabus
He has put his own acquired knowledge at their
disposal, but he has insisted that before they
should profit by his experience they should prove
themselves to be possessed of discrimination
enough to understand by what peculiarities of
temperament and circumstances his own individu-
ality came to be formed ; and he has urged that
they should apply to themselves the same analysis
so as to secure for the expression of their special
and personal characteristics an equally vivid appro-
priateness.
As a not unnatural result of this strong insistence
upon the high artistic value of personality in form-
ing artistic opinion, the history of the inception,
development, and fruition of the Bushey scheme
in the drawing up of which he had but little part,
" a school round a man, and not a man struggling
to be master in the midst of a system of impersonal
teaching." Therefore any investigation of the
inner meaning of the school course, and any inquiry
into the why and wherefore of its details of practice,
resolve themselves simply into a cross-examination
of the Professor himself.
Fortunately he has never made any secret of his
convictions on the subject of art teaching, and all
the details of his creed are at the disposal of every
one who inquires with some better motive than
mere curiosity. He has written and lectured on
the duties of the art master, and his pronounce-
ments have been made accessible in all sorts of
main part of their education under his super- has to be sought in the record of Professor Her-
vision, and yet have not in any one instance komer's own opinions. It was hardly likely that a
so far sunk their own idiosyncrasies as to become teacher with so intense a belief in the absolute
copyists of their teacher. This he claims, and necessity of " knowing each of his students indi-
with justice, is "at once his triumph and the vidually, of watching him individually, and of
safety of the school." It is because he has consist advising him in his work according to his own
tently made it his policy to strive rather to teach idiosyncrasy," would allow his professorial instincts
his students to feel what it really is at which he to be affected and controlled by any influence
aims than to encourage, or even allow them to outside himself. The creation of a school meant
copy, consciously or unconsciously, the actual to him the assertion of beliefs that were inseparable
productions which are the visible fruits of his aims, form his nature, not the carrying out of a syllabus
He has put his own acquired knowledge at their
disposal, but he has insisted that before they
should profit by his experience they should prove
themselves to be possessed of discrimination
enough to understand by what peculiarities of
temperament and circumstances his own individu-
ality came to be formed ; and he has urged that
they should apply to themselves the same analysis
so as to secure for the expression of their special
and personal characteristics an equally vivid appro-
priateness.
As a not unnatural result of this strong insistence
upon the high artistic value of personality in form-
ing artistic opinion, the history of the inception,
development, and fruition of the Bushey scheme
in the drawing up of which he had but little part,
" a school round a man, and not a man struggling
to be master in the midst of a system of impersonal
teaching." Therefore any investigation of the
inner meaning of the school course, and any inquiry
into the why and wherefore of its details of practice,
resolve themselves simply into a cross-examination
of the Professor himself.
Fortunately he has never made any secret of his
convictions on the subject of art teaching, and all
the details of his creed are at the disposal of every
one who inquires with some better motive than
mere curiosity. He has written and lectured on
the duties of the art master, and his pronounce-
ments have been made accessible in all sorts of