A critical evaluation of contemporary art for its usefulness in the public high school curriculum

Abstract

When art was introduced into the public school curriculum, it was regarded as a frill, since it had no definite and generally accepted objectives. Gradually, industry emphasized the economic value of the subject and advocated that it be taught in the public schools. Instruction was offered in instrumental or geometric drawing, freehand drawing and industrial design. Exactness and perfection in graphic representation were emphasized, and dictation was the chief method employed in teaching.