Abstract
Art education in its influence on the aesthetic development of our nation has quite possibly contributed as much to the movement towards a complacent materialism as have the much maligned influences of science and technology. Art education in its role in general education at the elementary and secondary levels, and to some extent even in the colleges, is almost completely dominated and blighted by an overwhelming preoccupation with what is material. It has in large measure rejected the spirit, denigrated the masters, and reduced the business of art to an old maidish, fussy concern with the tasteful manufacturing and selection of things with which to decorate our persons, homes and lives. Art education has been a party to the emasculation of art.
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