I said in my last lecture that art would create a new brotherhood among men by furnishing a universal language. I said that under its beneficent influences war might pass away. Thinking this, what place can I ascribe to art in our education? If children grow up among all fair and lovely things, they will grow to love beauty and detest ugliness before they know the reason why. If you go into a house where everything is coarse, you find things chipped and broken and unsightly. Nobody exercises any care. If everything is dainty and delicate, gentleness and refinement of manner are unconsciously acquired. When I was in San Francisco I used to visit the Chinese Quarter frequently. There I used to watch a great hulking Chinese workman at his task of digging, and used to see him every day drink his tea from a little cup as delicate in texture as the petal of a flower, whereas in all the grand hotels of the land, where thousands of dollars have been lavished on great gilt mirrors and gaudy columns, I have been given my coffee or my chocolate in cups an inch and a quarter thick. I think I have deserved something nicer. The art systems of the past have been devised by philosophers who looked upon human beings as obstructions. They have tried to educate boys’ minds before they had any. How much better it would be in these early years to teach children to use their hands in the rational service of mankind. I would have a workshop attached to every school, and one hour a day given up to the teaching of simple decorative arts. It would be a golden hour to the children. And you would soon raise up a race of handicraftsmen who would transform the face of your country. I have seen only one such school in the United States, and this was in Philadelphia and was founded by my friend Mr. Leyland. I stopped there yesterday and have brought some of the work here this afternoon to show you. Here are two disks of beaten brass: the designs on them are beautiful, the workmanship is simple, and the entire result is satisfactory. The work was done by a little boy twelve years old. This is a wooden bowl decorated by a little girl of thirteen. The design is lovely and the colouring delicate and pretty. Here you see a piece of beautiful wood carving accomplished by a little boy of nine. In such work as this, children learn sincerity in art. They learn to abhor the liar in art—the man who paints wood to look like iron, or iron to look like stone. It is a practical school of morals. No better way is there to learn to love Nature than to understand Art. It dignifies every flower of the field. And, the boy who sees the thing of beauty which a bird on the wing becomes when transferred to wood or canvas will probably not throw the customary stone. What we want is something spiritual added to life. Nothing is so ignoble that Art cannot sanctify it. ART AND THE HANDICRAFTSMAN