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leisure which they provided in the post civil war period made it
possible for the rich to patronize individual artists, symphony
orchestras, and to build auseums and music halls. But unfortunately
this interest of men of affairs in art, and the financial means which
they could provide for its support, were not channelled into
institutions of higher education.
For at the very moment when some educators were beginning
to see the value of instruction in the fine arts in elevating the
aesthetic tastes of our people and in providing the personal
satisfactions which come from an understanding of and a participation
in art activities, a new philosophy of higher education appeared in
this country. After the Civil War the colleges of America which
originally, following the English pattern, devoted themselves to the
task of teaching young men how to live, were gradually transformed
C
into agencies whose chief responsibilities became the search for
new knowledge and the training of scholars and professional men.
Though these institutions continued to offer elementary instruction
in the rapidly proliferating branches of learning, even first courses
reflected the specialised interests of the research scholar and the
professional practitioner.
This excursion into the history of higher education may seem
only remotely related to the subject under discussion--the place of
the arts in general education. On the contrary, however, no one can
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Context sent to Scholar
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"ocrText": "- 3 -\nleisure which they provided in the post civil war period made it\npossible for the rich to patronize individual artists, symphony\norchestras, and to build auseums and music halls. But unfortunately\nthis interest of men of affairs in art, and the financial means which\nthey could provide for its support, were not channelled into\ninstitutions of higher education.\nFor at the very moment when some educators were beginning\nto see the value of instruction in the fine arts in elevating the\naesthetic tastes of our people and in providing the personal\nsatisfactions which come from an understanding of and a participation\nin art activities, a new philosophy of higher education appeared in\nthis country. After the Civil War the colleges of America which\noriginally, following the English pattern, devoted themselves to the\ntask of teaching young men how to live, were gradually transformed\nC\ninto agencies whose chief responsibilities became the search for\nnew knowledge and the training of scholars and professional men.\nThough these institutions continued to offer elementary instruction\nin the rapidly proliferating branches of learning, even first courses\nreflected the specialised interests of the research scholar and the\nprofessional practitioner.\nThis excursion into the history of higher education may seem\nonly remotely related to the subject under discussion--the place of\nthe arts in general education. On the contrary, however, no one can"
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