ON the initiative of the Central Welsh Board, an enquiry has been made into the teaching of art and music in Wales. ^Two reports* have been submitted; one by Mr. Fred Richards on the teaching of art, the other by Dr. Vaughan Thomas _on the teaching ofjnusic. In the general report on the teaching ^of music, there is little of striking interest; there may be more suggestive matter in the detailed reports on individual schools, but as these, presumably, will not be distributed, they will not be of general help or interest. Thus it is that the report on the teaching of art seems to^demand the greater share of attention and it is difficult not to be surprised that a general report on music, a subject in which there un- doubtedly is much activity, misdirected as some of it may be, should fail so lamentably to arouse enthusiasm, or even interest; whereas a report on so generally neglected a subject as art is full of inspiring ideas. Mr. Richards report, which will surely prove of great value to the nation, owes its interest wholly to the personality of the author for the teaching of art in Welsh Schools is not yet sufficiently advanced to offer fruitful ground for observations. It follows that Mr. Richards criticism is, almost of necessity, purely constructive. The principles governing the present teaching of art in Wales are of a nature too fragmentary and amorphous to merit serious criticism of any other kind than the constructive criticism which Jias been so generously given in this report. It is impossible to deal adequately with the report in one short article. The general headings and lists of appendices will show how thoroughly Mr. Richards has studied the subject: The Condition of Art in Wales; The Place of Art in Welsh Intermediate Schools; National War Memorials; The Art Master in Civic Life; and List of Reference Books for Art Teachers. It is obvious that, in Mr. Richards's opinion the question in fact is one of national importance." He cites the admission made in 1897 by Thomas Ellis, that not the most patriotic of us can claim for Wales a native School of Art as is possessed in other small countries which have obtained and enjoyed the priceless gift of self-government. The comment made by Mr. Richards is severe, but not unduly so. [The italics are his own]. Twenty-one years have elapsed since the frank statement was made, and it is a significant fact that in the Report of the Board of Education for the last year under the Welsh Intermediate Act, Art as a subject was not even mentioned He goes on to point out that Art in Wales has been relegated to two or three Art Schools, and to one or two picture galleries-to live a short life in the one, or to die a lingering death in the other." This criticism cannot be gainsaid if it be not taken to heart, the fate of Wales will be yet another decade of pious aspiration, unrelieved by serious effort, to be followed by the well deserved condemnation of some future enthusiast. The report demands the thoughtful consideration of everyone who has any interest in the subject. It should *1. Report on the Teaching of Music in Welsh Intermediate Schools. 2. Report on the Teaching of Art in Welsh Intermediate Schools. [Central Welsh Board, Cardiff]. A VITAL REPORT By D. M. Griffith. be widely read in all the Training Colleges in the country it should be in the hands of every teacher, and should not be regarded as the exclusive concern of the member of the staff mainly or wholly responsible for the teaching of, Art. So strong, indeed, is Mr. Richards's conviction that art is co-terminous with life itself, that the suggestions he offers in this report are such as would influence every aspect of the life of the school that was courageous enough to adopt them. Ultimately, the life of the nation would respond to their influence. The report is suggestive to the point of inspiration. In addition to educational issues, it raises issues political, economical and religious. Both as a means of expression and as a motive for creation, the aesthetic poverty of the religious activities of the nation will inevitably handicap any effort made towards evolving a national school of art the place of art and of craftman- ship in industry, a question demanding well-informed and far-seeing consideration, cannot profitably be discussed with reference only to one country and the expenditure of public moneys on art is a matter that will raise much controversy among the controlling authorities. The points raised in the section The Place of Art in Welsh Intermediate Schools show startling breadth of view and freshness of outlook. A specialist master with necessary art qualifications should be appointed in every school (Every Intermediate School in Wales has an expert Science Teacher) It is perhaps, a little doubtful whether all Education Authorities will appreciate the relevance of the parenthesis. Mr. Richards is not without hope as regards school premises he assures us that the ugliness of some of the schools and their immediate surroundings is not past all redemption." The prevalence in decoration schemes of 44 bathroom-green is a sore point with many teachers and pupils but it appears to be inevitable. In Mr. Richards's italicised statement that "a general tidying- up in many schools would be a first real lesson in the cultivation of the beautiful," there lies a very serious charge. It is, unfortunately, only too true, that the educative value of pictures has not yet been fully realised." Of the Enlargement photographs of local worthies and educa- tional benefactors, Mr. Richards truly says that it would be difficult to argue that such a type of wall-decoration is of much aesthetic value." No one will quarrel with his wholesale condemnation of such Enlargements." Their distinctive qualities are shared only by the photographs favoured of the section of the community which delights in publishing abroad its faith in various patent medicines. With regard to the over-crowding of walls, it is greatly to be hoped that all school authorities guilty of this offence will immediately take action. on Mr. Richards's recom- mendation. I have in mind a school where nearly all the rooms, and even the corridors, had a dado of pictures placed edge to edge the wall space above was covered by pictures of various types, among which were the inevitable Enlargements." Discrimination in art cannot be ex- pected to come of looking at walls so covered; in very self-defence, the pupils will ignore the pictures altogether.