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Cambridge Essays on Education by Various
page 12 of 216 (05%)
noble and as beautiful as the best of the ancients can give us. But
they are not the same things. The ancient poets have the freshness and
the fragrance of the springtime of the world [2]. Or take another sort
of instance. Take the pleasures which nature spreads before us with a
generous hand, hills and fields and woods and rocks, flowers and the
songs of birds, the ever-shifting aspects of clouds and of landscapes
under light and shadow. How few persons in most countries--for there
is in this respect a difference between different peoples--notice
these things. Everybody sees them few observe them or derive pleasure
from them. Is not this largely because attention has not been properly
called to them? They have not been taught to look at natural objects
closely and see the variety there is in them. Persons in whom no taste
for pictures has ever been formed by their having been taken to see,
good pictures and told what constitutes merit, are, when led into a
picture gallery, usually interested in the subjects. They like to see
a sportsman shooting wild fowl, or a battle scene, or even a prize
fight, or a mother tending a sick child, because these incidents
appeal to them. But they seldom see in a picture anything but the
subject; they do not appreciate: imaginative quality or composition,
or colour, or light and shade or indeed anything except exact
imitation of the actual. So in nature the average man is; struck by
something so exceptional as a lofty rock, like Ailsa Craig or the
Needles off the Isle of Wight, or an eclipse of the moon, or perhaps a
blood-red sunset; but he does not notice and consequently draws no
pleasure from landscapes in general, whether noble; or quietly
beautiful. The capacity for taking pleasure, in all these things may
not be absent. There is reason: to think that most children possess
it, because when they are shown how to observe they usually respond,
quickly perceiving, for instance, the differences between one flower
and another, quickly, even when quite young, learning the distinctive
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