Just as a chemist “isolates” a substance from contaminations that distort his view of its nature and effects, so the work of art purifies significant appearance. It presents abstract themes in their generality, but not reduced to diagrams.

The mere exposure to masterworks does not suffice. Too many persons visit museums and collect picture books without ever gaining access to art. The inborn capacity to understand through the eyes has been put to sleep and must be reawakened. This is best accomplished by handling pencils, brushes, chisels and perhaps cameras.

Rather than be asked to abandon one’s own heritage and to adapt to the mores of the new country, one was expected to possess a treasure of foreign skills and customs that would enrich the resources of American living.

It would be most wholesome if for at least twenty years art historians were forbidden to refer to any derivations. If they were not allowed to account for a work of art mainly by tracing where it comes from, they would have to deal with it in and by itself – which is what they are most needed for.

The experienced physician, mechanic, or physiologist looking at a wound, an engine, a microscopic preparation, “sees” things the novice does not see. If both, experts and laymen, were asked to make exact copies of what they see, their drawings would be quite different.

Modem science, then, maintains on the one hand that nature, both organic and inorganic, strives towards a state of order and that man’s actions are governed by the same tendency.

Some popular quotations smell of airless closets. They exhale the stale imagination of the intellectual lower middle class. “Suspension of disbelief” has become one of them. Dressed up as a scintillating double negation, it serves the pedestrian notion of art as illusion.

The arts are neglected because they are based on perception, and perception is disdained because it is not assumed to involve thought.

But art not only exploits the variety of appearances, it also affirms the validity of individual outlook and thereby admits a further dimension of variety. Since the shapes of art do not primarily bear witness to the objective nature of the things for which they stand, they can reflect individual interpretation and invention.

Once it is recognized that productive thinking in any area of cognition is perceptual thinking, the central function of art in general education will become evident.