ABSTRACT
If from the widest purview the task of the educator is to help and guide others in the lifelong business of equipping themselves to live in the world of men, refining their sensibilities and improving the delicacy and range of their apprehensions, then in the narrower field of aesthetic education the goal may not absurdly be represented as the provision of guidance and help to those who are interested in equipping themselves to live and move in the world of art, mingling with its inhabitants as persons of sensitivity and tact. Harold Osborne 1
