As I was in London for the RGS-IBG conference, I jumped on the opportunity to spend a couple more days looking at Pictures for Schools founder Nan Youngman’s papers in the Tate Archive. This time, I ended up looking at three sets of materials. The first comprised references written by Nan Youngman about her work as a teacher, from those who had taught her at school, at art school and at teacher training college – including art educator Marion Richardson, as well as her former employers at schools and art colleges.
The second was extracts from a Master’s dissertation written by Pauline Lucas focusing on Nan Youngman alongside two other woman artists, the artist and art educator Evelyn Gibbs (a regular contributor of work to Pictures for Schools) and Dorothie Field, a former student of Youngman’s who went on to found the 359 Gallery in Nottingham, showing how these women combined ‘public responsibilities’ with the production of artwork. It was interesting to see how Lucas had embarked on writing about Youngman’s life and work, including her ‘great art educational crusade’, and highligted aspects of her life and career including art education and the Artists’ International Association, both of which are given their own chapters. I also enjoyed Lucas’ discussion of the war years and the opportunities offered by evacuation to use education to offer comfort and familiarity to children far from home, as well as to experiment with different methods of teaching, for example painting outdoors. Something else which Lucas conveys well is the importance of individual personality and charisma, including Marion Richardson’s near-hypnotic influence over her child painting students and her subsequent influence on Youngman as a teacher. As well as drawing on sources I have looked at such as the Society for Education in Art’s journal Athene, Pictures for Schools exhibition catalogues and Nan Youngman’s autobiography, Lucas also had the advantage of being able to visit and speak to Youngman in her studio at her home near Cambridgeshire.
Finally, I rooted through a couple of folders of correspondence, particularly a large volume of ‘fan-mail’ – including a handwritten post-it note passed to Youngman during a lunch at the Chelsea Arts Club – sent to Youngman from former students and teachers who benefited from her support. What is striking is the number of former students who felt compelled to write to Nan Youngman, in many cases decades after they had left school and on taking up art again in their retirement. Many had been members of the Art Club run by Youngman at Highbury Hill High School in Islington in the 1920s and 1930s. Whilst some admitted they had no specific talent for art, they said that they had enjoyed her lessons and benefited from self-expression, gaining an ‘appreciation’ of art and developing their ‘taste’ in art and objects. One thing which was mentioned over and over again was the way in which art was applied beyond the art room, whether painting murals in school, designing sets and costumes for ballets and plays choreographed and performed by students, or creating ambitious puppet shows. A minority of correspondents had gone on to art college – although several reported that their careers had been curtailed by marriage and children – and become professional artists, whereas several others had become teachers. Whilst in later years Youngman invited this correspondence by publishing her address in the Highbury Hill old girls’ news letter, most correspondence was sparked in response to articles Youngman had written, or chance meetings with acquaintances. Although several remarked that they were too in awe of or intimidated by Youngman to talk to her much at the time, all thanked Youngman for ‘sowing the seed’ for an interest in art which had stayed with them across their lives and careers.
Hidden amongst the correspondence was another curiosity, photocopied pages from a 1936 school report for Highbury Hill High School for Girls, presumably written by London County Council’s inspector RR Tomlinson, an advocate of child art and new methods in art teaching. Although he painted a picture of art being squeezed for time during the school day, he was full of praise for Youngman’s teaching and the way in which an artistic ethos pervaded the school.