Sale of Hertfordshire County Council’s collection

Sad news from Hertfordshire, where the county council is following in the steps of Leicestershire and Cambridgeshire and selling the bulk of its impressive educational art collection. The collection was founded in 1949 by pioneering Director of Education John Newsom for loan to the county’s schools, as part of an extensive programme of school building and educational reform, and purchased artworks by leading British artists from Pictures for Schools among other sources. This is no particular surprise given that the loan service was suspended in 2012, staff who had previously been involved in its operations were made redundant and it was extremely difficult (impossible?) to get anyone from the council to answer any of my enquiries about it during my PhD.

This follows a ‘consultation’ on the future of the collection at the start of 2018, which was couched in terms which made the sale sound like it was a foregone conclusion, and a petition by local woman Armaiti Bedford against the sale of the works, which was signed by thousands of people.

The sale is being handled by Cheffins in Cambridge, who handled the (highly lucrative) sale of the Cambridgeshire art collection in 2017, and the first auction, of paintings, takes place on 21 March.

The sale has received a few passing mentions in the regional and national press; for more information see www.artlyst.com/news/hertfordshire-county-council-sells-off-art-assets.

 


Consultations on the future of art loan services in Derbyshire and Hertfordshire

I was dismayed to hear last week that two of the (very few) remaining local authority art loan collections for schools, in Hertfordshire and Derbyshire, are currently consulting on their future and are at risk of closure.

Both are significant collections of twentieth century art, encompassing paintings, prints, sculptures, textiles and ceramics, with a particular strength in post-war British art. Both collections are also closely linked to significant figures in the history of British education, who took a keen interest in their development and use as part of an education and educational environment in which art was valued not just in its own right, but for its potential to enrich the child culturally, socially and emotionally.

Both LEAs purchased work from Pictures for Schools and supported the scheme in other ways, such as assisting with the selection of the artworks; in the post-war period, both Hertfordshire and Derbyshire were regarded as running flagship museum services for other local education authorities to emulate. Both collections have continued to actively acquire new work from contemporary artists.

Hertfordshire’s collection was established alongside an extensive and highly regarded school building programme which took place after the Second World War, which used innovative building techniques and saw artworks bought and commissioned for new school buildings. Director of Education Sir John Newsom, author of the 1963 Newsom Report, was an influential figure in post-war educational reform, who advocated for the importance of the arts in schools as part of a rounded education. Pictures for Schools founder Nan Youngman turned down a job as Newsom’s art adviser in order to work for Henry Morris in Cambridgeshire; this position was held instead by artists Audrey Martin and Mary Hoad, both of whom were active in the Society for Education through Art and interested in new ideas about art education (Hoad was also Principal of St Albans School of Art). For more about the history of the collection see www.hertsmemories.org.uk/content/herts-history/topics/art-and-artists/hertfordshires-county-art-collection/the-hertfordshire-county-art-collection.

Derbyshire’s collection dates back to a Carnegie Trust grant in the 1930s, yet reached its heyday in the post-war period under another progressive Director of Education, Jack Longland, who had been Newsom’s deputy in Hertfordshire and was inspired by Henry Morris’ village colleges model, and Museum Service Organiser Barbara Winstanley. Both Longland and Winstanley took an active interest in Pictures for Schools, by serving on organising, planning and selection committees, and giving feedback and other support to the scheme.

Sadly, it appears that the collections have fallen victim to the challenges that have faced such services in other locations. These include a squeeze on school finances, pressures on council budgets, and the rising values and associated insurance costs of many of the artworks, coupled with a lack of specialist understanding and staff resources to enable schools to make optimal use of these artworks.

For more information about the potential sale of the Hertfordshire collection, much of which has been in storage for several years, visit www.hertfordshiremercury.co.uk/news/hertfordshire-news/council-dispose-of-over-1600-1106692.

The consultation about the ‘disposal’ of Hertfordshire’s work is being done in stages; the first round of the consultation shuts on Sunday 4 February. The council proposes selling those artworks which are not considered to have ‘relevance’ to Hertfordshire. For more information, and to add your views, visit www.hertfordshire.gov.uk/about-the-council/consultations/property/art-collection-consultation.aspx#.

A petition against the sale of the collection is currently circulating, which can be signed at www.change.org/p/save-hertfordshire-s-public-art-collection.

The Derbyshire consultation closes on Sunday 11 February.


Dawn Pereira’s PhD thesis: Art for the ‘common man’: the role of the artist within the London County Council 1957-1965

I first became aware of Dawn Pereira’s research into twentieth century public art a couple of years ago when I became a fan of the prolific architectural sculptor William Mitchell, and came across a paper Pereira wrote on his ‘concrete legacy‘ (later, I also saw Pereira deliver a paper at the Decorated School’s one-day seminar in Leeds). Pereira’s article opened my eyes to this area of art and social history as a rich field for research, and made me think I would like to do some research in a similar vein in the future, combining my interest in how artists such as Mitchell developed new uses for materials and utilised decorative textures in otherwise ordinary public places to great effect, and the perceived social benefits of such work. I later had the opportunity to visit William Mitchell and interview him at his home in London, where he proudly showed me a bound copy of a thesis Pereira completed at the University of East London in 2008,  entitled Art for the ‘common man’: the role of the artist within the London County Council 1957-1965, which focuses for a large part on Mitchell and Antony Hollaway’s employment as design consultants for the London County Council in the post-war era, working on innovative large-scale artworks for public building projects such as schools and housing developments. Through my interest in Mitchell’s work I came across Joe Austin, a fellow blogger with an interest in the period and love of Mitchell’s art, and he too got in contact with Pereira, asking for the opportunity to read her thesis electronically. Austin was kind enough to break Pereira’s thesis down into chapters and share it with me over the internet. I had never read a PhD thesis before, but found Pereira’s thesis to be very readable and accessible, making great use of archive sources from the London Metropolitan Archive, in addition to interviews with Mitchell and others, as well as documenting the state of artworks commissioned by the LCC today, which have often neglected and fallen into a disrepair or have disappeared altogether.

Whilst there are clear differences between Pereira’s area of research and my own – Pereira is looking at the commissioning of artworks in a geographically defined area, within a relatively narrow timeframe – there was much of interest as a backdrop to my research (indeed, Pictures for Schools gets a mention near the start, and several of the artists commissioned by the LCC – including Karin Jonzen, Sir John Verney, Willi Soukop and John W MIlls, detailed in a useful ‘biography’ section at the end, are names that are familiar to me from their inclusion in late-1960s Pictures for Schools exhibition catalogues!).

Of particular interest are the links Pereira outlines between the Arts Council, which was set up in the post-war period, and art commissioning schemes such as that run by the London County Council. The LCC, Pereira suggests, had money to spend on art but not necessarily knowledge about which artists and artworks were suitable, allowing the Arts Council, which had expertise but lacked funding, to adopt a consultancy role.

Pereira’s thesis also touches on how art commissioning schemes, and commitment to dedicating part of a local council’s budget to art, were taken up in areas such as Hertfordshire and Leicestershire and promoted by the ‘single vision’ of Directors of Education such as John Newsom and Stewart Mason. Leicestershire in particular was willing to take risks by purchasing artworks by relatively unknown artists, but also purchased work from established London galleries such as Redfern and Piccadilly. One of the things I will need to bear in mind during my research is the relationship and differences between works acquired through exhibitions such as Pictures for Schools, works acquired directly from artists or galleries, and commissioned, site-specific artworks for schools, and their relative prevalence and status in county council collections. The Pictures for Schools catalogues I have indicate that the Pictures for Schools exhibitions worked as a way of introducing schools and local education authorities to artists and their typical styles and subject matters, who could then be commissioned to make further, site-specific works if required.

Pereira suggests that animal and family themes were popular subject matters among artists working in schools at that time, although other artists embraced abstract painting and sculpture. One of the areas of Pictures for Schools I am potentially interested in exploring further in relation to ideas about Britishness is the nationality of the artists who contributed work to the scheme, as several of them arrived in Britain as refugees having to flee their own countries. Pereira suggests that community-based themes were common among these émigré artists.

I also picked up on a few books which may be useful for my project, including writing on the public art of the period by Margaret Garlake.