One of the most popular artists at Pictures for Schools in the 1940s and 1950s was the painter Richard Eurich, who combined an interest in the landscapes, places and everyday life around with a strong sense of imagination.
Like Pictures for Schools founder Nan Youngman, Eurich trained at the Slade in the 1920s.
He was interested in creating work appealing to children, and in 1946 held an exhibition at the Redfren Gallery in London entitled Paintings for Children.
A regular contributor to Pictures for Schools, his work sold to education authorities around the country, including Kent, Cambridge, Hull, Oxfordshire and London County Council, and schools including Keighley Girls’ Grammar School.
His work ranged from relatable, familial and domestic scenes, such as a table set for a birthday tea party, a Christmas-time performance of Twelfth Night, and a seaside cottage with a neatly arranged garden, to epic, panoramic seascapes. His paintings were voted favourites by child visitors to the Pictures for Schools exhibitions, who appreciated their sense of detail, several times.
A native of Bradford, Eurich’s work is represented in public collections including Cartwright Hall in Bradford and Nottingham Castle Museum.
A fascinating new book written by Andrew Lambirth and published by Lund Humphries explores Eurich’s work, influences and career, from his time as a war artist to his preoccupation with the sea and his admiration of JMW Turner.
The book can be purchased online at https://www.lundhumphries.com/products/75467. There is also a recording of the book launch, featuring Eurich’s daughter Philippa Bambach, as well as the art historian Frances Spalding, at https://www.youtube.com/watch?v=RkTudq8m0EA&feature=youtu.be&mc_cid=37a134f4d3&mc_eid=15aa79c702.
Thanks to Dr Emma West for inviting me to write a guest blog post about Pictures for Schools founder Nan Youngman for her research blog Revolutionary Red Tape, as part of ‘Advocates for the Arts’, a series about pioneering women. Emma is currently undertaking an enviable post-doc at Birmingham University focusing on culture in public places in twentieth-century Britain.
Read my blog post online here: https://emmawest.art.blog/2020/05/04/advocates-for-the-arts-nan-youngman/
Today she is best known for a method of teaching handwriting, but in the interwar years Marion Richardson’s work in the field of child art was well-known. Pictures for Schools founder Nan Youngman undertook teacher training with her at London Day Training College (forerunner of the Institute of Education) and helped her to organise large exhibitions of children’s work. Richardson’s art teaching was focused on developing children’s confidence and powers of self-expression and critique, aiming to train their ‘inner eye’ and ways of looking as much as their technical skills. One way in which she did this was through the ‘visualisation’ method, where children listened to a description of a place or scene and used it as the basis for their own work. In doing so, Richardson hoped to encourage to see pictures in the places around them, even industrial and everyday scenes not conventionally considered picturesque. Richardson also undertook pattern-making and activities such as fabric design with her students and aimed to encourage children to think about how they furnished their homes. She believed children should be exposed to good examples of art and craft, and have opportunities to discuss these and their own work.Richardson died prematurely in 1946, but her work and ideas inspired Youngman’s work throughout the rest of her career. Youngman continued to defend them even when they had become regarded as old-fashioned and were superseded among progressive educationalists in the 1960s in favour of more modern ideas about teaching art.A new installation at Radar in Loughborough, by Berlin-based artist Katarina Hruskova, bears the fruits of an arts-research collaboration with Dr Sarah Mills, Reader in Human Geography at Loughborough University, which involved spending time in the archives at Birmingham City University, where Richardson’s papers are held; the title, This is Just What I Saw, comes from words written on the back of children’s pictures.Drawing on aspects of Richardson’s teaching and her students’ work, including visual description, Mills and Hruskova held a series of workshops with young people in schools and other educational settings in the Midlands today. The resulting artworks, on show at Radar, translate images from these children’s work into a trio of colourful carpets. Whilst abstract they’re also suggestive of elements of place and natural forms, such as trees and water. Displayed next to them are condensed versions of the texts which were read to children to inspire the images; in the background plays an audio recording of Hruskova reading these same words, an effect that is both poetic and hypnotic. We’re taken on a journey through first an industrial scene and then a forest, where our attention is drawn to details such as the time of day, the weather around us; our senses can’t help but be aroused, our imaginations fired and our memories taken back to places we’ve known and things we’ve seen.Alongside this is a small selection of images giving a glimpse into Richardson’s own classroom, and her students’ art practice. Whilst in some ways these images appear formal by today’s standards, with children seated at rows of wooden desks, the children are surrounded by their own pictures and patterns, which hang on the walls, giving an impression of a visually rich and engaging environment.Ideas about childhood, and the nature and purpose of schooling, education and even art have changed considerably since Richardson’s day. By reimagining and reanimating the ideas of this forgotten educationalist, Mills and Hruskova have brought the art teaching of the past powerfully into dialogue with children’s education and experiences today, showing the potential of words and images to inspire creativity and make us look again at how and what we see in the world around us.
This Is Just What I Saw is at the Martin Hall Exhibition Space, Loughborough until Friday 25 October: https://radar.lboro.ac.uk/events/this-is-just-what-i-saw-exhibition/
Paper at International Standing Conference for the History of Education, Porto, 19 July: Pictures for Schools: Critical education in the art gallery and the classroomPosted: July 10, 2019
I am delighted to have had the following paper accepted for the International Standing Conference for the History of Education at the University of Porto next week.
Pictures for Schools: Critical education in the art gallery and the classroom
Pictures for Schools was founded by the artist and educationalist Nan Youngman (1906-1995) to sell affordable works of art by contemporary British artists to educational establishments across the country, including schools, teacher training colleges and local education authorities.
One aim of the scheme was to change the physical spaces in which children’s education took place by making them visually stimulating. Another, equally important motivation, was to develop children’s skills as critical observers, which could then be applied to the places which surrounded them, and the consumer choices they would make as the citizens of the future.
At the first Pictures for Schools exhibition, which took place in 1947 at the Victoria and Albert Museum, children who visited were asked to express their preferences by voting for their favourite exhibit. These preferences were later discussed in accounts of the exhibitions by the organisers, and received with great interest by the press. At later exhibitions, which took place annually at various London art galleries until 1969, visiting school groups were given questionnaires which aimed to encourage them to look closely at the artworks on show, with the questions varying slightly each year. Some questions placed the artworks in relation to children’s own experiences of creating art, encouraging respondents to identify and compare elements such as technique, media, subject matter, styles and genre. Others positioned children as critics, asking them to discuss the artworks they felt were most successful. Children were also encouraged to imagine themselves as future patrons and consumers of the arts, by stating which artwork they would like to take home with them if they were able to.
This paper will explore the ways in which Pictures for Schools offered children a critical education across two types of educational spaces, the art gallery and the classroom. It will visit a series of educational spaces where, in the decade leading up to the Second World War, Youngman established the value of the active, participatory form of art education which would be promoted through Pictures for Schools. These include Youngman’s teacher training at London Day Training College, her time teaching art in girls’ schools in the 1920s, and the decade she spent as peripatetic art advisor to Henry Morris, Director of Education in Cambridgeshire, from 1944 onwards.
The critical education offered through Pictures for Schools will then be placed within a wider context of post-war Britain. After the Second World War, the formal education system was extended. At the same time, opportunities for informal education and cultural experiences went beyond the school, museum and art gallery to encompass public and leisure spaces such as town centres, shopping centres, libraries and housing estates, where citizens were asked to be critical observers of the places and objects which surrounded them every day. This paper will explore the role of artworks as a pedagogical tool and argue that Pictures for Schools played a part in developing the skills of future citizens who were required to play an active, critical part in post-war reconstruction and society.
For more information about the conference visit http://www.fpce.up.pt/ische2019.
I will be taking part in session 4.10, which takes place on Friday 19 July from 9am-11am.
I really enjoyed presenting about my research into the life and career of Nan Youngman and Pictures for Schools as part of the History Faculty’s Gender, Women and Culture Seminar series at Oxford.
I was surprised, delighted and slightly overwhelmed that several attendees had known Nan Youngman, through family and artistic connections. Attendees also had interests in history of education, social mobility and policy.
I received several really insightful questions which have given me lots to go away and think about and further avenues to pursue as I continue to disseminate this work and think about publication. Questions and comments included:
- Is my background/training as a historian?
- Did I like Nan Youngman?
- Why was Nan Youngman’s autobiography (held in the Tate Archive) unpublished? Is there any opportunity to get it published today?
- Did Youngman have to be extremely proactive in order to generate her own career, networks and opportunities at a time when opportunities for women were limited?
- Did Nan Youngman have a private income which enabled her to do what she did?
- Have I heard of another Artists’ International Association member, and associate of the Bloomsbury Group, Elizabeth Watson, who was a friend of Felicia Brown and painted Betty Rea?
- At a time when art school/training was changing a lot, did anyone involved in Pictures for Schools resist this?
- Britain was known internationally for its active education in primary schools in the 1920s and 1930s, in counties such as Leicestershire and Oxfordshire, not just in art but in other areas such as in the Singing Together movement.
- Was Nan Youngman aware of similar work going on internationally?
- What about the parallels going back even earlier in terms of art, craft, design and taste, to Matthew Arnold and William Morris?
- What about the hierarchy implied by discussion of children seeing ‘great works of art’ – how did this play out across different schools and across the movement?
- Were buyers considering/aware of the artworks’ potential as an investment?
- Could and should Pictures for Schools be renewed today?
I’m very excited to have been invited to speak at Oxford University about my PhD research into Nan Youngman and Pictures for Schools as part of the Gender, Women and Culture series, which is themed ‘Gender, Women and the Arts’ this term. My talk is taking place in the History Faculty on Tuesday 19 February from 12pm-1.30pm.
I was really pleased to be able to discuss my Pictures for Schools work at the History of Education Society annual conference over the weekend, and to hear about the work of other researchers.
I particularly enjoyed the opening keynote by Jane O’Dea from the University of Lethbridge, Canada who, as well as discussing the social, cultural and political forces that have shaped education and the distribution of literature in Ireland historically, reflected on the place, form and nature of academic writing and the work of the historian. Her advice to find your voice, be yourself, avoid jargon and prioritise quality over quantity – as well as the notion of the historian as a kind of artist – certainly resonated with me.
I was pleased to hear from Laura Newman at Royal Holloway University, who discussed some of the findings from an ongoing research project in collaboration with Kew Gardens looking at nineteenth-century school museums. Newman focused on the teacher-curators who drove the collection and display of objects, as well as writing articles advising teachers on the care and use of collections. Newman described how some teachers collected not just botanical specimens, but took opportunities to obtain items relating to manufacturing. They encouraged a culture of collecting in students and their families, and got former students to send artefacts relating to their eventual careers. However, the use of such museum objects varied – whilst some students were taken out onto nature rambles, and given object lessons, others were not allowed to touch!
Also fascinating was a talk by Catherine Sloan, a PhD student at the University of Oxford, about nineteenth-century school magazines. Sloan described in detail the operations of one magazine in particular, relating to a middle-class and hierarchical Quaker school in Croydon in the mid-nineteenth century, which was created, distributed and subscribed to by pupils, who encouraged each other to take responsibility for its content. She showed how school magazines were a means by which students obtained status in schools as cultural producers and ‘autonomous sculptors of school culture’, circulating knowledge and creating a ‘juvenile archive’. Although some researchers have debated the extent to which school magazines are a valid resource and encapsulate students’ authentic voices, she showed the value of such school magazines.
I got several really interesting comments and questions relating to my paper, including comments about how the need to teach critical skills is important now more than ever. One question prompted me to consider something I had never thought about before, and didn’t really know how to answer: were the organisers of Pictures for Schools concerned with the illustrations in textbooks, as part of a wider culture of visual communication, and did the exhibiting artists get any such commissions on the back of the scheme? Other questions related to aspects of the operations of Pictures for Schools that I should perhaps have made clearer: did the scheme cover the whole of Britain, or just England, and were northern schools beneficiaries or did schools in London and the south east benefit in the main? I was asked about the focus on Nan Youngman, and whether her work as an artist and an educationalist was equally important (the answer is that this was due to the availability and focus of archival material, and the stories that emerged from it – and that despite a split in the material between Youngman’s work as an artist and an educationalist, I believed these two sources of material benefited from being read alongside one another as part of a wider career trajectory). Finally, it was interesting to hear from a woman who was surprised to hear about Marion Richardson’s work in the sphere of art education, as she knew of her only as a ‘victim’ of her methods for teaching handwriting, for which she is better known!
I’m looking forward to presenting at the History of Education annual conference in Limerick, Ireland, next week, which is themed ‘Revolution, Remembrance and Re-vision: Charting the Path of Education’. My paper will be part of the session ‘Education and periods of social, political, civil and cultural unrest’, on Saturday 10 November. My abstract is as follows:
Education through Art: Nan Youngman and Pictures for Schools
Between 1947 and 1969, Pictures for Schools aimed to embed art in Britain’s schools by selling affordably priced artworks at annual exhibitions. Although it emerged at the same time as state-sponsored patronage schemes, Pictures for Schools operated both within and outside of this context. Despite benefiting from a receptive educational and funding climate, it was initiated and driven by the personal, artistic and political convictions of the artist and educationalist Nan Youngman (1906-1995).
Youngman studied at the Slade in the 1920s before training as a teacher. She taught in girls’ schools and worked as Art Adviser to Henry Morris in Cambridgeshire for ten years, alongside running evening and residential classes for painters and teachers. She remained active in education until the end of her life, at the same time as continuing to paint, exhibit and sell work. These two aspects of her life and work sat alongside one another, and both influenced the shape and direction of Pictures for Schools.
Paying attention to Nan Youngman’s life and career through biographical research, drawn from archival collections relating to both her educational and artistic work, enables a history of Pictures for Schools to be told that is individual rather than institutional. It also shows how Youngman’s personal beliefs and actions intersected with wider cultural, social and political shifts in attitudes and educational priorities. Furthermore, it places post-war developments in art education in a longer lineage that was deeply rooted in the experiences of those working in art and education in the interwar years.
For more information visit www.hesc.mic.ul.ie.
Something I’ve really not done enough of during my PhD has been speaking about my research – which is a shame as it’s been one of the aspects of my work I’ve found the most rewarding. For this reason, I was really pleased to be invited to speak at a symposium at the University of Derby exploring the surrealist painter Marion Adnams, as part of the university’s International Women’s Day celebrations.
The symposium brought together academics and practitioners in order to explore both Adnams’ life and work in detail, and the artistic milieu of which she was a part, as well as issues around collecting and exhibiting women’s work more broadly.
My paper was more loosely connected with Adnams than some of the other presentations. As Adnams sold work to school loan collections in Manchester, Derbyshire and Leicestershire, I used Pictures for Schools and the work of Nan Youngman as a way to introduce some of the ideas and motivations behind the development of post-war educational art collections. My presentation attracted a lot of interest. Partly this was due to the local connection, and concerns about current-day threats to these types of resources; I was even interrupted by a local keen to point out that the Derbyshire School Museum Service was under threat of closure! It also prompted some discussion about the extent to which my discussion of progressive post-war education tallied with the experiences of those in the room who had been at school in the post-war period. Whilst one man said he didn’t benefit from the supposed educational reforms which took place in post-war schools, a woman who had been at school in rural Leicestershire said she looked back on her schooldays now and was ‘amazed’ at what she did in school, saying it had a ‘profound effect’ on her, and that her teachers believed passionately in the arts and educational reforms at that time. Another man, who had been at school in Hertfordshire in the 1960s, told me that art had been a huge part of his education. I also got some good questions, asking why I think my research is pertinent now, and how I feel education today contrasts with post-war attitudes to creativity.
For me the highlight of the day was a presentation by Jane Stanton, Head of Design at the University of Derby, which showed the value of personal experiences, storytelling and biographical approaches to historical and artistic research. Stanton knew Adnams, who was a friend of her family, as a young woman growing up in Derby. Her presentation was centred on a journey, as a learner driver, with her father to the south of France to collect Adnams from her second home there in the early 1970s. It was illustrated with photographs of Stanton – at that time just eighteen, and about to embark on a foundation degree and career in art – hand-in-hand with an elderly and almost-blind Adnams. It told the story not just of Adnams’ impact on Stanton, the significance of which is becoming apparent decades later, but of intergenerational exchange and friendship, and the ways in which we frame and reflect on our work and experiences at different stages of our lives. Stanton’s presentation prompted some interesting questions about provinciality – Adnams spent her entire life living and working in Derby, and the day’s presentations gave both a sense of her connectivity within the East Midlands, as part of the Midland Group in Nottingham and the Derby cultural scene, and her sense of distance from London, and desire to escape the constraints imposed at different stages of her life, from the war, to the necessity of earning a living through teaching, to caring responsibilities. As someone who was sometimes characterised as a ‘difficult’ character, the presentations also raised the issue of personality – as one person asked, was every woman of that generation defined by her relationships with others?
I also particularly enjoyed hearing from Colette Griffin, Assistant Curator at Nottingham Castle Museum and Art Gallery, about the challenges of curating a woman-only show from a collection containing only a small percentage of artworks by women, and the factors which influence the ongoing acquisition of more work by female artists.
The symposium was a starting point for further explorations into Adnams and other artists by the newly established Women Artists in History Research Group at the University of Derby; I’m really looking forward to seeing how it develops.
I’m really pleased to announce that I passed my viva on Friday, at the University of Central Lancashire.
I was examined by Dr Sarah Mills from the University of Loughborough, who has done a lot of work about the history of twentieth century British youth movements in relationship to informal education and citizenship, and Dr Keith Vernon from UCLan, whose work I had come across in the context of adult education and the co-operative movement.
I talked them through my research and methodologies, at the same time as giving them more detail about how the scheme worked in practice, including the voluntary involvement of the artists involved and the ways in which the artists chose the pictures that they submitted to be exhibited. They asked me some interesting questions about the ways in which I framed my research – including the extent to which the ideas which informed Pictures for Schools were new ideas, or the extent to which they were older ideas that found a receptive environment for implementation in the post-war period; the extent to which the recent interest in post-war Britain is informed by nostalgia; and critical reactions to Pictures for Schools, and the extent to which I maintained a critical distance from Nan Youngman, despite my admiration of her as the founder of the scheme.
I spoke to several former PhD students before my viva, and the best bit of advice I was given was to try to enjoy my viva, and to bear in mind that it was a one-off opportunity to discuss my work in-depth with people who had read it more thoroughly than it is likely to be read by anyone else. I certainly felt really encouraged by my examiners’ interest in and enthusiasm for Pictures for Schools.