FOREWORD

《少兒藝術(shù)史》系列圖書，系維吉爾·希利爾開發(fā)出來，并由愛德華·休伊最終完成的。巴爾的摩的卡爾弗特學校，以及該校的學生，構(gòu)成了希利爾畢生為之奮斗的事業(yè)。希利爾是在馬薩諸塞州的韋茅斯長大的。1897年，他畢業(yè)于哈佛大學；兩年后，他便開始從事這種后來成了他職業(yè)生涯中的一種決定性挑戰(zhàn)的職業(yè)了。當時，雖說還是個年僅二十四歲的小伙子，他卻成了卡爾弗特學校那七十一名學生的校長，開始了一種充滿了創(chuàng)新性和前瞻性思維的職業(yè)。

在希利爾擔任校長的最初幾年里，由于學生人數(shù)規(guī)模激增，所以卡爾弗特學校還修建了一棟新的教學樓。這棟大樓是一種典范，體現(xiàn)了旨在滿足學生需要的教學規(guī)劃：里面有一座用于演出和慶典的禮堂，有一間美術(shù)教室，還有一個用于呼吸新鮮空氣、進行體育鍛煉的屋頂花園。也正是在卡爾弗特學校歷史的初期，即1906年，希利爾構(gòu)想出并開始實施其“家庭教育”大綱；而直到如今，世界各地仍有成千上萬的孩子，在根據(jù)這一大綱接受教育呢。

從許多方面來看，希利爾都是一個非常有遠見的人。雖說本質(zhì)上始終都是一位教師，但他需要負責制定教學方針和課程；而這些方針和課程，如今在卡爾弗特學校里依然能夠看到。到了1924年，學校開始在第三棟，也就是目前這棟教學樓內(nèi)上課的時候，他已經(jīng)是一位令人敬重的作者，寫出了許多關(guān)于教育理念和少兒歷史的書籍，其中就包括這套《少兒藝術(shù)史》系列。他還是一位環(huán)球旅行家，是手下教師們的良師益友，并且成了教育理論界的一位領(lǐng)軍人物。在長達三十二年的校長生涯

前 言

The Child’s History of Art books were developed by Virgil M. Hillyer and completed by Edward G. Huey. Baltimore’s Calvert School and its students constituted Hillyer’s life work. Hillyer grew up in Weymouth, Massachusetts. Two years after graduating from Harvard in 1897, he took on what would become the defining challenge of his professional life. As a young man of only twenty- four years, he became Head Master of seventy-one students at Calvert School and embarked on a career filled with innovation and forward thinking.

Within the first few years of Hillyer’s leadership, the student body had grown so large that a new building was built. It was a model of educational planning designed to suit the needs of students, with an assembly room for plays and ceremonies, an art room, and a roof garden for fresh air and exercise. It was also during the early years of Calvert School’s history, in 1906, that Hillyer envisioned and began the Home Instruction program, which is still educating thousands of children around the world.

Hillyer was a visionary in many ways. Always a teacher at heart, he was responsible for establishing the educational principles and practices still in place today at Calvert School. By the time classes began to be held in the third and present building in 1924, he was a respected author of educational philosophy and children’s histories, including the Child’s History of Art series. He was also a world traveler, a mentor for his teachers, and a

2 A CHILD’S HISTORY OF ART

里，維吉爾·希利爾一直富有激情、滿懷信念地領(lǐng)導著卡爾弗特學校；而這些激情和信念，如今仍然在繼續(xù)激勵著該校的學生們。

從1924年到1959年，愛德華·休伊先后擔任過卡爾弗特學校的老師和校長助理等職務(wù)。他被人們認為是卡爾弗特學校最令人難忘的教師之一，既教授過科學和藝術(shù)課程，也負責學校的課程匯編工作。他經(jīng)常在午餐時間和課后給學生們畫畫。休伊是個富有想象力和天才的人，他與希利爾共事了七年的時間；而希利尓去世之后，他又用希利爾本人的風格，完成了《少兒藝術(shù)史》系列教材的編纂。

在最近對《少兒藝術(shù)史》系列教材進行改版的過程中，卡爾弗特學校有幸得到了沃爾特斯藝術(shù)博物館的鼎力支持；這座博物館，是一種令人覺得不可思議的資源。威廉·湯普森·沃爾特斯收集了大量的十九世紀法國藝術(shù)品和亞洲的裝飾藝術(shù)品；這些藏品，為他后來成立沃爾特斯藝術(shù)博物館打下了基礎(chǔ)。

1819年，沃爾特斯出生于賓夕法尼亞州的一個小鎮(zhèn)上。他沒有受過正規(guī)的教育，只是通過培訓成了一名冶金學家；不過，他在年輕的時候便移居到了巴爾的摩，去尋找發(fā)跡的機會了。在十九世紀中葉百業(yè)正興的巴爾的摩，他通過投資鐵路而發(fā)跡，成了一名業(yè)務(wù)興隆的生意人。沃爾特斯每年都會敞開家門幾次，讓人們前來付費參觀，向公眾介紹自己收藏的那些藝術(shù)品。由此獲得的門票收入，他都捐贈給了慈善機構(gòu)；而每年進行的這種開放，也受到了公眾的熱烈歡迎。

1894年威廉·沃爾特斯去世后，他的兒子繼承了父親在藝術(shù)方面的興趣，并將藏品的范圍擴大了。就在希利爾將那些新穎的教育理念引入卡爾弗特學校的同時，

leader in educational theory. During his thirty-two years as Head Master, Virgil Hillyer led Calvert School with enthusiasm and principles that continue to inspire students today.

Edward G. Huey held the positions of teacher and Assistant Head Master from 1924 until 1959. Considered to be one of Calvert School’s most unforgettable teachers, Huey taught science and art and ran the assembly programs. He often drew pictures for students at lunch and recess. Huey, a teacher with much imagination and talent, had worked with Hillyer for seven years, and upon the death of Hillyer, he completed the Child’s History of Art books in Hillyer’s own style.

While carrying out the most recent revision of the Child’s History of Art series, Calvert was fortunate to have the Walters Art Museum as a wonderful resource. William Thompson Walters amassed an extensive collection of French art of the nineteenth century and Asian decorative arts that became the foundation for the development of the Walters Art Museum.

Walters was born in a small town in Pennsylvania in 1819. With no formal education, he was trained as a metallurgist but moved to Baltimore as a young man in search of fortune. In the booming business world of mid-nineteenth century Baltimore, Walters prospered as a businessman through railroad investments. Walters opened his house several times a year to visitors for a fee, bringing his art to the public. The fees were donated to charity, and these annual openings became quite popular.

When William Walters died in 1894, his son, Henry, carried on his interest in art and expanded the scope of the collection. During the time Hillyer was bringing innovative

ideas to education at Calvert School, Henry Walters was beginning a three-decade period of purchasing art representing Old Kingdom Egypt to Art Nouveau. In 1931, the Walters’ home and contents were bequeathed to the city of Baltimore, and the Walters Art Gallery, now the Walters Art Museum, opened to the public in 1934.

For those of you who are planning to visit Calvert School — the school that developed through the vision of Virgil Hillyer — we recommend that you also visit the Walters Art Museum, whose founders believed that a museum was a place of learning for people of all ages and that a great community needed — along with great schools, libraries, symphonies, and theaters — great museums.

Calvert School was assisted in the revision of the Child’s History of Art series by two experienced teachers. John Patterson first began his career as a teacher at Calvert School. He credits Calvert with providing the framework and foundation for his vocation as an educator. With a lifelong love of art, he has traveled extensively with his students to see works of art firsthand. Elana Vikan is a high school teacher of art history at a local private school. She has studied and traveled abroad on academic programs that helped expand her knowledge of art, languages, and culture.

Together John Patterson and Elana Vikan have drawn upon their experience as they edited and updated the text first written by Hillyer and Huey. We are grateful for their expertise and that of the Walters Art Museum and its staff, particularly of Gary Vikan, its director.

亨利·沃爾特斯則開始了一段長達三十年的收購活動，并且得到了許多代表著古埃及王國到新藝術(shù)派風格的藝術(shù)品。1931年，沃爾特斯家族的房子和藏品全都遺贈給了巴爾的摩市；到了1934年，原來的沃爾特斯美術(shù)館，即如今的沃爾特斯藝術(shù)博物館，便向公眾開放了。

對于你們當中那些正準備前去參觀卡爾弗特學校，準備前去參觀這所通過維吉爾·希利爾的遠見而創(chuàng)立起來的學校的人來說，我們的建議是，你們不妨也去參觀參觀沃爾特斯藝術(shù)博物館。這座博物館的創(chuàng)始人認為，博物館是男女老少都可以學習的地方；而一個偉大的社會，除了需要了不起的學校、圖書館、交響樂和劇院，也需要了不起的博物館。

有兩位經(jīng)驗豐富的教師，協(xié)助了卡爾弗特學校對《少兒藝術(shù)史》系列所進行的修訂工作。約翰·帕特森起初本是卡爾弗特學校的一名老師，并由此開始其職業(yè)生涯。他認為，卡爾弗特學校為他提供了從事教育工作的架構(gòu)和基礎(chǔ)。由于終生熱愛藝術(shù)，所以他曾一次又一次地帶著學生們到處旅行，實地去參觀各種各樣的藝術(shù)作品。伊蘭娜·威肯是本地一所私立學校里的高中藝術(shù)史教師。她在國外留過學，并且曾為完成學術(shù)項目而到國外考察過；這些經(jīng)歷，幫助她開拓了在藝術(shù)、語言和文化領(lǐng)域里的知識面。

在編輯、更新希利爾和休伊兩人最初所撰內(nèi)容的過程中，約翰·帕特森和伊蘭娜·威肯一起，都充分利用了各自的經(jīng)歷。我們感謝這兩人的專業(yè)知識，感謝沃爾特斯藝術(shù)博物館及其員工，尤其是要感謝博物館館長加里·威肯。