This paper traces some of the early 20th century roots of aesthetic formalism as they came to effect the development of art education theory and practice in this country up to the beginning of the Second World War. The paper focuses on American sources and on the writings and ideas of Benman Ross, Arthur Wesley Dow, J. Hambidge, Albert C. Barnes, and John Dewey. It also considers the historical connections to British art education theory in the writings of Clive Bell and Roger Fry. The paper concludes with some observations relative to the status and the directions of present-day concerns in art education both in this country and in Canada and in England. (Author/JD)