Aiding a Comrade, 1889–1890
Frederic Remington, American, 1861–1909
Oil on canvas
34 5/16 × 48 1/8 in. (87.1 × 122.2 cm) Frame: 43 1/2 × 57 1/2 in. (110.5 × 146.1 cm)
The Hogg Brothers Collection, gift of Miss Ima Hogg

Habits of Mind

  • UNDERSTAND BIAS Understand assumption and various points of view / empathy
  • SYNTHESIZE Analyze and synthesize relationships and information / compare and contrast / understand the micro and macro implications

Creating a Timeline

Discussion through works of art encourage how to approach ambiguous and complex ideas, thoughts, and feelings. The MFAH offers a democratic space where students and teachers can develop, practice and articulate these habits of mind. Remember that the quality of the conversation is what is important, not finding the artist’s “answer.” Slow down and take the time to make careful observations. Talk about what you notice, and try to avoid jumping to conclusions and interpretations. Be sure to give enough time for silent looking and thinking.

Curriculum Objectives

•  Describe and analyze works of art.

•  Research the lives of artists.

•  Create personal time-lines.




Social Studies


Understand Bias


Connecting to the Work of Art

By the 1890s, the American cowboy had become a national folk hero.  Frederic Remington’s paintings, sculptures, and illustrations combine the realism and romance of the cowboy and the West.  In Aiding a Comrade, Remington has chosen a scene of high drama.  One interpretation of this painting is that, while riding, a cowboy has fallen from this horse.  His companions attempt to help him and prevent him from being trampled by their horses.  The artist leaves the fate of the rider unclear.  However, in knowing the painting’s original title, Past All Surgery, Remington incorporates an element of fatalism and indicates that the fallen cowboy, beyond all help, may be doomed to be killed by the pursuing Plains Indians.

Remington focuses on the group of men and horses in the foreground.  The brown horses turn outward, framing the central figure, who is further accentuated by the cloud of white dust behind him.  The artist’s attention to detail is apparent in the depiction of the men, their clothing, and their riding equipment.  Remington creates a convincing illusion of deep space through perspective – he paints the Indians much smaller, with less detail, and with faded colors.  Remington’s colors are natural and strong; small touches of blue, cream, tan, and yellow on the ground suggest the shimmer of the hot sunlight.  The quick, short brushstrokes show the influence of French Impressionism, which emphasized color, shadow, and light.  For additional information about Impressionism, see Gustave Caillebotte’s The Orange Trees.

Perhaps no other artist is as closely identified with the depiction of the American West as Frederic Remington.  Born in upstate New York in 1861, the son of a newspaper editor and Civil War soldier, Remington was fascinated with the tales his father told of battles and soldierly camaraderie.  He briefly studied art at Yale University and at the Art Students League in New York.  In 1881, Remington took his first trip to the West.  In the following year, he moved to Kansas where he bought and ran a sheep ranch.


In 1884 Remington returned to New York, where he began selling his sketches to publishers of illustrated magazines.  He soon became a leading illustrator of Western subjects, and one of the most sought-after magazine illustrators in America.  His reputation was such that when Theodore Roosevelt wrote a series of articles on ranching and hunting in the West, he chose Remington to illustrate them.

During the 1880s, Remington turned his attention from illustration to painting and sculpture.  Aiding a Comrade is an excellent example of the work for which he is best known.

Sensing that there was a side of America that was still artistically unchartered. Frederic Remington traveled west many times to report for magazines, make sketches, and buy props, such as boots and hats, for his studio.  He exhibited Aiding a Comrade with the American Art Association in New York in 1890.  It was during this show that critics positioned him not only as an artist, but as a historian and ethnographer.  The narrative quality of his work gained him a reputation as a pictorial recorder of the passing American West.


  • Observe the figures in the foreground.Describe their clothing, riding equipment, facial expressions, horses, and implied actions. Name the men and their horses. Why did you choose those names?

  • Compare those figures with what is portrayed in the background.

  • How does the artist use aspects of perspective to create an illusion of deep space between the cowboys and the Plains Indians?

  • Describe the colors and the color scheme.Why might the artist have chosen such a limited color palette?

  • How do the artist’s brushstrokes differ throughout the painting?What types of textures do they evoke?

  • Where is the center of interest? How does the artist use color, space, and line to direct your eye to that area?

  • This center of interest could be compared to the climax in a novel or story map.Discuss and develop a possible story map for this work of art including characters, setting, conflict, and resolution.

  • Predict what could possibly happen next. Support your prediction with evidence from the painting. How does your knowledge of history affect your interpretation?

  • What title might you give this work of art? Why?

  • The artist, Frederick Remington, originally entitled this work of art: Past All Surgery.How does that affect your thoughts about what might have happened next?However, the title it bears today is: Aiding a Comrade. Does that change your perspective of the work of art? How and why?

  • Study Aiding a Comrade and Ariadne Abandoned by Theseus.  What do the paintings tell you about the interests of each artist?  What research did each artist conduct to be able to paint these works?
  • As a class, research the life and career of Frederic Remington, Angelica Kauffman, and Camille Corot.  How did each learn to be an artist?  Where did they live and work?  What were their major accomplishments?  Why are these paintings good examples of their art?


•  Discuss a personal time-line as a means of organizing information about an individual’s life.  Display and explain a sample time-line.

• In groups research Frederick Remington and construct a timeline of his lives.

•  Have students construct a personal time-line, placing on it significant events in their lives such as birth, birth of siblings, starting school, and learning something new.  Extend the time-line to the fifth grade.

•  Next, have students predict future events and add these to the time-line.  Predictions might include future jobs, travel, and family.

The Learning Through Art program is endowed by Melvyn and Cyvia Wolff.

The Learning Through Art curriculum website is made possible in part by a grant from the Institute of Museum and Library Services.

All Learning and Interpretation programs at the Museum of Fine Arts, Houston, receive endowment income from funds provided by the Louise Jarrett Moran Bequest; Caroline Wiess Law; the William Randolph Hearst Foundation; The National Endowment for the Humanities; the Fondren Foundation; BMC Software, Inc.; the Wallace Foundation; the Neal Myers and Ken Black Children’s Art Fund; the Favrot Fund; and Gifts in honor of Beth Schneider.