Can, then, will be, if I mistake not, the final inquiry of your correspondent,—can, then, we ordinary mortals,—can I, who am not Sir Augustus Callcott, nor Sir Francis Chantrey, ever derive any pleasure from works of this lofty character? Heaven forbid, we reply, that it should be otherwise. Nothing more is necessary for the appreciation of them, than that which is necessary for the appreciation of any great writer—the quiet study of him with an humble heart. There are, indeed, technical qualities, difficulties overcome and principles developed, which are reserved for the enjoyment of the artist; but these do not add to the influence of the picture. On the contrary, we must break through its charm, before we can comprehend its means, and “murder to dissect.” The picture is intended, not for artists alone, but for all who love what it portrays; and so little doubt have we of the capacity of all to understand the works in question, that we have the most confident expectation, within the next fifty years, of seeing the name of Turner placed on the same impregnable height with that of Shakespeare.²⁶ Both have committed errors of taste and judgment. In both it is, or will be, heresy even to feel those errors, so entirely are they overbalanced by the gigantic powers of whose impetuosity they are the result. So soon as the public are convinced, by the maintained testimony of high authority, that Turner is worth understanding, they will try to understand him; and if they try, they can. Nor are they, now, as is commonly thought, despised or defied by him. He has too much respect for them to endeavor to please them by falsehood. He will not win for himself a hearing by the betrayal of his message.

Finally, then, we would recommend your correspondent, first, to divest herself of every atom of lingering respect or regard for the common criticism of the press, and to hold fast by the authority of Callcott, Chantrey, Landseer, and Stanfield; and this, not because we would have her slavishly subject to any authority but that of her own eyes and reason, but because we would not have her blown about with every wind of doctrine, before she has convinced her reason or learned to use her eyes. And if she can draw at all, let her make careful studies of any natural objects that may happen to come in her way,—sticks, leaves, or stones,—and of distant atmospheric effects on groups of objects; not for the sake of the drawing itself, but for the sake of the powers of attention and accurate observation which thus only can be cultivated. And let her make the study, not thinking of this artist or of that; not conjecturing what Harding would have done, or Stanfield, or Callcott, with her subject; not trying to draw in a bold style, or a free style, or any other style; but drawing all she sees, as far as may be in her power, earnestly, faithfully, unselectingly; and, which is perhaps the more difficult task of the two, not drawing what she does not see. Oh, if people did but know how many lines nature suggests without showing, what different art should we have! And let her never be discouraged by ill success. She will seldom have gained more knowledge than when she most feels her failure. Let her use every opportunity of examining the works of Turner; let her try to copy them, then try to copy some one else’s, and observe which presents most of that kind of difficulty which she found in copying nature. Let her, if possible, extend her acquaintance with wild natural scenery of every kind and character, endeavoring in each species of scenery to distinguish those features which are expressive and harmonious from those which are unaffecting or incongruous; and after a year or two of such discipline as this, let her judge for herself. No authority need then, or can then, be very influential with her. Her own pleasure in works of true greatness²⁷ will be too real, too instinctive, to be persuaded or laughed out of her. We bid her, therefore, heartily good-speed, with this final warning: Let her beware, in going to nature, of taking with her the commonplace dogmas or dicta of art. Let her not look for what is like Titian or like Claude, for composed form or arranged chiaroscuro; but believe that everything which God has made is beautiful, and that everything which nature teaches is true. Let her beware, above everything, of that wicked pride which makes man think he can dignify God’s glorious creations, or exalt the majesty of his universe. Let her be humble, we repeat, and earnest Truth was never sealed, if so sought. And once more we bid her good-speed in the words of our poet-moralist:

 
“Enough of Science and of Art:
Seal up these barren leaves;
Come forth, and bring with you a heart
That watches, and receives.”²⁸
 

I have the honor to be, Sir,

Your obedient humble servant,

The Author of “Modern Painters.”

[From “Some Account of the Origin and Objects of the New Oxford Examinations for the Title of Associate in Arts and Certificates,” by T. D. Acland, late Fellow of All Souls’ College, Oxford,²⁹ 1858, pp. 54-60.]

THE ARTS AS A BRANCH OF EDUCATION

Penrith, Sept. 25, 1857.

My dear Sir: I have just received your most interesting letter, and will try to answer as shortly as I can, saying nothing of what I feel, and what you must well know I should feel, respecting the difficulty of the questions and their importance; except only this, that I should not have had the boldness to answer your letter by return of post, unless, in consequence of conversations on this subject with Mr. Acland and Dr. Acland, two months ago, I had been lately thinking of it more than of any other.³⁰

Your questions fall under two heads: (1) The range which an art examination can take; (2) The connection in which it should be placed with other examinations.

I think the art examination should have three objects:

(1) To put the happiness and knowledge which the study of art conveys within the conception of the youth, so that he may in after-life pursue them, if he has the gift.

(2) To enforce, as far as possible, such knowledge of art among those who are likely to become its patrons, or the guardian of its works, as may enable them, usefully to fulfil those duties.

(3) To distinguish pre-eminent gift for the production of works of art, so as to get hold of all the good artistical faculty born in the country, and leave no Giotto lost among hill-shepherds.³¹

In order to accomplish the first object, I think that, according to Mr. Acland’s proposal, preliminary knowledge of drawing and music should be asked for, in connection with writing and arithmetic; but not, in the preliminary examination, made to count towards distinction in other schools. I think drawing is a necessary means of the expression of certain facts of form and means of acquaintance with them, as arithmetic is the means of acquaintance with facts of number. I think the facts which an elementary knowledge of drawing enables a man to observe and note are often of as much importance to him as those which he can describe in words or calculate in numbers. And I think the cases in which mental deficiency would prevent the acquirement of a serviceable power of drawing would be found as rare as those in which no progress could be made in arithmetic. I would not desire this elementary knowledge to extend far, but the limits which I would propose are not here in question. While I feel the force of all the admirable observations of Mr. Hullah on the use of the study of music, I imagine that the cases of physical incapacity of distinguishing sounds would be too frequent to admit of musical knowledge being made a requirement; I would ask for it, in Mr. Acland’s sense; but the drawing might, I think, be required, as arithmetic would be.

2. To accomplish the second object is the main difficulty. Touching which I venture positively to state:

First. That sound criticism of art is impossible to young men, for it consists principally, and in a far more exclusive sense than has yet been felt, in the recognition of the facts represented by the art. A great artist represents many and abstruse facts; it is necessary, in order to judge of his works, that all those facts should be experimentally (not by hearsay) known to the observer; whose recognition of them constitutes his approving judgment. A young man cannot know them.

Criticism of art by young men must, therefore, consist either in the more or less apt retailing and application of received opinions, or in a more or less immediate and dextrous use of the knowledge they already possess, so as to be able to assert of given works of art that they are true up to a certain point; the probability being then that they are true farther than the young man sees.

The first kind of criticism is, in general, useless, if not harmful; the second is that which the youths will employ who are capable of becoming critics in after years.

Secondly. All criticism of art, at whatever period of life, must be partial; warped more or less by the feelings of the person endeavoring to judge. Certain merits of art (as energy, for instance) are pleasant only to certain temperaments; and certain tendencies of art (as, for instance, to religious sentiment) can only be sympathized with by one order of minds. It is almost impossible to conceive of any mode of examination which would set the students on anything like equitable footing in such respects; but their sensibility to art may be generally tested.

Thirdly. The history of art, or the study, in your accurate words, “about the subject,” is in no wise directly connected with the studies which promote or detect art-capacity or art-judgment. It is quite possible to acquire the most extensive and useful knowledge of the forms of art existing in different ages, and among different nations, without thereby acquiring any power whatsoever of determining respecting any of them (much less respecting a modern work of art) whether it is good or bad.

These three facts being so, we had perhaps best consider, first, what direction the art studies of the youth should take, as that will at once regulate the mode of examination.

First. He should be encouraged to carry forward the practical power of drawing he has acquired in the elementary school. This should be done chiefly by using that power as a help in other work: precision of touch should be cultivated by map-drawing in his geography class; taste in form by flower-drawing in the botanical schools; and bone and limb drawing in the physiological schools. His art, kept thus to practical service, will always be right as far as it goes; there will be no affectation or shallowness in it. The work of the drawing-master would be at first little more than the exhibition of the best means and enforcement of the most perfect results in the collateral studies of form.

Secondly. His critical power should be developed by the presence around him of the best models, into the excellence of which his knowledge permits him to enter. He should be encouraged, above all things, to form and express judgment of his own; not as if his judgment were of any importance as related to the excellence of the thing, but that both his master and he may know precisely in what state his mind is. He should be told of an Albert Dürer engraving, “That is good, whether you like it or not; but be sure to determine whether you do or do not, and why.” All formal expressions of reasons for opinion, such as a boy could catch up and repeat, should be withheld like poison; and all models which are too good for him should be kept out of his way. Contemplation of works of art without understanding them jades the faculties and enslaves the intelligence. A Rembrandt etching is a better example to a boy than a finished Titian, and a cast from a leaf than one of the Elgin marbles.

Thirdly. I would no more involve the art-schools in the study of the history of art than surgical schools in that of the history of surgery. But a general idea of the influence of art on the human mind ought to be given by the study of history in the historical schools; the effect of a picture, and power of a painter, being examined just as carefully (in relation to its extent) as the effect of a battle and the power of a general. History, in its full sense, involves subordinate knowledge of all that influences the acts of mankind; it has hardly yet been written at all, owing to the want of such subordinate knowledge in the historians; it has been confined either to the relation of events by eye-witnesses (the only valuable form of it), or the more or less ingenious collation of such-relations. And it is especially desirable to give history a more archæological range at this period, so that the class of manufactures produced by a city at a given date should be made of more importance in the student’s mind than the humors of the factions that governed, or details of the accidents that preserved it, because every day renders the destruction of historical memorials more complete in Europe owing to the total want of interest in them felt by its upper and middle classes.

Fourthly. Where the faculty for art was special, it ought to be carried forward to the study of design, first in practical application to manufacture, then in higher branches of composition. The general principles of the application of art to manufacture should be explained in all cases, whether of special or limited faculty. Under this head we may at once get rid of the third question stated in the first page—how to detect special gift. The power of drawing from a given form accurately would not be enough to prove this: the additional power of design, with that of eye for color, which could be tested in the class concerned with manufacture, would justify the master in advising and encouraging the youth to undertake special pursuit of art as an object of life.

It seems easy, on the supposition of such a course of study, to conceive a mode of examination which would test relative excellence. I cannot suggest the kind of questions which ought to be put to the class occupied with sculpture; but in my own business of painting, I should put, in general, such tasks and questions as these:

(1) “Sketch such and such an object” (given a difficult one, as a bird, complicated piece of drapery, or foliage) “as completely as you can in light and shade in half an hour.”

(2) “Finish such and such a portion of it” (given a very small portion) “as perfectly as you can, irrespective of time.”

(3) “Sketch it in color in half an hour.”

(4) “Design an ornament for a given place and purpose.”

(5) “Sketch a picture of a given historical event in pen and ink.”

(6) “Sketch it in colors.”

(7) “Name the picture you were most interested in in the Royal Academy Exhibition of this year. State in writing what you suppose to be its principal merits—faults—the reasons of the interest you took in it.”

I think it is only the fourth of these questions which would admit of much change; and the seventh, in the name of the exhibition; the question being asked, without previous knowledge by the students, respecting some one of four or five given exhibitions which should be visited before the Examination.

This being my general notion of what an Art-Examination should be, the second great question remains of the division of schools and connection of studies.

Now I have not yet considered—I have not, indeed, knowledge enough to enable me to consider—what the practical convenience or results of given arrangements would be. But the logical and harmonious arrangement is surely a simple one; and it seems to me as if it would not be inconvenient, namely (requiring elementary drawing with arithmetic in the preliminary Examination), that there should then be three advanced schools:

A. The School of Literature (occupied chiefly in the study of human emotion and history).

B. The School of Science (occupied chiefly in the study of external facts and existences of constant kind).

C. The School of Art (occupied in the development of active and productive human faculties).

In the school A, I would include Composition in all languages, Poetry, History, Archæology, Ethics.

In the school B, Mathematics, Political Economy, the Physical Sciences (including Geography and Medicine).

In the school C, Painting, Sculpture, including Architecture, Agriculture, Manufacture, War, Music, Bodily Exercises (Navigation in seaport schools), including laws of health.

I should require, for a first class, proficiency in two schools; not, of course, in all the subjects of each chosen school, but in a well-chosen and combined group of them. Thus, I should call a very good first-class man one who had got some such range of subjects, and such proficiency in each, as this:

I have written you a sadly long letter, but I could not manage to get it shorter.

Believe me, my dear Sir,

Very faithfully and respectfully yours,

J. Ruskin.

Rev. F. Temple.

Perhaps I had better add what to you, but not to every one who considers such a scheme of education, would be palpable—that the main value of it would be brought out by judicious involution of its studies. This, for instance, would be the kind of Examination Paper I should hope for in the Botanical Class:

1. State the habit of such and such a plant.

2. Sketch its leaf, and a portion of its ramifications (memory).

3. Explain the mathematical laws of its growth and structure.

4. Give the composition of its juices in different seasons.

5. Its uses? Its relations to other families of plants, and conceivable uses beyond those known?

6. Its commercial value in London? Mode of cultivation?

7. Its mythological meaning? The commonest or most beautiful fables respecting it?

8. Quote any important references to it by great poets.

9. Time of its introduction.

10. Describe its consequent influence on civilization.

Of all these ten questions, there is not one which does not test the student in other studies than botany. Thus, 1, Geography; 2, Drawing; 3, Mathematics; 4, 5, Chemistry; 6, Political Economy; 7, 8, 9, 10, Literature.

Of course the plants required to be thus studied could be but few, and would rationally be chosen from the most useful of foreign plants, and those common and indigenous in England. All sciences should, I think, be taught more for the sake of their facts, and less for that of their system, than heretofore. Comprehensive and connected views are impossible to most men; the systems they learn are nothing but skeletons to them; but nearly all men can understand the relations of a few facts bearing on daily business, and to be exemplified in common substances. And science will soon be so vast that the most comprehensive men will still be narrow, and we shall see the fitness of rather teaching our youth to concentrate their general intelligence highly on given points than scatter it towards an infinite horizon from which they can fetch nothing, and to which they can carry nothing.