The Eagle's Nest. John Ruskin

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       John Ruskin

      The Eagle's Nest

      Ten Lectures on the Relation of Natural Science to Art, Given Before the University of Oxford, in Lent Term, 1872

      Published by Good Press, 2019

       [email protected]

      EAN 4057664607935

Table of Contents

       PREFACE.

       LECTURE II. OF WISDOM AND FOLLY IN SCIENCE.

       LECTURE III. THE RELATION OF WISE ART TO WISE SCIENCE.

       LECTURE IV. THE POWER OF MODESTY IN SCIENCE AND ART.

       LECTURE V. THE POWER OF CONTENTMENT IN SCIENCE AND ART.

       LECTURE VI. THE RELATION TO ART OF THE SCIENCE OF LIGHT.

       LECTURE VII. THE RELATION TO ART OF THE SCIENCES OF INORGANIC FORM.

       LECTURE VIII. THE RELATION TO ART OF THE SCIENCES OF ORGANIC FORM.

       LECTURE IX. THE STORY OF THE HALCYON.

       LECTURE X. THE HERALDIC ORDINARIES.

       INDEX.

PREFACE.

       Table of Contents

      The following Lectures have been written, not with less care, but with less pains, than any in former courses, because no labour could have rendered them exhaustive statements of their subjects, and I wished, therefore, to take from them every appearance of pretending to be so: but the assertions I have made are entirely deliberate, though their terms are unstudied; and the one which to the general reader will appear most startling, that the study of anatomy is destructive to art, is instantly necessary in explanation of the system adopted for the direction of my Oxford schools.

      

      At the period when engraving might have become to art what printing became to literature, the four greatest point-draughtsmen hitherto known, Mantegna, Sandro Botticelli, Dürer, and Holbein, occupied themselves in the new industry. All these four men were as high in intellect and moral sentiment as in art-power; and if they had engraved as Giotto painted, with popular and unscientific simplicity, would have left an inexhaustible series of prints, delightful to the most innocent minds, and strengthening to the most noble.

      But two of them, Mantegna and Dürer, were so polluted and paralyzed by the study of anatomy that the former’s best works (the magnificent mythology of the Vices in the Louvre, for instance) are entirely revolting to all women and children; while Dürer never could draw one beautiful female form or face; and, of his important plates, only four, the Melancholia, St. Jerome in his study, St. Hubert, and The Knight and Death, are of any use for popular instruction, because in these only, the figures being fully draped or armed, he was enabled to think and feel rightly, being delivered from the ghastly toil of bone-delineation.

      Botticelli and Holbein studied the face first, and the limbs secondarily; and the works they have left are therefore (without exception) precious; yet saddened and corrupted by the influence which the contemporary masters of body-drawing exercised on them; and at last eclipsed by their false fame. I purpose, therefore, in my next course of lectures, to explain the relation of these two draughtsmen to other masters of design, and of engraving.

      Brantwood, Sept. 2nd, 1872.

      THE EAGLE’S NEST.

      LECTURE I. OF WISDOM AND FOLLY IN ART.[A]

      8th February, 1872.

      1. The Lectures I have given hitherto, though, in the matter of them conscientiously addressed to my undergraduate pupils, yet were greatly modified in method by my feeling that this undergraduate class, to which I wished to speak, was indeed a somewhat imaginary one; and that, in truth, I was addressing a mixed audience, in greater part composed of the masters of the University, before whom it was my duty to lay down the principles on which I hoped to conduct, or prepare the way for the conduct of, these schools, rather than to enter on the immediate work of elementary teaching. But to-day, and henceforward most frequently, we are to be engaged in definite, and, I trust, continuous studies; and from this time forward, I address myself wholly to my undergraduate pupils; and wish only that my Lectures may be serviceable to them, and, as far as the subject may admit of it, interesting.

      2. And, farther still, I must ask even my younger hearers to pardon me if I treat that subject in a somewhat narrow, and simple way. They have a great deal of hard work to do in other schools: in these, they must not think that I underrate their powers, if I endeavour to make everything as easy to them as possible. No study that is worth pursuing seriously can be pursued without effort; but we need never make the effort painful merely for the sake of preserving our dignity. Also, I shall make my Lectures shorter than heretofore. What I tell you I wish you to remember; and I do not think it possible for you to remember well much more than I can easily tell you in half-an-hour. I will promise that, at all events, you shall always be released so well within the hour, that you can keep any appointment accurately for the next. You will not think me indolent in doing this; for, in the first place, I can assure you, it sometimes takes me a week to think over what it does not take a minute to say: and, secondly, believe me, the least part of the work of any sound art-teacher must be his talking. Nay, most deeply also, it is to be wished that, with respect to the study which I have to bring before you to-day, in its relation to art, namely, natural philosophy, the teachers of it, up to this present century, had done less work in talking, and more in observing: and it would be well even for the men of this century, pre-eminent and accomplished as they are in accuracy of observation, if they had completely conquered the old habit of considering, with respect to any matter, rather what is to be said, than what is to be known.

      3. You will, perhaps, readily admit this with respect to science; and believe my assertion of it with respect to art. You will feel the probable mischief, in both these domains of intellect, which must follow on the desire rather to talk than to know, and rather to talk than to do. But the third domain, into the midst of which, here, in Oxford, science and art seem to have thrust themselves hotly, like intrusive rocks, not without grim disturbance of the anciently fruitful plain;—your Kingdom or Princedom of Literature? Can we carry our statement into a third parallelism, for that? It is ill for Science, we say, when men desire to talk rather than to know; ill for Art, when they desire to talk rather than to do. Ill for Literature, when they desire to talk—is it? and rather than—what else? Perhaps you think that literature means nothing else than talking?—that the triple powers of science, art, and scholarship, mean simply the powers of knowing, doing, and saying. But that is not so in any wise. The faculty of saying or writing