Arrows of the Chace, vol. 1/2. Ruskin John

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 EDUCATIONPenrith, 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

26

“This Turner, of whom you have known so little while he was living among you, will one day take his place beside Shakespeare and Verulam, in the annals of the light of England.

“Yes: beside Shakespeare and Verulam, a third star in that central constellation, round which, in the astronomy of intellect, all other stars make their circuit. By Shakespeare, humanity was unsealed to you; by Verulam the principles of nature; and by Turner, her aspect. All these were sent to unlock one of the gates of light, and to unlock it for the first time. But of all the three, though not the greatest, Turner was the most unprecedented in his work. Bacon did what Aristotle had attempted; Shakespeare did perfectly what Æschylus did partially; but none before Turner had lifted the veil from the face of nature; the majesty of the hills and forests had received no interpretation, and the clouds passed unrecorded from the face of the heavens which they adorned, and of the earth to which they ministered,”—“Lectures on Architecture and Painting,” by John Ruskin; published 1854; pp. 180, 181.

27

We have not sufficiently expressed our concurrence in the opinion of her friend, that Turner’s modern works are his greatest. His early ones are nothing but amplifications of what others have done, or hard studies of every-day truth. His later works no one but himself could have conceived: they are the result of the most exalted imagination, acting with the knowledge acquired by means of his former works.

28

Wordsworth. “Poems of Sentiment and Reflection.” ii. “The Tables Turned” (1798), being the companion poem to that quoted ante, p. 17. The second line should read, “Close up these barren leaves.”

29

This work related to University co-operation with schemes for middle-class education, and included letters from various authorities, amongst others one from Mr. Hullah on Music. The present letter was addressed to the Rev. F. Temple (now Bishop of Exeter), and was written in reply to a statement of certain points in debate between him and Mr. (now Sir Thomas) Acland. In forwarding it to his opponent, Mr. Temple wrote as follows: “The liberal arts are supreme over their sciences. Instead of the rules being despotic, the great artist usually proves his greatness by rightly setting aside rules; and the great critic is he who, while he knows the rule, can appreciate the ‘law within the law’ which overrides the rule. In no other way does Ruskin so fully show his greatness in criticism as in that fine inconsistency for which he has been so often attacked by men who do not see the real consistency that lies beneath.”

30

In the following year Mr. Ruskin wrote a paper for the National Association for the Promotion of Social Science, on “Education in Art” (Transactions, 1858, pp. 311-316), now reprinted in the eleventh volume of Mr. Ruskin’s works, “A Joy for Ever,” p. 185. To this paper the reader of the present letter is referred.

31

“Giotto passed the first ten years of his life, a shepherd-boy, among these hills (of Fiésole); was found by Cimabue, near his native village, drawing one of his sheep upon a smooth stone; was yielded up by his father, ‘a simple person, a laborer of the earth,’ to the guardianship of the painter, who, by his own work, had already made the streets of Florence ring with joy; attended him to Florence, and became his disciple.”—“Giotto and his Works in Padua,” by John Ruskin, 1854, p. 12.