Arrows of the Chace, vol. 1/2. Ruskin JohnЧитать онлайн книгу.
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.
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.