On the Old Road, Vol. 2 (of 2). Ruskin John

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СКАЧАТЬ before them examples of all schools and times; they are confused enough by what they see in the shops, and in the annual exhibitions. Let engraving be taught by Marc Antonio and Albert Dürer,—painting by Giorgione, Paul Veronese, Titian and Velasquez,—and sculpture by good Greek and selected Roman examples, and let there be no question of other schools or their merits. Let those things be shown as good and right, and let the student be trained in those principles:—if afterwards he strikes out an original path, let him; but do not let him torment himself and other people with his originalities, till he knows what is right, so far as is known at present.

      You are opposed, on the whole, to the introduction of the lay element?—Yes; but I am not opposed strongly or distinctly to it, because I have not knowledge enough of society to know how it would work.

      Your not being in favor of it results from your belief that the lay element that would be useful to the Academy does not at present exist in this country; but you think, if it did exist, and if it could be made to grow out of our schools and universities by art teaching, it might, with advantage to the Academy and to artists, be introduced into the Academy?—Yes.

      188. Supposing the class of Royal Academicians to be retained, and that you had fifty Royal Academicians, should you think it desirable that their works should be exhibited by themselves, so that the public might see together the works of those considered to be the first artists of this country?—Certainly, I should like all pictures to be well seen, but I should like one department of the exhibition to be given to the Associates or Graduates. I use that term because I suppose those Associates to have a degree given them for a certain amount of excellence, and any person who had attained that degree should be allowed to send in so many pictures. Then the pictures sent in by persons who had attained the higher honor of Royal Academician should be separately exhibited.

      That would act as a stimulus to them to keep up their position and show themselves worthy of the honor?—Yes. I do not think they ought to be mixed at all as they are now.

      189. What is your opinion with reference to the present system of traveling studentships?—I think it might be made very useful indeed.

      On the one hand it has been suggested that there should be, as is the system adopted by the French Academy, a permanent professor at Rome to look after the students; on the other hand it has been said that it is not desirable, if you have those traveling studentships, that the students should go to Rome, that it is better for them to travel, and to go to Venice or Lombardy, and to have no fixed school in connection with the Academy at Rome. To which of those two systems do you give the preference?—I should prefer the latter; if a man goes to travel, he ought to travel, and not be plagued with schools.

      It has been suggested that fellowships might be given to rising artists, pecuniary assistance being attached to those fellowships, the artist being required annually to send in some specimen of his work to show what he was doing, but it being left optional with him to go abroad or to work at home; should you think that would be desirable, or as has been suggested in a letter by Mr. Armitage, supposing those fellowships to be established for four years, that two of those years should be spent abroad and two at home?—Without entering into any detail as to whether two years should be spent abroad and two years at home, I feel very strongly that one of the most dangerous and retarding influences you have operating upon art is the enormous power of money, and the chances of entirely winning or entirely losing, that is, of making your fortune in a year by a large taking picture, or else starving for ten years by very good small ones. The whole life of an artist is a lottery, and a very wild lottery, and the best artist is liable to be warped away from what he knows is right by the chance of at once making a vast fortune by catching the public eye, the public eye being only to be caught by bright colors and certain conditions of art not always desirable. If, therefore, connected with the Academy schools there could be the means of giving a fixed amount of income to certain men, who would as a consideration for that income furnish a certain number of works that might be agreed upon, or undertake any national work that might be agreed upon, that I believe would be the healthiest way in which a good painter could be paid. To give him his bread and cheese, and so much a day, and say, Here are such and such things we want you to do, is, I believe, the healthiest, simplest, and happiest way in which great work can be produced. But whether it is compatible with our present system I cannot say, nor whether every man would not run away as soon as he found he could get two or three thousand pounds by painting a catching picture. I think your best men would not.

      You would be in favor of those fellowships?—Yes.

      190. I gather that you are in favor of the encouragement of mural decoration, fresco painting, and so forth. The system that prevails abroad, in France, for instance, is for painters to employ pupils to work under them. It was in that way that Delaroche painted his hemicycle at the Académie des Beaux-Arts, employing four pupils, who worked for him, and who from his small sketch drew the full-sized picture on the walls, which was subsequently corrected by him. They then colored it up to his sketch, after which he shut himself up again, and completed it. On the other hand, if you go to the Victoria Gallery in the House of Lords, you find Mr. Maclise at work on a space of wall forty-eight feet long, painting the Death of Nelson on the deck of the "Victory," every figure being life size, the deck of the ship and the ropes and everything being the actual size, and you see him painting with his own hand each little bit of rope and the minutest detail. Which of the two systems do you think is the soundest and most calculated to produce great and noble work?—The first is the best for the pupils, the other is the best for the public. But unquestionably not only can a great work be executed as Mr. Maclise is executing his, but no really great work was executed otherwise, for in all mighty work, whether in fresco or oil, every touch and hue of color to the last corner has been put on lovingly by the painter's own hand, not leaving to a pupil to paint so much as a pebble under a horse's foot.

      191. Do you believe that most of the works of the great masters in Italy were so executed?—No; because the pupils were nearly as mighty as the masters. Great men took such an interest in their work, and they were so modest and simple that they were repeatedly sacrificing themselves to the interests of their religion or of the society they were working for; and when a thing was to be done in a certain time it could only be done by bringing in aid; but whenever precious work was to be done, then the great man said, "Lock me up here by myself, give me a little wine and cheese, and come in a month, and I will show you what I have done."

      Do you think it desirable that the pupils should be so trained as to be capable of assisting great masters in such works?—Assuredly.

      Note.—The following analysis of the above evidence was given in the Index to the Report (pp. 139, 140).—Ed.

      168-69. The Academy not in all points satisfactory. Would wish to see the Academicians not self-elected.—But by a constituency consisting both of artists and the public.—Public influence to be the same in painting as in music.

      170. As to the Associates: is in favor of some period of probation.—Their class to be unlimited, with a very limited number of Academicians.

      171. Has formed no opinion on the question of introducing laymen into the Academy; in matters of revenue they might be joined with artists, but not in the selection and hanging of pictures: opposed on the whole to their introduction, considering the present state of art education.—As he would like to see the Academy constituted, thinks the president ought to be an artist.

      172. General effect of the Academy's teaching upon the art of the country merely nugatory.—Would have a much more comprehensive system of teaching.

      173. The Academy education to correspond wholly to the University education.

      174. Not easy but very necessary for the Academy to adopt an authoritative system of teaching.

      175. His idea of what the Academy teaching should be; would have a school of chemistry.

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