Chapter III: Front Matter (3)

From the great knowledge which you possess of British art, looking to the most eminent painters, sculptors, and architects at this time, should you say that the number of the Royal Academy is sufficient fully to represent them, or would you recommend an increase in the present number of Academicians?--I have not considered in what proportion the Academicianships at present exist. That is rather a question bearing upon the degree of dignity which one would be glad to confer. I should like the highest dignity to be limited, but I should like the inferior dignity corresponding to the Associateship to be given, as the degrees are given in the universities, without any limitation of number, to those possessing positive attainments and skill. I should think a very limited number of Academicianships would always meet all the requirements of the highest intellect of the country.

171. Have you formed any opinion upon the expediency of intrusting laymen with some share in the management of the affairs of the Academy?--No, I have formed no opinion upon that matter. I do not know what there is at present to be managed in the Academy. I should think if the Academy is to become an available school, laymen cannot be joined in the management of that particular department. In matters of revenue, and in matters concerning the general interests and dignity of the Academy, they might be.

Should you think that non-professional persons would be fitly associated with artists in such questions as the selection and hanging of the pictures sent in for exhibition?--No, I think not.

Some persons have suggested that the president of the Academy should not always nor of necessity be himself an artist; should you approve of any system by which a gentleman of high social position, not an artist, was placed at the head of such a body as the Academy?--"Of such a body as the Academy," if I may be permitted to repeat your words, must of course have reference to the constitution to be given to it. As at present constituted, I do not know what advantage might or might not be derived from such a gentleman being appointed president. As I should like to see it constituted, I think he ought to be an artist only.

172. Have you had any reason to observe or to make yourself acquainted with the working of the schools of the Royal Academy?--Yes, I have observed it. I have not made myself acquainted with the actual methods of teaching at present in use, but I know the general effect upon the art of the country.

What should you say was that effect?--Nearly nugatory: exceedingly painful in this respect, that the teaching of the Academy separates, as the whole idea of the country separates, the notion of art-education from other education, and when you have made that one fundamental mistake, all others follow. You teach a young man to manage his chalk and his brush--not always that--but having done that, you suppose you have made a painter of him; whereas to educate a painter is the same thing as to educate a clergyman or a physician--you must give him a liberal education primarily, and that must be connected with the kind of learning peculiarly fit for his profession. That error is partly owing to our excessively vulgar and excessively shallow English idea that the artist's profession is not, and cannot be, a liberal one. We respect a physician, and call him a gentleman, because he can give us a purge and clean out our stomachs; but we do not call an artist a gentleman, whom we expect to invent for us the face of Christ. When we have made that primary mistake, all other mistakes in education are trivial in comparison. The very notion of an art academy should be, a body of teachers of the youth who are to be the guides of the nation through its senses; and that is a very important means of guiding it. We have done a good deal through dinners, but we may some day do a good deal more through pictures.

You would have a more comprehensive system of teaching?--Much more comprehensive.

173. Do I rightly understand you that you would wish it to embrace branches of liberal education in general, and not be merely confined to specific artistic studies?--Certainly. I would have the Academy education corresponding wholly to the university education. The schools of the country ought to teach the boy the first conditions of manipulation. He should come up, I say not at what age, but probably at about fourteen or fifteen, to the central university of art, wherever that was established; and then, while he was taught to paint and to carve and to work in metal--just as in old times he would have been taught to manage the sword and lance, they being the principal business of his life,--during the years from fifteen to twenty, the chief attention of his governors should be to make a gentleman of him in the highest sense; and to give him an exceedingly broad and liberal education, which should enable him not only to work nobly, but to conceive nobly.

174. As to the point, however, of artistic manipulation, is not it the fact that many great painters have differed, and do differ, from each other, and would it therefore be easy for the Academy to adopt any authoritative system of teaching, excluding one mode and acknowledging another?--Not easy, but very necessary. There have been many methods; but there has never been a case of a great school which did not fix upon its method: and there has been no case of a thoroughly great school which did not fix upon the right method, as far as circumstances enabled it to do so. The meaning of a successful school is, that it has adopted a method which it teaches to its young painters, so that right working becomes a habit with them; so that with no thought, and no effort, and no torment, and no talk about it, they have the habit of doing what their school teaches them.

You do not think a system is equally good which leaves to each eminent professor, according to the bent of his genius or the result of his experience, to instruct young men, the instruction varying with the character of each professor?--Great benefit would arise if each professor founded his own school, and were interested in his own pupils; but, as has been sufficiently illustrated in the schools of Domenichino and Guido, there is apt to arise rivalry between the masters, with no correlative advantages, unless the masters are all of one mind. And the only successful idea of an academy has been where the practice was consistent, and where there was no contradiction. Considering the knowledge we now have, and the means we now have of comparing all the works of the greatest painters, though, as you suggest by your question, it is not easy to adopt an authoritative system, yet it is perfectly possible. Let us get at the best method and let us teach that. There is unquestionably a best way if we can find it; and we have now in England the means of finding it out.

The teaching in the Academy is now, under all circumstances, gratuitous; would you wish that system to continue, or should you prefer to see a system of payment?--I am not prepared to answer that question. It would depend upon the sort of system that was adopted and on the kind of persons you received into your schools.

175. I presume you would say that in artistic teaching there are some points on which there would be common ground, and others upon which there must be specific teaching; for instance, in sculpture and painting there is a point up to which the proportions of the human figure have to be studied, but afterwards there is a divergence between the two arts of chiseling marble and laying colors on the canvas?--Certainly. I should think all that might be arranged in an Academy system very simply. You would have first your teaching of drawing with the soft point; and associated with that, chiaroscuro: you would then have the teaching of drawing with the hard or black point, involving the teaching of the best system of engraving, and all that was necessary to form your school of engravers: you would then proceed to metal work; and on working in metal you would found your school of sculpture, and on that your school of architecture: and finally, and above all, you would have your school of painting, including oil painting and fresco painting, and all painting in permanent material; (not comprising painting in any material that was not permanent:) and with that you would associate your school of chemistry, which should teach what was permanent and what was not; which school of chemistry should declare authoritatively, with the Academy's seal, what colors would stand and what process would secure their standing: and should have a sort of Apothecaries' Hall where anybody who required them could procure colors in the purest state; all these things being organized in one great system, and only possibly right by their connection and in their connection.

176. Do you approve of the encouragement which of late years has been given to fresco painting, and do you look forward to much extension of that branch of art in England?--I found when I was examining the term "fresco painting," that it was a wide one, that none of us seemed to know quite the limitation or extent of it; and after giving a good deal more time to the question I am still less able to answer distinctly on an understanding of the term "fresco painting:" but using the term "decorative painting, applicable to walls in permanent materials," I think it essential that every great school should include as one of its main objects the teaching of wall painting in permanent materials, and on a large scale.

You think it should form a branch of the system of teaching in the Academy?--I think it should form a branch of the teaching in the Academy, possibly the principal branch.

Does it so far as you know form a separate branch of teaching in any of the foreign academies?--I do not know.

177. Looking generally, and of course without mentioning any names, have you in the course of the last few years been generally satisfied with the selection of artists into the Royal Academy?--No, certainly not.

Do you think that some artists of merit have been excluded, or that artists whom you think not deserving of that honor have been elected?--More; that artists not deserving of the honor have been elected. I think it does no harm to any promising artist to be left out of the Academy, but it does harm to the public sometimes that an unpromising artist should be let into it.

You think there have been cases within the last few years in which persons, in your judgment, not entitled to that distinction have nevertheless been elected?--Certainly.

178. With respect to the selection of pictures for the exhibition, are you satisfied in general with that selection, or have you in particular instances seen ground to think that it has been injudiciously exercised?--In some cases it has been injudiciously exercised, but it is a matter of small importance; it causes heartburning probably, but little more. If a rejected picture is good, the public will see it some day or other, and find out that it is a good picture. I care little about what pictures are let in or not, but I do care about seeing the pictures that are let in. The main point, which everyone would desire to see determined, is how the pictures that are admitted are to be best seen. No picture deserving of being seen at all should be so hung as to give you any pain or fatigue in seeing it. If you let a picture into the room at all, it should not be hung so high as that either the feelings of the artist or the neck of the public should be hurt.

179. _Viscount Hardinge._ I gather from your evidence that you would wish to see the Royal Academy a sort of central university to which young men from other institutions should be sent. Assuming that there were difficulties in the way of carrying that out, do you think, under the present system, you could exact from young men who are candidates for admission into the Royal Academy, some educational test?--Certainly; I think much depends upon that. If the system of education which I have been endeavoring to point out were adopted, you would have in every one of those professions very practiced workmen. You could not have any of this education carried out, unless you had thoroughly practiced workmen; and you should fix your pass as you fix your university pass, and you should pass a man in architecture, sculpture, and painting, because he knows his business, and knows as much of any other science as is necessary for his profession. You require a piece of work from him, and you examine him, and then you pass him,--call him whatever you like;--but you say to the public, Here is a workman in this branch who will do your work well.

You do not think there would in such a system be any risk of excluding men who might hereafter be great men who under such a system might not be able to pass?--There are risks in every system, but I think every man worth anything would pass. A great many who would be good for nothing would pass, but your really great man would assuredly pass.

180. Has it ever struck you that it would be advantageous to art if there were at the universities professors of art who might give lectures and give instruction to young men who might desire to avail themselves of it, as you have lectures on botany and geology?--Yes, assuredly. The want of interest on the part of the upper classes in art has been very much at the bottom of the abuses which have crept into all systems of education connected with it. If the upper classes could only be interested in it by being led into it when young, a great improvement might be looked for; therefore I feel the expediency of such an addition to the education of our universities.

181. Is not that want of refinement which may be observed in many of the pictures from time to time exhibited in the Royal Academy to be attributed in a great measure to the want of education amongst artists?--It is to be attributed to that, and to the necessity which artists are under of addressing a low class of spectators: an artist to live must catch the public eye. Our upper classes supply a very small amount of patronage to artists at present, their main patronage being from the manufacturing districts and from the public interested in engravings;--an exceedingly wide sphere, but a low sphere,--and you catch the eye of that class much more by pictures having reference to their amusements than by any noble subject better treated, and the better treated it was the less it would interest that class.

Is it not often the case that pictures exhibiting such a want of refinement, at the same time fetch large prices amongst what I may call the mercantile patrons of art?--Certainly; and, the larger the price, the more harm done of course to the school, for that is a form of education you cannot resist. Plato said long ago, when you have your demagogue against you no human form of education can resist that.

182. _Sir E. Head._ What is your opinion of the present mode of teaching in the life school and the painting school, namely, by visitors constantly changing?--I should think it mischievous. The unfortunate youths, I should imagine, would just get what they could pick up; it would be throwing them crumbs very much as you throw bones to the animals in the Zoological Gardens.

Do you conceive that anything which can be properly called a school, is likely to be formed where the teaching is conducted in that way?--Assuredly not.

183. You stated that in the event of the introduction of lay members into the Academy, you would not think it desirable that they should take part in the selection or hanging of pictures for exhibition. Is not there a great distinction between the selection of the pictures and the hanging of the pictures, and might not they take part in the one without taking part in the other?--I should think hardly. My notion of hanging a picture is to put it low enough to be seen. If small it should be placed near the eye. Anybody can hang a picture, but the question should be, is there good painting enough in this picture to make it acceptable to the public, or to make it just to the artist to show it? And none but artists can quite judge of the workmanship which should entitle it to enter the Academy.

Do you think it depends solely upon the workmanship?--Not by any means solely, but I think that is the first point that should be looked to. An ill-worked picture ought not to be admitted; let it be exhibited elsewhere if you will, but your Academy has no business to let bad work pass. If a man cannot carve or paint, though his work may be well conceived, do not let his work pass. Unless you require good work in your Academy exhibition, you can form no school.

_Mr. Reeve._ Applying the rule you have just laid down, would the effect be to exclude a considerable proportion of the works now exhibited in the Academy?--Yes; more of the Academicians' than of others.

_Sir E. Head._ Selection now being made by technical artists?--No.

Professional?--Yes.

_Lord Elcho._ Do you think that none but professional artists are capable of judging of the actual merit or demerit of a painting?--Non-professional persons may offer a very strong opinion upon the subject, which may happen to be right,--or which may be wrong.

Your opinion is that the main thing with respect to the exhibition is, that the pictures should be seen; that they should not be hung too high or too low. That question has been already raised before the Commission, and it has been suggested that two feet from the ground should be the minimum height for the base of the picture, and some witnesses have said that six feet and others eight feet should be the maximum height for the base of the picture; what limit would you fix?--I should say that the horizontal line in the perspective of the picture ought always to be opposite the spectator's eye, no matter what the height may be from the floor. If the horizontal line is so placed that it must be above the spectator's eye, in consequence of the size of the picture, it cannot be helped, but I would always get the horizontal line opposite the eye if possible.

184. _Chairman._ Should you concur in the suggestion which a witness has made before this Commission, that it would be an improvement, if the space admitted of it, that works of sculpture should be intermixed in the same apartment with works of painting, instead of being kept as at present in separate apartments?--I should think it would be very delightful to have some works of sculpture mixed with works of painting; that it would make the exhibition more pleasing, and that the eye would be rested sometimes by turning from the colors to the marble, and would see the colors of the paintings better in return. Sir Joshua Reynolds mentions the power which some of the Flemish pictures seemed to derive, in his opinion, by looking at them after having consulted his note-book. Statuary placed among the pictures would have the same effect. I would not have the sculpture that was sent in for the exhibition of the year exhibited with the paintings, but I would have works of sculpture placed permanently in the painting rooms.

_Lord Elcho._ Supposing there were no works of sculpture available for being placed in the rooms permanently, and supposing among the works sent in for annual exhibition there were works of a character fit to be placed among the paintings, should you see any objection to their being so placed?--That would cause an immense amount of useless trouble, and perpetual quarrels among the sculptors, as to whose works were entitled to be placed in the painting rooms or not.

Are you aware that in the exhibition in Paris in 1855, that was the system adopted?--No. If the French adopted it, it was likely to be useful, and doubtless they would carry it out very cleverly; but we have not the knack of putting the right things in the right places by any means.

Did you see our own International Exhibition last year?--No.

Are you aware that a similar system was resorted to in the exhibition of pictures there?--I should think in our exhibitions we must put anything where it would go, in the sort of way that we manage them.

185. At the present moment there are on the books of the Academy five honorary members, who hold certain titular offices, Earl Stanhope being antiquary to the Academy, Mr. Grote being professor of ancient history, Dean Milman being professor of ancient literature, the Bishop of Oxford being chaplain, and Sir Henry Holland being secretary for foreign correspondence; these professors never deliver any lectures and have no voice whatever in the management, but have mere honorary titular distinctions; should you think it desirable that gentlemen of their position and character should have a voice in the management of the affairs of the Academy?--It would be much more desirable that they should give lectures upon the subjects with which they are acquainted. I should think Earl Stanhope and all the gentlemen you have mentioned, would be much happier in feeling that they were of use in their positions; and that if you gave them something to do they would very nobly do it. If you give them nothing to do I think they ought not to remain in the institution.

186. It has been suggested that the Academy now consisting of forty-two might be increased advantageously to fifty professional members, architecture, sculpture, and painting being fairly represented, and that in addition to those fifty there might be elected or nominated somehow or other ten non-professional persons, that is, men taking an interest in art, who had a certain position and standing in the country, and who might take an active part in the management of the affairs of the institution, so tending to bring the Royal Academy and the public together?--I do not know enough of society to be able to form an opinion upon the subject.

Irrespective of society, as a question of art, you know enough of non-professional persons interested in art to judge as to whether the infusion of such an element into the Academy might be of advantage to the Academy and to art generally?--I think if you educate our upper classes to take more interest in art, which implies, of course, to know something about it, they might be most efficient members of the Academy; but if you leave them, as you leave them now, to the education which they get at Oxford and Cambridge, and give them the sort of scorn which all the teaching there tends to give, for art and artists, the less they have to do with an academy of art the better.

Assuming that, at present, you have not a very great number of those persons in the country, do you not think that the mere fact of the adoption of such a principle in any reform in the constitution of the Academy might have the effect of turning attention more to this matter at the Universities, and leading to the very thing which you think so desirable?--No, I should think not. It would only at present give the impression that the whole system was somewhat artificial, and that it was to remain ineffective.

Notwithstanding the neglect of this matter at the Universities, do you think, at the present moment, you could not find ten non-professional persons, of the character you would think desirable, to add to the Academy?--If I may be so impertinent, I may say that you as one of the upper classes, and I as a layman in the lower classes, are tolerably fair examples of the kind of persons who take an interest in art, and I think both of us would do a great deal of mischief if we had much to do with the Academy.

187. Assuming those two persons to be appointed lay members, will you state in what way you think they would do mischief in the councils of the Academy?--We should be disturbing elements, whereas what I should try to secure, if I had anything to do with its arrangements, would be entire tranquillity, a regular system of tuition in which there should be little excitement, and little operation of popular, aristocratic, or any other disturbing influence; none of criticism, and therefore none of tiresome people like myself;--none of money patronage, or even of aristocratic patronage. The whole aim of the teachers should be to produce work which could be demonstrably shown to be good and useful, and worthy of being bought, or used in any way; and after that the whole question of patronage and interest should be settled. The school should teach its art-grammar thoroughly in everything, and in every material, and should teach it carefully; and that could be done if a perfect system were adopted, and above all, if a few thoroughly good examples were put before the students. That is a point which I think of very great importance. I think it very desirable that grants should be made by the Government to obtain for the pupils of the Academy beautiful examples of every kind, the very loveliest and best; not too many; and that their minds should not be confused by having placed 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.

176. The teaching of wall-painting in permanent materials should be
a branch, possibly the principal branch.

177. Not satisfied with the selection of artists to be members of
the Academy.

178. In some cases the selection of pictures has been injudicious,
but this a matter of small importance; the main point is how the
pictures that are admitted are to be best seen.

179. In favor of an educational test for candidates for admission
into the Academy.

180. And of professors of art at the Universities.

181. Causes of the want of refinement observable in many modern
pictures; the large prices they fetch harmful.

182. Teaching by visitors constantly changing mischievous.

183. How a picture should be hung.--An ill-worked picture ought not
to be admitted by the Academy.--Bearing of this last opinion upon
the present Exhibition.

184. Would have works of sculpture placed permanently in the
painting-room, but not any of those sent in for the Exhibition of
the year.

185. In favor of the present honorary members being made of use in
their positions.

186. Introduction of laymen into the Academy deprecated under
present circumstances, and why.--Present feeling towards art and
artists at the Universities.

187. Desirable that Government grants should be made to obtain for
the pupils of the Academy beautiful examples of every kind of art.

188. In favor of separate exhibitions of the works of Associates
(or Graduates) and Academicians.

189. In favor of art-fellowships, but not of a fixed school in
connection with the Academy at Rome.

190. Comparison of the French, and English systems (as regards
assistance from pupils) in the production of great public
paintings.

191. How the works of the Italian masters were executed.--Desirable
that pupils should be trained to assist great masters in public
works.

FOOTNOTES:

[Footnote 3: Reprinted from "The Report of the Commissioners appointed to inquire into the Present Position of the Royal Academy in Relation to the Fine Arts." London: Eyre and Spottiswoode, 1863 (pp. 546-55. Questions 5079-5142). The Commission consisted of Earl Stanhope (_Chairman_), Viscount Hardinge, Lord Elcho, Sir E. W. Head, Mr. William Stirling, Mr. H. D. Seymour, and Mr. Henry Reeve, all of whom, except Mr. Seymour, were present at the above sitting.--ED.]

A MUSEUM OR PICTURE GALLERY:

ITS FUNCTIONS AND ITS FORMATION.[4]

_March 20th, 1880._

MY DEAR ----,

192. If I put off writing the paper you asked me for, till I can do it conveniently, it may hang fire till this time next year. If you will accept a note on the subject now and then, keeping them till there are enough to be worth printing, all practical ends may be enough answered, and much more quickly.

The first function of a Museum--(for a little while I shall speak of Art and Natural History as alike cared for in an ideal one)--is to give example of perfect order and perfect elegance, in the true sense of that test word, to the disorderly and rude populace. Everything in its _own_ place, everything looking its best because it is there, nothing crowded, nothing unnecessary, nothing puzzling. Therefore, after a room has been once arranged, there must be no change in it. For new possessions there must be new rooms, and after twenty years' absence--coming back to the room in which one learned one's bird or beast alphabet, we should be able to show our children the old bird on the old perch in the accustomed corner. But--first of all, let the room be beautifully complete, _i.e._ complete enough for its proper business.

193. In the British Museum, at the top of the stairs, we encounter in a terrific alliance a giraffe, a hippopotamus, and a basking shark. The public--young and old--pass with a start and a stare, and remain as wise as they were before about all the three creatures. The day before yesterday I was standing by the big fish--a father came up to it with his little boy. "That's a shark," says he; "it turns on its side when it wants to eat you," and so went on--literally as wise as he was before; for he had read in a book that sharks turn on their side to bite, and he never looked at the ticket, which told him this particular shark only ate small fish. Now he never looked at the ticket, because he didn't expect to find anything on it except that this was the Sharkogobalus Smith-Jonesianius. But if, round the walls of the room, there had been all the _well-known_ kinds of shark, going down, in graduated sizes, from that basking one to our waggling dog-fish, and if every one of these had had a plain English ticket, with ten words of common sense on it, saying where and how the beast lived, and a number (unchangeable) referring to a properly arranged manual of the shark tribe (sold by the Museum publisher, who ought to have his little shop close by the porter's lodge), both father and son must have been much below the level of average English man and boy in mother wit if they did not go out of the room by the door in front of them very distinctly, and--to themselves--amazingly, wiser than they had come in by the door behind them.

194. If I venture to give instances of fault from the British Museum, it is because, on the whole, it is the best-ordered and pleasantest institution in all England, and the grandest concentration of the means of human knowledge in the world. And I am heartily sorry for the break-up of it, and augur no good from any changes of arrangement likely to take place in concurrence with Kensington, where, the same day that I had been meditating by the old shark, I lost myself in a Cretan labyrinth of military ironmongery, advertisements of spring blinds, model fish-farming, and plaster bathing nymphs with a year's smut on all the noses of them; and had to put myself in charge of a policeman to get out again. Ever affectionately yours,

J. RUSKIN.

_March 29th, 1880._

MY DEAR ----,

195. The only chance of my getting these letters themselves into fairly consistent and Museum-like order is by writing a word or two always the first thing in the morning till I get them done; so, I shall at least remember what I was talking of the day before; but for the rest--I must speak of one thing or another as it may come into my head, for there are too many to classify without pedantry and loss of time.

My requirement of "elegance" in that last letter contemplates chiefly architecture and fittings. These should not only be perfect in stateliness, durability, and comfort, but beautiful to the utmost point consistent with due subordination to the objects displayed. To enter a room in the Louvre is an education in itself; but two steps on the filthy floor and under the iron forks, half scaffold, half gallows, of the big Norwood glass bazaar, debase mind and eye at once below possibility of looking at anything with profit all the day afterwards. I have just heard that a French picture dealer is to have charge of the picture gallery there, and that the whole interior is to become virtually a large café, when--it is hoped--the glass monster may at last "pay." Concerning which beautiful consummation of Mr. Dickens's "Fairyland" (see my pamphlet[5] on the opening of the so-called "palace"), be it here at once noted, that all idea of any "payment," in that sense, must be utterly and scornfully abjured on the foundation stone of every National or Civic Museum. There must be neither companies to fill their own pockets out of it, nor trustees who can cramp the management, or interfere with the officering, or shorten the supplies of it. Put one man of reputation and sense at its head; give him what staff he asks for, and a fixed annual sum for expenditure--specific accounts to be printed annually for all the world's seeing--and let him alone. The original expenditure for building and fitting must be magnificent, and the current expenditure for cleaning and refitting magnanimous; but a certain proportion of this current cost should be covered by small entrance fees, exacted, not for any miserly helping out of the floor-sweepers' salaries, but for the sake of the visitors themselves, that the rooms may not be incumbered by the idle, or disgraced by the disreputable. You must not make your Museum a refuge against either rain or ennui, nor let into perfectly well-furnished, and even, in the true sense, palatial, rooms, the utterly squalid and ill-bred portion of the people. There should, indeed, be refuges for the poor from rain and cold, and decent rooms accessible to indecent persons, if they like to go there; but neither of these charities should be part of the function of a Civic Museum.

196. Make the entrance fee a silver penny (a silver groat, typically representing the father, mother, eldest son, and eldest daughter, passing always the total number of any one family), and every person admitted, however young, being requested to sign their name, or make their mark.

That the entrance money should be always of silver is one of the beginnings of education in the place--one of the conditions of its "elegance" on the very threshold.

And the institution of silver for bronze in the lower coinage is a part of the system of National education which I have been teaching these last ten years--a very much deeper and wider one than any that can be given in museums--and without which all museums will ultimately be vain.--Ever affectionately yours,

J. R.

P.S.--There should be a well-served coffee-room attached to the building; but this part of the establishment without any luxury in furniture or decoration, and without any cooking apparatus for carnivora.

_Easter Monday, 1880._

DEAR ----,

197. The day is auspicious for the beginning of reflection on the right manner of manifestation of all divine things to those who desire to see them. For every house of the Muses, where, indeed, they live, is an Interpreter's by the wayside, or rather, a place of oracle and interpretation in one. And the right function of every museum, to simple persons, is the manifestation to them of what is lovely in the life of Nature, and heroic in the life of Men.

There are already, you see, some quaint restrictions in that last sentence, whereat sundry of our friends will start, and others stop. I must stop also, myself, therefore, for a minute or two, to insist on them.

198. A Museum, primarily, is to be for _simple_ persons. Children, that is to say, and peasants. For your student, your antiquary, or your scientific gentleman, there must be separate accommodation, or they must be sent elsewhere. The Town Museum is to be for the Town's People, the Village Museum for the Villagers. Keep that first principle clear to start with. If you want to found an academy of painting in Littleborough, or of literature in Squattlesea Mere, you must get your advice from somebody else, not me.

199. Secondly. The museum is to manifest to these simple persons the beauty and life of all things and creatures in their perfectness. Not their modes of corruption, disease, or death. Not even, always, their genesis, in the more or less blundering beginnings of it; not even their modes of nourishment, if destructive; you must not stuff a blackbird pulling up a worm, nor exhibit in a glass case a crocodile crunching a baby.

Neither must you ever show bones or guts, or any other charnel-house stuff. Teach your children to know the lark's note from the nightingale's; the length of their larynxes is their own business, and God's.

I cannot enough insist upon this point, nor too solemnly. If you wish your children to be surgeons, send them to Surgeons' College; if jugglers or necromancers, to Messrs. Maskelyne and Cooke; and if butchers, to the shambles: but if you want them to lead the calm life of country gentlemen and gentlewomen, manservants and maidservants, let them seek none of Death's secrets till they die. Ever faithfully and affectionately yours,

J. R.

_Easter Tuesday, 1880._

DEAR ----,

200. I must enter to-day somewhat further on the practical, no less than emotional, reason for the refusal of anatomical illustrations to the general public.

It is difficult enough to get one clear idea into anybody, of any single thing. But next to impossible to get _two_ clear ideas into them, of the same thing. We have had lions' heads for door-knockers these hundred and fifty years, without ever learning so much as what a lion's head is like. But with good modern stuffing and fetching, I can manage now to make a child really understand something about the beast's look, and his mane, and his sullen eyes and brindled lips. But if I'm bothered at the same time with a big bony box, that has neither mane, lips, nor eyes, and have to explain to the poor wretch of a parish schoolboy how somehow this fits on to that, I will be bound that, at a year's end, draw one as big as the other, and he won't know a lion's head from a tiger's--nor a lion's skull from a rabbit's. Nor is it the parish boy only who suffers. The scientific people themselves miss half their points from the habit of hacking at things, instead of looking at them. When I gave my lecture on the Swallow[6] at Oxford, I challenged every anatomist there to tell me the use of his tail (I believe half of them didn't know he had one). Not a soul of them could tell me, which I knew beforehand; but I did not know, till I had looked well through their books, how they were quarreling about his wings! Actually at this moment (Easter Tuesday, 1880), I don't believe you can find in any scientific book in Europe a true account of the way a bird flies--or how a snake serpentines. My Swallow lecture was the first bit of clear statement on the one point, and when I get my Snake lecture published, you will have the first extant bit of clear statement on the other; and that is simply because the anatomists can't, for their life, look at a thing till they have skinned it.

201. And matters get worse and worse every hour. Yesterday, after writing the first leaf of this note, I went into the British Museum, and found a nasty skeleton of a lizard, with its under jaw dropped off, on the top of a table of butterflies--temporarily of course--but then everything has been temporary or temporizing at the British Museum for the last half-century; making it always a mere waste and weariness to the general public, because, forsooth, it had always to be kept up to the last meeting of the Zoological Society, and last edition of the _Times_. As if there had not been beasts enough before the Ark to tell our children the manners of, on a Sunday afternoon!

202. I had gone into the Museum that day to see the exact form of a duck's wing, the examination of a lively young drake's here at Coniston having closed in his giving me such a cut on the wrist with it, that I could scarcely write all the morning afterwards. Now in the whole bird gallery there are only two ducks' wings expanded, and those in different positions. Fancy the difference to the mob, and me, if the shells and monkey skeletons were taken away from the mid-gallery, and instead, three gradated series of birds put down the length of it (or half the length--or a quarter would do it--with judgment), showing the transition, in length of beak, from bunting to woodcock--in length of leg, from swift to stilted plover--and in length of wing, from auk to frigate-bird; the wings, all opened, in one specimen of each bird to their full sweep, and in another, shown at the limit of the down back stroke. For what on earth--or in air--is the use to me of seeing their boiled sternums and scalped sinciputs, when I'm never shown either how they bear their breasts--or where they carry their heads?

Enough of natural history, you will say! I will come to art in my next letter--finishing the ugly subject of this one with a single sentence from section ix. of the "Tale of a Tub," commending the context of it to my friends of the Royal Academy.

"Last week, I saw a woman flayed, and you will hardly believe how much it altered her person for the worse."--Ever, my dear ----, affectionately yours,

J. R.

_7th April, 1880._

MY DEAR ----,

203. I suppose that proper respect for the great first principles of the British Constitution, that every man should do as he pleases, think what he likes, and see everything that can be seen for money, will make most of your readers recoil from my first principle of Museum arrangement,--that nothing should be let inside the doors that isn't good of its sort,--as from an attempt to restore the Papacy, revive the Inquisition, and away with everybody to the lowest dungeon of the castle moat. They must at their pleasure charge me with these sinister views; they will find that there is no dexter view to be had of the business, which does not consist primarily in knowing Bad from Good, and Right from Wrong. Nor, if they will condescend to begin simply enough, and at the bottom of the said business, and let the cobbler judge of the crepida, and the potter of the pot, will they find it so supremely difficult to establish authorities that shall be trustworthy, and judgments that shall be sure.