I cannot better set forth his opinions about the antique than by quoting the following fragments from two articles that he wrote for the Musée, a review of ancient art, in January and February, 1904; for Rodin sometimes writes, quite unpretentiously, but with the same lucidity of thought that he shows in his familiar conversation. One of these articles refers to a Greek statuette in the Museum of Naples, the other to the lesson that the ancients give us.
"In the first place, the Antique is Life itself. Nothing is more alive, and no style in the world has rendered life as it has. The ancients were the greatest, most serious, and most admirable observers of nature who have ever existed. The antique was able to render life because the ancients saw the essential thing in it—large blocks. They confined themselves to the large shadows cast by these large blocks, and as truth itself lies in that, their figures being so made could never be feeble. Moreover, the antique is simple, and that gives it astonishing energy. And then there is much more study in it than appears; that was brought home to me once. When I had finished my Age of Brass, I went to Italy and I found an Apollo whose leg was in exactly the same position as one in The Age of Brass that had taken me six months' work. Then I saw that though on the surface everything seems to be done at a stroke, in reality all the muscles are built up and one sees the details come to light one by one. That is because the ancients studied everything in its successive profiles, because in any figure and every part of a figure no profile is like another; when each has been studied separately the whole appears simple and alive.
"The great error of the neo-Greek school is really this: it is not type that is antique, but modelling. For want of having understood that, the neo-Greek school has produced nothing but papier-mâché. It is bad to put the antique before beginners; one should end, not begin with it. If you wanted to teach someone to eat, you would give him fresh food, that he might learn to chew; it would never occur to you to give him food already triturated to exercise his teeth upon. Well, when you want to teach sculpture to anyone, set him face to face with nature, and when he has gained plenty of power to deal with nature, then say to him: 'Now, here is what the antique has done.' And that will give him a new source of energy. Whereas if you give the antique to the beginner who has never struggled with nature, he does not understand anything about it, and loses his individuality over it. You make a plagiarist of him, and instead of making his own prayer to nature he will repeat the prayer of the antique without understanding the words of it. He will die an old pupil; he will not die a man.
"To teach the antique at the outset of a man's studies is to render the antique incomprehensible. In the first place, no one can teach the antique, it is not possible; that art of truth and simplicity cannot be taught. The sculptor works from nature, and afterwards he goes to look, in the galleries, and see how the antique rendered what he has been trying for from the life. But if he goes straight to the antique, shutting his eyes to nature, as the antique has always been done from nature, our sculptor will only be able to carry that vision into his own work in a factitious way; he will be neither antique nor modern, but bad.
"A man may do antique work in our day, not in the false sense of producing the antique type, but in the true sense of modelling like the antique. Such a man (painter, etcher, or sculptor) will take nature, and if he has the power of the antique he will produce antique work, which will entirely disagree with what is taught as such, but will agree with that in the museums. The 'École' begins at the end; when a man begins with nature, he may go on to the most improbable inventions; the antiques themselves show that. Do you know of anything more impossible than the centaur? But is there anything finer in Olympia? The ancients knew nature so well that they became her fellow-workers and created, not phantoms, but beings that were alive in spite of physical impossibilities. To my mind it would be better not to study the antique than to study it wrong. It is not the artist's alphabet, but the reward of his work. The command which it gives us is not to copy it, but to do like it.
