10. Describe its consequent influence on civilization.
Of all these ten questions, there is not one which does not test the student in other studies than botany. Thus, 1, Geography; 2, Drawing; 3, Mathematics; 4, 5, Chemistry; 6, Political Economy; 7, 8, 9, 10, Literature.
Of course the plants required to be thus studied could be but few, and would rationally be chosen from the most useful of foreign plants, and those common and indigenous in England. All sciences should, I think, be taught more for the sake of their facts, and less for that of their system, than heretofore. Comprehensive and connected views are impossible to most men; the systems they learn are nothing but skeletons to them; but nearly all men can understand the relations of a few facts bearing on daily business, and to be exemplified in common substances. And science will soon be so vast that the most comprehensive men will still be narrow, and we shall see the fitness of rather teaching our youth to concentrate their general intelligence highly on given points than scatter it towards an infinite horizon from which they can fetch nothing, and to which they can carry nothing.
[From “Nature and Art,” December 1, 1866.]
ART-TEACHING BY CORRESPONDENCE.
Dear Mr. Williams:[35] I like your plan of teaching by letter exceedingly: and not only so, but have myself adopted it largely, with the help of an intelligent under-master, whose operations, however, so far from interfering with, you will much facilitate, if you can bring this literary way of teaching into more accepted practice. I wish we had more drawing-masters who were able to give instruction definite enough to be expressed in writing: many can teach nothing but a few tricks of the brush, and have nothing to write, because nothing to tell.
With every wish for your success,—a wish which I make quite as much in your pupils’ interest as in your own,—
Believe me, always faithfully yours,
J. Ruskin.
Denmark Hill, November, 1860.