On the Old Road, Vol. 2 (of 2) / A Collection of Miscellaneous Essays and Articles on Art and Literature

by John Ruskin

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.