The Life of John Ruskin

by W. G. Collingwood

CHAPTER I

FIRST OXFORD LECTURES (1870-1871)

On Tuesday, 8th February, 1870, the Slade Professor's lecture-room was crowded to over-flowing with members of the University, old and young, and their friends, who flocked to hear, and to see, the author of "Modern Painters." The place was densely packed long before the time; the ante-rooms were filled with personal friends, hoping for some corner to be found them at the eleventh hour; the doors were blocked open, and besieged outside by a disappointed multitude.

Professorial lectures are not usually matters of great excitement: it does not often happen that the accommodation is found inadequate. After some hasty arrangements Sir Henry Acland pushed his way to the table, announced that it was impossible for the lecture to be held in that place, and begged the audience to adjourn to the Sheldonian Theatre. At last, welcomed by all Oxford, the Slade Professor appeared, to deliver his inaugural address.[²¹]

It was not strictly academic, the way he used to come in, with a little following of familiars and assistants,—exchange recognition with friends in the audience, arrange the objects he had brought to show,—fling off his long sleeved Master's gown, and plunge into his discourse. His manner of delivery had not altered much since the time of the Edinburgh Lectures. He used to begin by reading, in his curious intonation, the carefully-written passages of rhetoric, which usually occupied only about the half of his hour. By-and-by he would break off, and with quite another air extemporise the liveliest interpolations, describing his diagrams or specimens, restating his arguments, re-enforcing his appeal. His voice, till then artificially cadenced, suddenly became vivacious; his gestures, at first constrained, became dramatic. He used to act his subject, apparently without premeditated art, in the liveliest pantomime. He had no power of voice-mimicry, and none of the ordinary gifts of the actor. A tall and slim figure, not yet shortened from its five feet ten or eleven by the habitual stoop, which ten years later brought him down to less than middle height; a stiff, blue frock-coat; prominent, half-starched wristbands, and tall collars of the Gladstonian type; and the bright blue stock which every one knows for his heraldic bearing: no rings or gewgaws, but a long thin gold chain to his watch:—plain old-English gentleman, neither fashionable bourgeois nor artistic mountebank.

But he gave himself over to his subject with such unreserved intensity of imaginative power, he felt so vividly and spoke so from the heart, that he became whatever he talked about, never heeding his professorial dignity, and never doubting the sympathy of his audience. Lecturing on birds, he strutted like the chough, made himself wings like the swallow; he was for the moment a cat, when he explained (not "in scorn") that engraving was the "art of scratch." If it had been an affectation of theatric display, we "emancipated school-boys," as the Master of University used to call us, would have seen through it at once, and scorned him. But it was so evidently the expression of his intense eagerness for his subject, so palpably true to his purpose, and he so carried his hearers with him, that one saw in the grotesque of the performance only the guarantee of sincerity.

If one wanted more proof of that, there was his face, still young-looking and beardless; made for expression, and sensitive to every change of emotion. A long head, with enormous capacity of brain, veiled by thick wavy hair, not affectedly lengthy but as abundant as ever, and darkened into a deep brown, without a trace of grey; and short, light whiskers growing high over his cheeks. A forehead not on the model of the heroic type, but as if the sculptor had heaped his clay in handfuls over the eyebrows, and then heaped more. A big nose, aquiline, and broad at the base, with great thoroughbred nostrils and the "septum" between them thin and deeply depressed; and there was a turn down at the corners of the mouth, and a breadth of lower lip, that reminded one of his Verona griffin, half eagle, half lion; Scotch in original type, and suggesting a side to his character not all milk and roses. And under shaggy eyebrows, ever so far behind, the fieriest blue eyes, that changed with changing expression, from grave to gay, from lively to severe; that riveted you, magnetised you, seemed to look through you and read your soul; and indeed, when they lighted on you, you felt you had a soul of a sort. What they really saw is a mystery. Some who had not persuaded them to see as others see, maintained that they only saw what they looked for; others, who had successfully deceived them, that they saw nothing. No doubt they might be deceived; but I know now that they often took far shrewder measurements of men—I do not say of women—than anybody suspected.

For the Inaugural Course, he was, so to speak, on his best behaviour, guarding against too hasty expression of individuality. He read careful orations, stating his maturest views on the general theory of art, in picked language, suited to the academic position. The little volume is not discursive or entertaining, like "Modern Painters," and contains no pictures either with pen or pencil; but it is crammed full of thought, and of the results of thought.

The Slade Professor was also expected to organise and superintend the teaching of drawing; and his first words in the first lecture expressed the hope that he would be able to introduce some serious study of Art into the University, which, he thought, would be a step towards realising some of his ideals of education. He had long felt that mere talking about Art was a makeshift, and that no real insight could be got into the subject without actual and practical dealing with it. He found a South Kensington School in existence at Oxford, with an able master, Mr. Alexander Macdonald; and though he did not entirely approve of the methods in use, tried to make the best of the materials to his hand, accepting but enlarging the scope of the system. The South Kensington method had been devised for industrial designing, primarily; Ruskin's desire was to get undergraduates to take up a wider subject, to familiarise themselves with the technical excellences of the great masters, to study nature, and the different processes of art,—drawing, painting and some forms of decorative work, such as, in especial, goldsmiths' work, out of which the Florentine school had sprung. He did not wish to train artists, but, as before in the Working Men's College, to cultivate the habit of mind that looks at nature and life, not analytically, as science does, but for the sake of external aspect and expression. By these means he hoped to breed a race of judicious patrons and critics, the best service any man can render to the cause of art.