Finally, then, we would recommend your correspondent, first, to divest herself of every atom of lingering respect or regard for the common criticism of the press, and to hold fast by the authority of Callcott, Chantrey, Landseer, and Stanfield; and this, not because we would have her slavishly subject to any authority but that of her own eyes and reason, but because we would not have her blown about with every wind of doctrine, before she has convinced her reason or learned to use her eyes. And if she can draw at all, let her make careful studies of any natural objects that may happen to come in her way,—sticks, leaves, or stones,—and of distant atmospheric effects on groups of objects; not for the sake of the drawing itself, but for the sake of the powers of attention and accurate observation which thus only can be cultivated. And let her make the study, not thinking of this artist or of that; not conjecturing what Harding would have done, or Stanfield, or Callcott, with her subject; not trying to draw in a bold style, or a free style, or any other style; but drawing all she sees, as far as may be in her power, earnestly, faithfully, unselectingly; and, which is perhaps the more difficult task of the two, not drawing what she does not see. Oh, if people did but know how many lines nature suggests without showing, what different art should we have! And let her never be discouraged by ill success. She will seldom have gained more knowledge than when she most feels her failure. Let her use every opportunity of examining the works of Turner; let her try to copy them, then try to copy some one else’s, and observe which presents most of that kind of difficulty which she found in copying nature. Let her, if possible, extend her acquaintance with wild natural scenery of every kind and character, endeavoring in each species of scenery to distinguish those features which are expressive and harmonious from those which are unaffecting or incongruous; and after a year or two of such discipline as this, let her judge for herself. No authority need then, or can then, be very influential with her. Her own pleasure in works of true greatness27 will be too real, too instinctive, to be persuaded or laughed out of her. We bid her, therefore, heartily good-speed, with this final warning: Let her beware, in going to nature, of taking with her the commonplace dogmas or dicta of art. Let her not look for what is like Titian or like Claude, for composed form or arranged chiaroscuro; but believe that everything which God has made is beautiful, and that everything which nature teaches is true. Let her beware, above everything, of that wicked pride which makes man think he can dignify God’s glorious creations, or exalt the majesty of his universe. Let her be humble, we repeat, and earnest Truth was never sealed, if so sought. And once more we bid her good-speed in the words of our poet-moralist:
“Enough of Science and of Art:
Seal up these barren leaves;
Come forth, and bring with you a heart
That watches, and receives.”28
[From “Some Account of the Origin and Objects of the New Oxford Examinations for the Title of Associate in Arts and Certificates,” by T. D. Acland, late Fellow of All Souls’ College, Oxford,29 1858, pp. 54-60.]
My dear Sir: I have just received your most interesting letter, and will try to answer as shortly as I can, saying nothing of what I feel, and what you must well know I should feel, respecting the difficulty of the questions and their importance; except only this, that I should not have had the boldness to answer your letter by return of post, unless, in consequence of conversations on this subject with Mr. Acland and Dr. Acland, two months ago, I had been lately thinking of it more than of any other.30
Your questions fall under two heads: (1) The range which an art examination can take; (2) The connection in which it should be placed with other examinations.
I think the art examination should have three objects:
(1) To put the happiness and knowledge which the study of art conveys within the conception of the youth, so that he may in after-life pursue them, if he has the gift.
(2) To enforce, as far as possible, such knowledge of art among those who are likely to become its patrons, or the guardian of its works, as may enable them, usefully to fulfil those duties.
(3) To distinguish pre-eminent gift for the production of works of art, so as to get hold of all the good artistical faculty born in the country, and leave no Giotto lost among hill-shepherds.31
In order to accomplish the first object, I think that, according to Mr. Acland’s proposal, preliminary knowledge of drawing and music should be asked for, in connection with writing and arithmetic; but not, in the preliminary examination, made to count towards distinction in other schools. I think drawing is a necessary means of the expression of certain facts of form and means of acquaintance with them, as arithmetic is the means of acquaintance with facts of number. I think the facts which an elementary knowledge of drawing enables a man to observe and note are often of as much importance to him as those which he can describe in words or calculate in numbers. And I think the cases in which mental deficiency would prevent the acquirement of a serviceable power of drawing would be found as rare as those in which no progress could be made in arithmetic. I would not desire this elementary knowledge to extend far, but the limits which I would propose are not here in question. While I feel the force of all the admirable observations of Mr. Hullah on the use of the study of music, I imagine that the cases of physical incapacity of distinguishing sounds would be too frequent to admit of musical knowledge being made a requirement; I would ask for it, in Mr. Acland’s sense; but the drawing might, I think, be required, as arithmetic would be.
2. To accomplish the second object is the main difficulty. Touching which I venture positively to state:
First. That sound criticism of art is impossible to young men, for it consists principally, and in a far more exclusive sense than has yet been felt, in the recognition of the facts represented by the art. A great artist represents many and abstruse facts; it is necessary, in order to judge of his works, that all those facts should be experimentally (not by hearsay) known to the observer; whose recognition of them constitutes his approving judgment. A young man cannot know them.
Criticism of art by young men must, therefore, consist either in the more or less apt retailing and application of received opinions, or in a more or less immediate and dextrous use of the knowledge they already possess, so as to be able to assert of given works of art that they are true up to a certain point; the probability being then that they are true farther than the young man sees.
The first kind of criticism is, in general, useless, if not harmful; the second is that which the youths will employ who are capable of becoming critics in after years.
Secondly. All criticism of art, at whatever period of life, must be partial; warped more or less by the feelings of the person endeavoring to judge. Certain merits