Chapter II: Part 2

Raffaelle, it is true, had not the advantage of studying in an Academy; but all Rome, and the works of Michel Angelo in particular, were to him an Academy. On the sight of the Capella Sistina, he immediately, from a dry, Gothic, and even insipid manner, which attends to the minute accidental discriminations of particular and individual objects, assumed that grand style of painting, which improves partial representation by the general and invariable ideas of nature.

Every seminary of learning may be said to be surrounded with an atmosphere of floating knowledge, where every mind may imbibe somewhat congenial to its own original conceptions. Knowledge, thus obtained, has always something more popular and useful than that which is forced upon the mind by private precepts or solitary meditation. Besides, it is generally found, that a youth more easily receives instruction from the companions of his studies, whose minds are nearly on a level with his own, than from those who are much his superiors; and it is from his equals only that he catches the fire of emulation.

One advantage, I will venture to affirm, we shall have in our Academy, which no other nation can boast. We shall have nothing to unlearn. To this praise the present race of Artists have a just claim. As far as they have yet proceeded, they are right. With us the exertions of genius will henceforward be directed to their proper objects. It will not be as it has been in other schools, where he that travelled fastest only wandered farthest from the right way.

Impressed, as I am, therefore, with such a favourable opinion of my associates, in this undertaking, it would ill become me to dictate to any of them. But as these Institutions have so often failed in other nations; and as it is natural to think with regret how much might have been done, I must take leave to offer a few hints, by which those errors may be rectified, and those defects supplied. These the Professors and Visitors may reject or adopt as they shall think proper.

I would chiefly recommend that an implicit obedience to the _Rules of Art_, as established by the practice of the great MASTERS, should be exacted from the _young_ Students. That those models, which have passed through the approbation of ages, should be considered by them as perfect and infallible guides; as subjects for their imitation, not their criticism.

I am confident that this is the only efficacious method of making a progress in the Arts; and that he who sets out with doubting, will find life finished before he becomes master of the rudiments. For it may be laid down as a maxim, that he who begins by presuming on his own sense, has ended his studies as soon as he has commenced them. Every opportunity, therefore, should be taken to discountenance that false and vulgar opinion, that rules are the fetters of genius: they are fetters only to men of no genius; as that armour, which upon the strong is an ornament and a defence, upon the weak and misshapen becomes a load, and cripples the body which it was made to protect.

How much liberty may be taken to break through those rules, and, as the poet expresses it,

"To snatch a grace beyond the reach of art,"

may be a subsequent consideration, when the pupils become masters themselves. It is then, when their genius has received its utmost improvement, that rules may possibly be dispensed with. But let us not destroy the scaffold until we have raised the building.

The Directors ought more particularly to watch over the genius of those Students, who, being more advanced, are arrived at that critical period of study, on the nice management of which their future turn of taste depends. At that age it is natural for them to be more captivated with what is brilliant than with what is solid, and to prefer splendid negligence to painful and humiliating exactness.

A facility in composing, a lively, and what is called a masterly, handling of the chalk or pencil, are, it must be confessed, captivating qualities to young minds, and become, of course, the objects of their ambition. They endeavour to imitate these dazzling excellencies, which they will find no great labour in attaining. After much time spent in these frivolous pursuits, the difficulty will be to retreat; but it will be then too late; and there is scarce an instance of return to scrupulous labour, after the mind has been debauched and deceived by this fallacious mastery.

By this useless industry they are excluded from all power of advancing in real excellence. Whilst boys, they are arrived at their utmost perfection: they have taken the shadow for the substance; and make the mechanical felicity the chief excellence of the art, which is only an ornament, and of the merit of which few but painters themselves are judges.

This seems to me to be one of the most dangerous sources of corruption; and I speak of it from experience, not as an error which may possibly happen, but which has actually infected all foreign Academies. The directors were probably pleased with this premature dexterity in their pupils, and praised their despatch at the expense of their correctness.

But young men have not only this frivolous ambition of being thought masters of execution inciting them on one hand, but also their natural sloth tempting them on the other. They are terrified at the prospect before them of the toil required to attain exactness. The impetuosity of youth is disgusted at the slow approaches of a regular siege, and desires, from mere impatience of labour, to take the citadel by storm. They wish to find some shorter path to excellence, and hope to obtain the reward of eminence by other means than those which the indispensable rules of art have prescribed. They must, therefore, be told again and again, that labour is the only price of solid fame, and that whatever their force of genius may be, there is no easy method of becoming a good Painter.

When we read the lives of the most eminent Painters, every page informs us that no part of their time was spent in dissipation. Even an increase of fame served only to augment their industry. To be convinced with what persevering assiduity they pursued their studies, we need only reflect on their method of proceeding in their most celebrated works. When they conceived a subject, they first made a variety of sketches; then a finished drawing of the whole; after that a more correct drawing of every separate part--heads, hands, feet, and pieces of drapery; they then painted the picture, and after all, retouched it from the life. The pictures, thus wrought with such pains, now appear like the effect of enchantment, and as if some mighty genius had struck them off at a blow.

But, whilst diligence is thus recommended to the Students, the Visitors will take care that their diligence be effectual; that it be well directed, and employed on the proper object. A Student is not always advancing because he is employed; he must apply his strength to that part of the art where the real difficulties lie; to that part which distinguishes it as a liberal art; and not by mistaken industry lose his time in that which is merely ornamental. The Students, instead of vying with each other which shall have the readiest hand, should be taught to contend who shall have the purest and most correct outline; instead of striving which shall produce the brightest tint, or curiously trifling, shall give the gloss of stuffs, so as to appear real, let their ambition be directed to contend which shall dispose his drapery in the most graceful folds, which shall give the most grace and dignity to the human figure.

I must beg leave to submit one thing more to the consideration of the Visitors, which appears to me a matter of very great consequence, and the omission of which I think a principal defect in the method of education pursued in all the Academies I have ever visited. The error I mean is, that the Students never draw exactly from the living models which they have before them. It is not, indeed, their intention, nor are they directed to do it. Their drawings resemble the model only in the attitude. They change the form according to their vague and uncertain ideas of beauty, and make a drawing rather of what they think the figure ought to be, than of what it appears. I have thought this the obstacle that has stopped the progress of many young men of real genius; and I very much doubt whether a habit of drawing correctly what we see will not give a proportionable power of drawing correctly what we imagine. He who endeavours to copy nicely the figure before him, not only acquires a habit of exactness and precision, but is continually advancing in his knowledge of the human figure; and though he seems to superficial observers to make a slower progress, he will be found at last capable of adding (without running into capricious wildness) that grace and beauty which is necessary to be given to his more finished works, and which cannot be got by the moderns, as it was not acquired by the ancients, but by an attentive and well-compared study of the human form.

What I think ought to enforce this method is, that it has been the practice (as may be seen by their drawings) of the great Masters in the Art. I will mention a drawing of Raffaelle, _The Dispute of the Sacrament_, the print of which, by Count Cailus, is in every hand. It appears that he made his sketch from one model; and the habit he had of drawing exactly from the form before him appears by his making all the figures with the same cap, such as his model then happened to wear; so servile a copyist was this great man, even at a time when he was allowed to be at his highest pitch of excellence.

I have seen also Academy figures by Annibale Caracci, though he was often sufficiently licentious in his finished works, drawn with all the peculiarities of an individual model.

This scrupulous exactness is so contrary to the practice of the Academies, that it is not without great deference that I beg leave to recommend it to the consideration of the Visitors; and submit to them, whether the neglect of this method is not one of the reasons why Students so often disappoint expectation, and, being more than boys at sixteen, become less than men at thirty.

In short, the method I recommend can only be detrimental where there are but few living forms to copy; for then Students, by always drawing from one alone, will by habit be taught to overlook defects, and mistake deformity for beauty. But of this there is no danger, since the Council has determined to supply the Academy with a variety of subjects; and indeed those laws which they have drawn up, and which the Secretary will presently read for your confirmation, have in some measure precluded me from saying more upon this occasion. Instead, therefore, of offering my advice, permit me to indulge my wishes, and express my hope, that this Institution may answer the expectation of its ROYAL FOUNDER; that the present age may vie in Arts with that of LEO the Tenth; and that _the dignity of the dying Art_ (to make use of an expression of Pliny) may be revived under the Reign of GEORGE THE THIRD.

DISCOURSE II.

_Delivered to the Students of the Royal Academy, on the Distribution
of the Prizes, December 11, 1769._

THE COURSE AND ORDER OF STUDY.--THE DIFFERENT STAGES OF ART.--MUCH
COPYING DISCOUNTENANCED.--THE ARTIST AT ALL TIMES AND IN ALL
PLACES SHOULD BE EMPLOYED IN LAYING UP MATERIALS FOR THE EXERCISE
OF HIS ART.

I congratulate you on the honour which you have just received, I have the highest opinion of your merits, and could wish to show my sense of them in something which possibly may be more useful to you than barren praise. I could wish to lead you into such a course of study as may render your future progress answerable to your past improvement; and, whilst I applaud you for what has been done, remind you how much yet remains to attain perfection.

I flatter myself that from the long experience I have had, and the unceasing assiduity with which I have pursued those studies, in which, like you, I have been engaged, I shall be acquitted of vanity in offering some hints to your consideration. They are, indeed, in a great degree, founded upon my own mistakes in the same pursuit. But the history of errors, properly managed, often shortens the road to truth. And although no method of study that I can offer will of itself conduct to excellence, yet it may preserve industry from being misapplied.

In speaking to you of the Theory of the Art, I shall only consider it as it has a relation to the _method_ of your studies.

Dividing the study of painting into three distinct periods, I shall address you as having passed through the first of them, which is confined to the rudiments; including a facility of drawing any object that presents itself, a tolerable readiness in the management of colours, and an acquaintance with the most simple and obvious rules of composition.

This first degree of proficiency is, in painting, what grammar is in literature, a general preparation for whatever species of the art the student may afterwards choose for his more particular application. The power of drawing, modelling, and using colours is very properly called the Language of the Art; and in this language, the honours you have just received prove you to have made no inconsiderable progress.

When the Artist is once enabled to express himself with some degree of correctness, he must then endeavour to collect subjects for expression; to amass a stock of ideas, to be combined and varied as occasion may require. He is now in the second period of study, in which his business is to learn all that has been known and done before his own time. Having hitherto received instructions from a particular master, he is now to consider the Art itself as his master. He must extend his capacity to more sublime and general instructions. Those perfections which lie scattered among various masters are now united in one general idea, which is henceforth to regulate his taste, and enlarge his imagination. With a variety of models thus before him, he will avoid that narrowness and poverty of conception which attends a bigoted admiration of a single master, and will cease to follow any favourite where he ceases to excel. This period is, however, still a time of subjection and discipline. Though the Student will not resign himself blindly to any single authority, when he may have the advantage of consulting many, he must still be afraid of trusting his own judgment, and of deviating into any track where he cannot find the footsteps of some former master.

The third and last period emancipates the Student from subjection to any authority, but what he shall himself judge to be supported by reason. Confiding now in his own judgment, he will consider and separate those different principles to which different modes of beauty owe their original. In the former period he sought only to know and combine excellence, wherever it was to be found, into one idea of perfection: in this he learns, what requires the most attentive survey, and the most subtle disquisition, to discriminate perfections that are incompatible with each other.

He is from this time to regard himself as holding the same rank with those masters whom he before obeyed as teachers; and as exercising a sort of sovereignty over those rules which have hitherto restrained him. Comparing now no longer the performances of Art with each other, but examining the Art itself by the standard of nature, he corrects what is erroneous, supplies what is scanty, and adds by his own observation what the industry of his predecessors may have yet left wanting to perfection. Having well established his judgment, and stored his memory, he may now without fear try the power of his imagination. The mind that has been thus disciplined may be indulged in the warmest enthusiasm, and venture to play on the borders of the wildest extravagance. The habitual dignity which long converse with the greatest minds has imparted to him will display itself in all his attempts; and he will stand among his instructors, not as an imitator, but a rival.

These are the different stages of the Art. But as I now address myself particularly to those Students who have been this day rewarded for their happy passage through the first period, I can with no propriety suppose they want any help in the initiatory studies. My present design is to direct your view to distant excellence, and to show you the readiest path that leads to it. Of this I shall speak with such latitude, as may leave the province of the professor uninvaded; and shall not anticipate those precepts, which it is his business to give, and your duty to understand.

It is indisputably evident that a great part of every man's life must be employed in collecting materials for the exercise of genius. Invention, strictly speaking, is little more than a new combination of those images which have been previously gathered and deposited in the memory: nothing can come of nothing: he who has laid up no materials can produce no combinations.

A Student unacquainted with the attempts of former adventurers is always apt to overrate his own abilities; to mistake the most trifling excursions for discoveries of moment, and every coast new to him for a new-found country. If by chance he passes beyond his usual limits, he congratulates his own arrival at those regions which they who have steered a better course have long left behind them.

The productions of such minds are seldom distinguished by an air of originality: they are anticipated in their happiest efforts; and if they are found to differ in any thing from their predecessors, it is only in irregular sallies and trifling conceits. The more extensive, therefore, your acquaintance is with the works of those who have excelled, the more extensive will be your powers of invention; and what may appear still more like a paradox, the more original will be your conceptions. But the difficulty on this occasion is to determine what ought to be proposed as models of excellence, and who ought to be considered as the properest guides.

To a young man just arrived in Italy, many of the present painters of that country are ready enough to obtrude their precepts, and to offer their own performances as examples of that perfection which they affect to recommend. The modern, however, who recommends himself as a standard, may justly be suspected as ignorant of the true end, and unacquainted with the proper object, of the art which he professes. To follow such a guide will not only retard the Student, but mislead him.

On whom, then, can he rely, or who shall show him the path that leads to excellence? The answer is obvious: those great masters who have travelled the same road with success are the most likely to conduct others. The works of those who have stood the test of ages have a claim to that respect and veneration to which no modern can pretend. The duration and stability of their fame is sufficient to evince that it has not been suspended upon the slender thread of fashion and caprice, but bound to the human heart by every tie of sympathetic approbation.

There is no danger of studying too much the works of those great men: but how they may be studied to advantage is an inquiry of great importance.

Some who have never raised their minds to the consideration of the real dignity of the Art, and who rate the works of an Artist in proportion as they excel or are defective in the mechanical parts, look on theory as something that may enable them to talk but not to paint better; and, confining themselves entirely to mechanical practice, very assiduously toil on in the drudgery of copying, and think they make a rapid progress while they faithfully exhibit the minutest part of a favourite picture. This appears to me a very tedious, and, I think, a very erroneous, method of proceeding. Of every large composition, even of those which are most admired, a great part may be truly said to be _commonplace_. This, though it takes up much time in copying, conduces little to improvement. I consider general copying as a delusive kind of industry: the Student satisfies himself with the appearance of doing something; he falls into the dangerous habit of imitating without selecting, and of labouring without any determinate object; as it requires no effort of the mind, he sleeps over his work: and those powers of invention and composition which ought particularly to be called out, and put in action, lie torpid, and lose their energy for want of exercise.

How incapable those are of producing anything of their own who have spent much of their time in making finished copies, is well known to all who are conversant with our art.

To suppose that the complication of powers and variety of ideas necessary to that mind which aspires to the first honours in the Art of Painting can be obtained by the frigid contemplation of a few single models, is no less absurd than it would be in him who wishes to be a poet to imagine, that by translating a tragedy he can acquire to himself sufficient knowledge of the appearances of nature, the operations of the passions, and the incidents of life.

The great use in copying, if it be at all useful, should seem to be in learning to colour; yet even colouring will never be perfectly attained by servilely copying the model before you. An eye critically nice can only be formed by observing well-coloured pictures with attention; and by close inspection and minute examination you will discover, at last, the manner of handling, the artifices of contrast, glazing, and other expedients by which good colourists have raised the value of their tints, and by which nature has been so happily imitated.

I must inform you, however, that old pictures, deservedly celebrated for their colouring, are often so changed by dirt and varnish that we ought not to wonder if they do not appear equal to their reputation in the eyes of unexperienced painters, or young Students. An artist whose judgment is matured by long observation considers rather what the picture once was than what it is at present. He has by habit acquired a power of seeing the brilliancy of tints through the cloud by which it is obscured. An exact imitation, therefore, of those pictures is likely to fill the Student's mind with false opinions, and to send him back a colourist of his own formation, with ideas equally remote from nature and from art, from the genuine practice of the masters and the real appearances of things.

Following these rules, and using these precautions, when you have clearly and distinctly learned in what good colouring consists, you cannot do better than have recourse to nature herself, who is always at hand, and in comparison of whose true splendour the best coloured pictures are but faint and feeble.

However, as the practice of copying is not entirely to be excluded, since the mechanical practice of painting is learned in some measure by it, let those choice parts only be selected which have recommended the work to notice. If its excellence consists in its general effect, it would be proper to make slight sketches of the machinery and general management of the picture. Those sketches should be kept always by you for the regulation of your style. Instead of copying the touches of those great masters, copy only their conceptions. Instead of treading in their footsteps, endeavour only to keep the same road. Labour to invent on their general principles and way of thinking. Possess yourself with their spirit. Consider with yourself how a Michel Angelo or a Raffaelle would have treated this subject, and work yourself into a belief that your picture is to be seen and criticised by them when completed. Even an attempt of this kind will rouse your powers.

But as mere enthusiasm will carry you but a little way, let me recommend a practice that may be equivalent to and will, perhaps, more efficaciously contribute to your advancement than even the verbal corrections of those masters themselves, could they be obtained. What I would propose is, that you should enter into a kind of competition, by painting a similar subject, and making a companion to any picture that you consider as a model. After you have finished your work, place it near the model, and compare them carefully together. You will then not only see but feel your own deficiencies more sensibly than by precepts, or any other means of instruction. The true principles of painting will mingle with your thoughts. Ideas thus fixed by sensible objects will be certain and definitive; and, sinking deep into the mind, will not only be more just but more lasting than those presented to you by precepts only, which will always be fleeting, variable, and undetermined.

This method of comparing your own efforts with those of some great master is, indeed, a severe and mortifying task, to which none will submit but such as have great views, with fortitude sufficient to forego the gratifications of present vanity for future honour. When the Student has succeeded in some measure to his own satisfaction, and has felicitated himself on his success, to go voluntary to a tribunal where he knows his vanity must be humbled, and all self-approbation must vanish, requires not only great resolution but great humility. To him, however, who has the ambition to be a real master, the solid satisfaction which proceeds from a consciousness of his advancement (of which seeing his own faults is the first step) will very abundantly compensate for the mortification of present disappointment. There is, besides, this alleviating circumstance: every discovery he makes, every acquisition of knowledge he attains, seems to proceed from his own sagacity: and thus he acquires a confidence in himself sufficient to keep up the resolution of perseverance.

We all must have experienced how lazily, and, consequently, how ineffectually, instruction is received when forced upon the mind by others. Few have been taught to any purpose who have not been their own teachers. We prefer those instructions which we have given ourselves, from our affection to the instructor; and they are more effectual, from being received into the mind at the very time when it is most open and eager to receive them.

With respect to the pictures that you are to choose for your models, I could wish that you would take the world's opinion rather than your own. In other words, I would have you choose those of established reputation rather than follow your own fancy. If you should not admire them at first, you will, by endeavouring to imitate them, find that the world has not been mistaken.

It is not an easy task to point out those various excellencies for your imitation which lie distributed amongst the various schools. An endeavour to do this may, perhaps, be the subject of some future discourse. I will, therefore, at present, only recommend a model for style in Painting, which is a branch of the art more immediately necessary to the young Student. Style in painting is the same as in writing, a power over materials, whether words or colours, by which conceptions or sentiments are conveyed. And in this Ludovico Caracci (I mean his best works) appears to me to approach the nearest to perfection. His unaffected breadth of light and shadow, the simplicity of colouring, which, holding its proper rank, does not draw aside the least part of the attention from the subject, and the solemn effect of that twilight which seems diffused over his pictures, appear to me to correspond with grave and dignified subjects, better than the more artificial brilliancy of sunshine which enlightens the pictures of Titian; though Tintoret thought that Titian's colouring was the model of perfection, and would correspond even with the sublime of Michel Angelo; and that if Angelo had coloured like Titian, or Titian designed like Angelo, the world would once have had a perfect painter.

It is our misfortune, however, that those works of Caracci which I would recommend to the Student are not often found out of Bologna. The _St. Francis in the Midst of his Friars_, _The Transfiguration_, _The Birth of St. John the Baptist_, _The Calling of St. Matthew_, the _St. Jerome_, _The Fresco Paintings_ in the Zampieri palace, are all worthy the attention of the Student. And I think those who travel would do well to allot a much greater portion of their time to that city than it has been hitherto the custom to bestow.

In this art, as in others, there are many teachers who profess to show the nearest way to excellence; and many expedients have been invented by which the toil of study might be saved. But let no man be seduced to idleness by specious promises. Excellence is never granted to man, but as the reward of labour. It argues, indeed, no small strength of mind to persevere in habits of industry, without the pleasure of perceiving those advances; which, like the hands of a clock, whilst they make hourly approaches to their point, yet proceed so slowly as to escape observation. A facility of drawing, like that of playing upon a musical instrument, cannot be acquired but by an infinite number of acts. I need not, therefore, enforce by many words the necessity of continual application; nor tell you that the port-crayon ought to be for ever in your hands. Various methods will occur to you by which this power may be acquired. I would particularly recommend, that after your return from the Academy (where I suppose your attendance to be constant), you would endeavour to draw the figure by memory. I will even venture to add, that by perseverance in this custom you will become able to draw the human figure tolerably correctly, with as little effort of the mind as is required to trace with a pen the letters of the alphabet.

That this facility is not unattainable some members in this Academy give a sufficient proof. And be assured, that, if this power is not acquired whilst you are young, there will be no time for it afterwards; at least, the attempt will be attended with as much difficulty as those experience who learn to read or write after they have arrived at the age of maturity.

But while I mention the port-crayon as the Student's constant companion, he must still remember that the pencil is the instrument by which he must hope to obtain eminence. What, therefore, I wish to impress upon you is, that, whenever an opportunity offers, you paint your studies instead of drawing them. This will give you such a facility in using colours, that in time they will arrange themselves under the pencil, even without the attention of the hand that conducts it. If one act excluded the other, this advice could not with any propriety be given. But if Painting comprises both drawing and colouring, and if, by a short straggle of resolute industry, the same expedition is attainable in painting as in drawing on paper, I cannot see what objection can justly be made to the practice, or why that should be done by parts which may be done all together.

If we turn our eyes to the several Schools of Painting, and consider their respective excellencies, we shall find that those who excel most in colouring pursued this method. The Venetian and Flemish schools, which owe much of their fame to colouring, have enriched the cabinets of the collectors of drawings with very few examples. Those of Titian, Paul Veronese, Tintoret, and the Bassans, are in general slight and undetermined. Their sketches on paper are as rude as their pictures are excellent in regard to harmony of colouring. Correggio and Baroccio have left few, if any, finished drawings behind them. And in the Flemish school, Rubens and Vandyck made their designs for the most part either in colours or in chiaro-oscuro. It is as common to find studies of the Venetian and Flemish Painters on canvas as of the schools of Rome and Florence on paper. Not but that many finished drawings are sold under the names of those masters. Those, however, are undoubtedly the productions either of engravers or their scholars, who copied their works.

These instructions I have ventured to offer from my own experience; but as they deviate widely from received opinions, I offer them with diffidence, and when better are suggested shall retract them without regret.

There is one precept, however, in which I shall only be opposed by the vain, the ignorant, and the idle. I am not afraid that I shall repeat it too often. You must have no dependence on your own genius. If you have great talents, industry will improve them: if you have but moderate abilities, industry will supply their deficiency. Nothing is denied to well-directed labour: nothing is to be obtained without it. Not to enter into metaphysical discussions on the nature or essence of genius, I will venture to assert, that assiduity unabated by difficulty, and a disposition eagerly directed to the object of its pursuit, will produce effects similar to those which some call the result of _natural powers_.

Though a man cannot at all times, and in all places, paint or draw, yet the mind can prepare itself by laying in proper materials, at all times, and in all places. Both Livy and Plutarch, in describing Philopoemen, one of the ablest generals of antiquity, have given us a striking picture of a mind always intent on its profession, and by assiduity obtaining those excellencies which some all their lives vainly expect from nature. I shall quote the passage in Livy at length, as it runs parallel with the practice I would recommend to the Painter, Sculptor, and Architect:--

"Philopoemen was a man eminent for his sagacity and experience in choosing ground, and in leading armies; to which he formed his mind by perpetual meditation, in times of peace as well as war. When, in any occasional journey, he came to a strait, difficult passage, if he was alone, he considered with himself, and if he was in company he asked his friends, what it would be best to do if in this place they had found an enemy, either in the front or in the rear, on the one side or on the other? 'It might happen,' says he, 'that the enemy to be opposed might come on drawn up in regular lines, or in a tumultuous body formed only by the nature of the place.' He then considered a little what ground he should take; what number of soldiers he should use, and what arms he should give them; where he should lodge his carriages, his baggage, and the defenceless followers of his camp; how many guards, and of what kind, he should send to defend them: and whether it would be better to press forward along the pass, or recover by retreat his former station: he would consider likewise where his camp could most commodiously be formed; how much ground he should enclose within his trenches; where he should have the convenience of water, and where he might find plenty of wood and forage; and when he should break up his camp on the following day, through what road he could most safely pass, and in what form he should dispose his troops. With such thoughts and disquisitions he had from his early years so exercised his mind, that on these occasions nothing could happen which he had not been already accustomed to consider."

I cannot help imagining that I see a promising young Painter equally vigilant, whether at home or abroad, in the streets or in the fields. Every object that presents itself is to him a lesson. He regards all nature with a view to his profession, and combines her beauties, or corrects her defects. He examines the countenance of men under the influence of passion; and often catches the most pleasing hints from subjects of turbulence or deformity. Even bad pictures themselves supply him with useful documents; and, as Lionardo da Vinci has observed, he improves upon the fanciful images that are sometimes seen in the fire, or are accidently sketched upon a discoloured wall.

The Artist who has his mind thus filled with ideas, and his hand made expert by practice, works with ease and readiness; whilst he who would have you believe that he is waiting for the inspirations of Genius, is in reality at a loss how to begin; and is at last delivered of his monsters with difficulty and pain.

The well-grounded Painter, on the contrary, has only maturely to consider his subject, and all the mechanical parts of his art follow without his exertion. Conscious of the difficulty of obtaining what he possesses, he makes no pretensions to secrets, except those of closer application. Without conceiving the smallest jealousy against others, he is contented that all shall be as great as himself who have undergone the same fatigue; and as his pre-eminence depends not upon a trick, he is free from the painful suspicions of a juggler who lives in perpetual fear lest his trick should be discovered.

DISCOURSE III.

_Delivered to the Students of the Royal Academy, on the Distribution of
the Prizes, December 14, 1770._

THE GREAT LEADING PRINCIPLES OF THE GRAND STYLE.--OF BEAUTY.--THE
GENUINE HABITS OF NATURE TO BE DISTINGUISHED FROM THOSE OF FASHION.

It is not easy to speak with propriety to so many Students of different ages and different degrees of advancement. The mind requires nourishment adapted to its growth; and what may have promoted our earlier efforts might retard us in our nearer approaches to perfection.

The first endeavours of a young Painter, as I have remarked in a former discourse, must be employed in the attainment of mechanical dexterity, and confined to the mere imitation of the object before him. Those who have advanced beyond the rudiments may, perhaps, find advantage in reflecting on the advice which I have likewise given them, when I recommended the diligent study of the works of our great predecessors; but I at the same time endeavoured to guard them against an implicit submission to the authority of any one master, however excellent, or, by a strict imitation of his manner, precluding themselves from the abundance and variety of Nature. I will now add, that Nature herself is not to be too closely copied. There are excellencies in the art of painting beyond what is commonly called the imitation of Nature, and these excellencies I wish to point out. The Students who, having passed through the initiatory exercises, are more advanced in the art, and who, sure of their hand, have leisure to exert their understanding, must now be told that a mere copier of Nature can never produce anything great, can never raise and enlarge the conceptions, or warm the heart of the spectator.

The wish of the genuine Painter must be more extensive; instead of endeavouring to amuse mankind with the minute neatness of his imitations, he must endeavour to improve them by the grandeur of his ideas; instead of seeking praise, by deceiving the superficial sense of the spectator, he must strive for fame, by captivating the imagination.

The principle now laid down, that the perfection of this art does not consist in mere imitation, is far from being new or singular. It is, indeed, supported by the general opinion of the enlightened part of mankind. The poets, orators, and rhetoricians of antiquity are continually enforcing this position,--that all the arts receive their perfection from an ideal beauty, superior to what is to be found in individual nature. They are ever referring to the practice of the painters and sculptors of their times, particularly Phidias (the favourite artist of antiquity), to illustrate their assertions. As if they could not sufficiently express their admiration of his genius by what they knew, they have recourse to poetical enthusiasm: they call it inspiration--a gift from heaven. The artist is supposed to have ascended the celestial regions, to furnish his mind with this perfect idea of beauty. "He," says Proclus,[1] "who takes for his model such forms as Nature produces, and confines himself to an exact imitation of them, will never attain to what is perfectly beautiful; for the works of Nature are full of disproportion, and fall very short of the true standard of beauty. So that Phidias, when he formed his Jupiter, did not copy any object ever presented to his sight, but contemplated only that image which he had conceived in his mind from Homer's description." And thus Cicero, speaking of the same Phidias:--"Neither did this artist," says he, "when he carved the image of Jupiter or Minerva, set before him any one human figure, as a pattern, which he was to copy; but having a more perfect idea of beauty fixed in his mind, this is steadily contemplated, and to the imitation of this all his skill and labour were directed."

The Moderns are not less convinced than the Ancients of this superior power existing in the art; nor less sensible of its effects. Every language has adopted terms expressive of this excellence. The _gusto grande_ of the Italians, the _beau idéal_ of the French, and _great style_, _genius_, and _taste_ among the English, are but different appellations of the same thing. It is this intellectual dignity, they say, that ennobles the Painter's art; that lays the line between him and the mere mechanic; and produces those great effects in an instant, which eloquence and poetry, by slow and repeated efforts, are scarcely able to attain.

Such is the warmth with which both the Ancients and Moderns speak of this divine principle of the art; but, as I have formerly observed, enthusiastic admiration seldom promotes knowledge. Though a Student by such praise may have his attention roused, and a desire excited, of running in this great career, yet it is possible that what has been said to excite may only serve to deter him. He examines his own mind, and perceives there nothing of that divine inspiration with which he is told so many others have been favoured. He never travelled to heaven to gather new ideas; and he finds himself possessed of no other qualifications than what mere common observation and a plain understanding can confer. Thus he becomes gloomy amidst the splendour of figurative declamation, and thinks it hopeless to pursue an object which he supposes out of the reach of human industry.

But on this, as upon many other occasions, we ought to distinguish how much is to be given to enthusiasm, and how much to reason. We ought to allow for, and we ought to commend, that strength of vivid expression which is necessary to convey, in its full force, the highest sense of the most complete effect of art; taking care, at the same time, not to lose in terms of vague admiration that solidity and truth of principle upon which alone we can reason, and may be enabled to practise.

It is not easy to define in what this great style consists; nor to describe, by words, the proper means of acquiring it, if the mind of the Student should be at all capable of such an acquisition. Could we teach taste or genius by rules, they would be no longer taste and genius. But though there neither are, nor can be, any precise invariable rules for the exercise, or the acquisition, of these great qualities, yet we may truly say, that they always operate in proportion to our attention in observing the works of Nature, to our skill in selecting, and to our care in digesting, methodising, and comparing our observations. There are many beauties in our art that seem, at first, to lie without the reach of precept, and yet may easily be reduced to practical principles. Experience is all in all: but it is not every one who profits by experience; and most people err, not so much from want of capacity to find their object, as from not knowing what object to pursue. This great ideal perfection and beauty are not to be sought in the heavens, but upon the earth. They are about us, and upon every side of us. But the power of discovering what is deformed in Nature, or, in other words, what is particular and uncommon, can be acquired only by experience; and the whole beauty and grandeur of the art consists, in my opinion, in being able to get above all singular forms, local customs, particularities, and details of every kind.

All the objects which are exhibited to our view by Nature, upon close examination will be found to have their blemishes and defects. The most beautiful forms have something about them like weakness, minuteness, or imperfection. But it is not every eye that perceives these blemishes. It must be an eye long used to the contemplation and comparison of these forms; and which, by a long habit of observing what any set of objects of the same kind have in common, has acquired the power of discerning what each wants in particular. This long, laborious comparison should be the first study of the Painter who aims at the great style. By this means he acquires a just idea of beautiful forms; he corrects Nature by herself, her imperfect state by her more perfect. His eye being enabled to distinguish the accidental deficiencies, excrescences, and deformities of things, from their general figures, he makes out an abstract idea of their forms more perfect than any one original; and what may seem a paradox, he learns to design naturally by drawing his figures unlike to any one object. This idea of the perfect state of Nature, which the Artist calls the Ideal beauty, is the great leading principle by which works of genius are conducted. By this Phidias acquired his fame. He wrought upon a sober principle what has so much excited the enthusiasm of the world; and by this method you, who have courage to tread the same path, may acquire equal reputation.

This is the idea which has acquired, and which seems to have a right to, the epithet of _divine_; as it may be said to preside, like a supreme judge, over all the productions of Nature, appearing to be possessed of the will and intention of the Creator, as far as they regard the external form of living beings. When a man once possesses this idea in its perfection, there is no danger but that he will be sufficiently warmed by it himself, and be able to warm and ravish every one else.

Thus it is from a reiterated experience, and a close comparison of the objects in Nature, that an artist becomes possessed of the idea of that central form, if I may so express it, from which every deviation is deformity. But the investigation of this form, I grant, is painful, and I know but of one method of shortening the road; this is, by a careful study of the works of the ancient sculptors; who, being indefatigable in the school of Nature, have left models of that perfect form behind them, which an artist would prefer as supremely beautiful, who had spent his whole life in that single contemplation. But if industry carried them thus far, may not you also hope for the same reward from the same labour? We have the same school opened to us that was opened to them; for Nature denies her instructions to none who desire to become her pupils.

This laborious investigation, I am aware, must appear superfluous to those who think everything is to be done by felicity and the powers of native genius. Even the great Bacon treats with ridicule the idea of confining proportion to rules, or of producing beauty by selection. "A man cannot tell," says he, "whether Apelles or Albert Durer were the more trifler: whereof the one would make a personage by geometrical proportions; the other, by taking the best parts out of divers faces, to make one excellent. . . The painter," he adds, "must do it by a kind of felicity . . . and not by rule."[2]

It is not safe to question any opinion of so great a writer, and so profound a thinker, as undoubtedly Bacon was. But he studies brevity to excess; and therefore his meaning is sometimes doubtful. If he means that beauty has nothing to do with rule, he is mistaken. There is a rule, obtained out of general Nature, to contradict which is to fall into deformity. Whenever anything is done beyond this rule, it is in virtue of some other rule which is followed along with it, but which does not contradict it. Everything which is wrought with certainty, it is wrought upon some principle. If is not, it cannot be repeated. If by felicity is meant anything of chance or hazard, or something born with a man, and not earned, I cannot agree with this great philosopher. Every object which pleases must give us pleasure upon some certain principles: but as the objects of pleasure are almost infinite, so their principles vary without end, and every man finds them out, not by felicity or successful hazard, but by care and sagacity.

To the principle I have laid down, that the idea of beauty in each species of beings is an invariable one, it may be objected, that in every particular species there are various central forms, which are separate and distinct from each other, and yet are undeniably beautiful; that in the human figure, for instance, the beauty of Hercules is one, of the Gladiator another, of the Apollo another; which makes so many different ideas of beauty.

It is true, indeed, that these figures are each perfect in their kind, though of different characters and proportions; but still none of them is the representation of an individual, but of a class. And as there is one general form, which, as I have said, belongs to the human kind at large, so in each of these classes there is one common idea and central form, which is the abstract of the various individual forms belonging to that class. Thus, though the forms of childhood and age differ exceedingly, there is a common form in childhood, and a common form in age, which is the more perfect, as it is more remote from all peculiarities. But I must add further, that though the most perfect forms of each of the general divisions of the human figure are ideal and superior to any individual form of that class; yet the highest perfection of the human figure is not to be found in any one of them. It is not in the Hercules, nor in the Gladiator, nor in the Apollo; but in that form which is taken from all, and which partakes equally of the activity of the Gladiator, of the delicacy of the Apollo, and of the muscular strength of the Hercules. For perfect beauty in any species must combine all the characters which are beautiful in that species. It cannot consist in any one to the exclusion of the rest: no one, therefore, must be predominant, that no one may be deficient.

The knowledge of these different characters, and the power of separating and distinguishing them, is undoubtedly necessary to the Painter, who is to vary his compositions with figures of various forms and proportions, though he is never to lose sight of the general idea of perfection in each kind.

There is, likewise, a kind of symmetry, or proportion, which may properly be said to belong to deformity. A figure lean or corpulent, tall or short, though deviating from beauty, may still have a certain union of the various parts, which may contribute to make them on the whole not unpleasing.

When the Artist has by diligent attention acquired a clear and distinct idea of beauty and symmetry; when he has reduced the variety of nature to the abstract idea; his next task will be to become acquainted with the genuine habits of nature, as distinguished from those of fashion. For in the same manner, and on the same principles, as he has acquired the knowledge of the real forms of nature, distinct from accidental deformity, he must endeavour to separate simple chaste nature from those adventitious, those affected and forced airs or actions, with which she is loaded by modern education.