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 bas 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.

5

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

5 It is one of the innumerable absurdities of pride, that we are never more impatient of direction, than in that part of life when we need it most; we are in haste to meet enemies whom we have not strength to overcome, and to undertake tasks which we cannot perform and as he that once miscarries does not easily persuade mankind to favour another attempt, an ineffectual struggle for fame is often followed by perpetual obscurity.-Rambler, No. 111.

to men of no genius; as that armour, which upon the strong is an ornament and a defence, upon the weak and mis-shapen 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,

6 A facility in composing is the ruin of every thing excellent, and accordingly we perceive at all times, as the Art declined, that mediocre painters were the most dexterous,―expert at gratifying the eye; we look in vain in their works for a happy union of skill and thought;—such specious performances captivate the ignorant, whose praises confirm the artist in his vicious. habit, and when just criticism removes the deception, he in vain endeavours to deprive his works of a meretricious character, by clothing them with the efforts of study: deprived of their dexterity and fascinating charm of handling, they become heavy, and insipid. Equally pernicious with this Academic mastery, is the ready offhand method of composition engendered in Sketching Societies; where he, who has the least genius, generally carries off the prize. The emanations of thought succeed best alone: and until a design is considered well in all its various departments, the hand should be withheld from committing it to canvass; for the first sketch often influences, in a great degree, all those that follow.

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 excellences, 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 dispatch 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