His intimate and fellow-sculptor--a painter also--Adrien Charpentier, executed a characteristic portrait of Roubiliac. He is represented at work upon a small-size model of his Shakespeare. He is touching the eye of the figure with his modelling tool, and the task, one of some delicacy and difficulty, adds to the animation of the operator. His head, where it is not covered by the fanciful loose head-dress affected by poets and artists of the period, is bald: possibly shaven, for the convenience of wig-wearing, after the custom of the time. His dress is disordered, his bosom bare, his wristbands loose. Had Roubiliac carved his own statue in stone, it would probably, in treatment, have closely followed Charpentier's picture. A portrait of Roubiliac, painted by himself, was sold for three-and-sixpence only at the sale of his effects. The prices, indeed, at this sale seem to have been desperately low. There were no antiquities or objects of _virtu_ brought to the hammer: and Mr. Canto was not the auctioneer! A copy by Reynolds of the Chandos portrait of Shakespeare, with seven other pictures, was knocked down for ten shillings only, the father of John Flaxman being the purchaser. Reynolds had painted the picture as a present to his friend, Mr. Roubiliac. It afterwards became the property of Mr. Edmond Malone. THE RISE OF THE ROYAL ACADEMY. The famous artists of the Continent almost invariably organize schools of art, converting their studios into miniature academies, surrounding themselves with pupils and disciples who sit at their feet, listen to their teaching, assist them by painting for them the less important portions of their works, adopt their processes, and follow their styles of drawing and colouring. There is something to be said for the system. It is an advantage to the young student to be constantly brought into contact with a real master of the art; to have the opportunity of working under his supervision, and, on the other hand, of watching him at his labours, and of witnessing the birth, growth, and completion of his best pictures. The main objection to the plan is that it may develop merely imitative ability rather than stimulate genuine originality; that it inclines the student to follow too scrupulously a beaten track rather than strike out a fresh pathway for himself. He may reproduce the virtues of his exemplar's art, but he will certainly copy its vices as well. And then the difficult question arises: when is he to assert his independence? At what period in his career is he to cease leaning on his teacher, and to pursue his own devices unaided and alone? He may have tied his leading-strings so tightly about him that liberty of thought and action has become almost impossible to him, and the free use of his limbs, so to speak, has gone from him. It is quite true that the artist should be a student all his life; but then he should be a student of art generally, not of any one professor of art in particular, or he will be