The Eagle's Nest: Ten Lectures on the Relation of Natural Science to Art, Given Before the University of Oxford, in Lent Term, 1872Ruskin, John
Philosophy
The Eagle's Nest: Ten Lectures on the Relation of Natural Science to Art, Given Before the University of Oxford, in Lent Term, 1872
Ruskin, John
Art and science
44. For example's sake, since we have just been listening to Shakspeare
as a teacher of science and art, we will now examine him as a _subject_
of science and art.
Suppose we have the existence and essence of Shakspeare to investigate,
and give permanent account of; we shall see that, as the scope and
bearing of the science become nobler, art becomes more helpful to it;
and at last, in its highest range, even necessary to it; but still only
as its minister.
We examine Shakspeare, first, with the science of chemistry, which
informs us that Shakspeare consists of about seventy-five parts in the
hundred of water, some twelve or fifteen of nitrogen, and the rest,
lime, phosphorus, and essential earthy salts.
We next examine him by the science of anatomy, which tells us (with
other such matters,) that Shakspeare has seven cervical, twelve dorsal,
and five lumbar vertebræ; that his fore arm has a wide sphere of
rotation; and that he differs from other animals of the ape species by
being more delicately prehensile in the fingers, and less perfectly
prehensile in the toes.
We next approach Shakspeare with the science of natural history, which
tells us the colour of his eyes and hair, his habits of life, his
temper, and his predilection for poaching.
There ends, as far as this subject is concerned, our possible science of
substantial things. Then we take up our science of ideal things: first
of passion, then of imagination; and we are told by these that
Shakspeare is capable of certain emotions, and of mastering or
commanding them in certain modes. Finally, we take up our science of
theology, and ascertain that he is in relation, or in supposed relation,
with such and such a Being, greater than himself.
45. Now, in all these successive stages of scientific description, we
find art become powerful as an aid or record, in proportion to the
importance of the inquiry. For chemistry, she can do scarcely anything:
merely keep note of a colour, or of the form of a crystal. For anatomy,
she can do somewhat more; and for natural history, almost all things:
while in recording passion, and affectionate intellect, she walks hand
in hand with the highest science; and to theology, can give nobler aid
even than verbal expression of literature.
Public-domain text, read in full here on John Shaqi.
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