The modern schoolmaster does not aim at learning from his pupils, he hardly can, but the old masters did. See how Giovanni Bellini learned from Titian and Giorgione who both came to him in the same year, as boys, when Bellini was 63 years old. What a day for painting was that! All Bellini’s best work was done thenceforward. I know nothing in the history of art so touching as this. [1883.] P.S. I have changed my mind about Titian. I don’t like him. [1897.] The Academic System and Repentance The academic system goes almost on the principle of offering places for repentance, and letting people fall soft, by assuming that they should be taught how to do things before they do them, and not by the doing of them. Good economy requires that there should be little place for repentance, and that when people fall they should fall hard enough to remember it. The Jubilee Sixpence We have spent hundreds of thousands, or more probably of millions, on national art collections, schools of art, preliminary training and academicism, without wanting anything in particular, but when the nation did at last try all it knew to design a sixpence, it failed. {136} The other coins are all very well in their way, and so are the stamps—the letters get carried, and the money passes; but both stamps and coins would have been just as good, and very likely better, if there had not been an art-school in the country. [1888.] Studying from Nature When is a man studying from nature, and when is he only flattering himself that he is doing so because he is painting with a model or lay-figure before him? A man may be working his eight or nine hours a day from the model and yet not be studying from nature. He is painting but not studying. He is like the man in the Bible who looks at himself in a glass and goeth away forgetting what manner of man he was. He will know no more about nature at the end of twenty years than a priest who has been reading his breviary day after day without committing it to memory will know of its contents. Unless he gets what he has seen well into his memory, so as to have it at his fingers’ ends as familiarly as the characters with which he writes a letter, he can be no more held to be familiar with, and to have command over, nature than a man who only copies his signature from a copy kept in his pocket, as I have known French Canadians do, can be said to be able to write. It is painting without nature that will give a man this, and not painting directly from her. He must do both the one and the other, and the one as much as the other. The Model and the Lay-Figure