it. It is a dangerous vanity, a mere gulph in which genius after genius will be swallowed up, and it will not close. And so it will continue to be, unless the one bold and broad step be taken at the beginning. We shall not manufacture art out of pottery and printed stuffs; we shall not reason out art by our philosophy; we shall not stumble upon art by our experiments, nor create it by our fancies: I do not say that we can even build it out of brick and stone; but there is a chance for us in these, and there is none else; and that chance rests on the bare possibility of obtaining the consent, both of architects and of the public, to choose a style, and to use it universally.
VII. How surely its principles ought at first to be limited, we may easily determine by the consideration of the necessary modes of teaching any other branch of general knowledge. When we begin to teach children writing, we force them to absolute copyism, and require absolute accuracy in the formation of the letters; as they obtain command of the received modes of literal expression, we cannot prevent their falling into such variations as are consistent with their feeling, their circumstances, or their characters. So, when a boy is first taught to write Latin, an authority is required of him for every expression he uses: as he becomes master of the language he may take a license, and feel his right to do so without any authority, and yet write better Latin than when he borrowed every separate expression. In the same way our architects would have to be taught to write the accepted style. We must first determine what buildings are to be considered Augustan in their authority; their modes of construction and laws of proportion are to be studied with the most penetrating care; then the different forms and uses of their decorations are to be classed and catalogued, as a German grammarian classes the powers of prepositions; and under this absolute, irrefragable authority, we are to begin to work; ad-
