"the heresy of instruction" (l'hérésie de l'enseignement): one might call it, for the sake of a shorter and more summary name, the great moral heresy. Nothing can be imagined more futile; nothing so ruinous. Once let art humble herself, plead excuses, try at any compromise with the Puritan principle of doing good, and she is worse than dead. Once let her turn apologetic, and promise or imply that she really will now be "loyal to fact" and useful to men in general (say, by furthering their moral work or improving their moral nature), she is no longer of any human use or value. The one fact for her which is worth taking account of is simply mere excellence of verse or colour, which involves all manner of truth and loyalty necessary to her well-being. That is the important thing; to have her work supremely well done, and to disregard all contingent consequences. You may extract out of Titian's work or Shakespeare's any moral or immoral inference you please; it is none of their business to see after that. Good painting or writing, on any terms, is a thing quite sufficiently in accordance with fact and reality for them. Supplant art by all means if you can; root it out and try to plant in its place something useful or at least safe, which at all events will not impede the noble moral labour and trammel the noble moral life of Puritanism. But in the name of sense and fact itself let us have done with all abject and ludicrous pretence of coupling the two in harness or grafting the one on the other's stock: let us hear no more of the moral mission of earnest art; let us no longer be pestered with the frantic and flatulent assumptions of quasi-secular clericalism willing to think the best of all sides, and ready even, with con-
