My reason for writing stories is to give myself the satisfaction of visualising more clearly and detailedly and stably the vague, elusive, fragmentary impressions of wonder, beauty, and adventurous expectancy which are conveyed to me by certain sights (scenic, architectural, atmospheric, etc.), ideas, occurrences, and images encountered in art and literature.
I believe it is no wrong Observation, that Persons of Genius, and those who are most capable of Art, are always fond of Nature, as such are chiefly sensible, that all Art consists in the Imitation and Study of Nature. On the contrary, People of the common Level of Understanding are principally delighted with the Little Niceties and Fantastical Operations of Art, and constantly think that finest which is least Natural.
But Mousie, thou art no thy lane In proving foresight may be vain The best-laid schemes o' mice an' men Gang aft agley An' lea'e us nought but grief an' pain For promis'd joy!
Interest in Education will acquire great strength only from the moment when belief in a God and His care is renounced, just as the art of healing could only flourish when the belief in miracle cures ceased.
A work of art is the unique result of a unique temperament. Its beauty comes from the fact that the author is what he is. ...Art is the most intense mode of Individualism that the world has known. I am inclined to say that it is the only real mode of Individualism that the world has known. ...Art is Individualism.
I take as metaphysical poetry that in which what is ordinarily apprehensible only by thought is brought within the grasp of feeling, or that in which what is ordinarily only felt is transformed into thought without ceasing to be feeling.
Teaching is an instinctual art, mindful of potential, craving of realizations, a pausing, seamless process, where one rehearses constantly while acting, sits as a spectator at a play one directs, engages every part in order to keep the choices open and the shape alive for the student, so that the student may enter in, and begin to do what the teacher has done: make choices.
It is commonly said by farmers, that a good pear or apple costs no more time or pains to rear, than a poor one; so I would have no work of art, no speech, or action, or thought, or friend, but the best.
But where only a free play of our presentational powers is to be sustained, as in the case of pleasure gardens, room decoration, all sorts of useful utensils, and so on, any regularity that has an air of constraint is [to be] avoided as much as possible. That is why the English taste in gardens, or the baroque taste in furniture, carries the imagination's freedom very far, even to the verge of the grotesque, because it is precisely this divorce from any constraint of a rule that the case is posited where taste can show its greatest perfection in designs made by the imagination.
Man loves everything that satisfies his comfort. He hates everything that wants to draw him out of his acquired and secured position and that disturbs him. Thus he loves the house and hates art.
We have learned to whittle the Eden Tree to the shape of a surplice peg, We have learned to bottle our parents twain in the yelk of an addled egg. We know that the tail must wag the dog, for the horse is drawn by the cart, But the devil whoops, as he whooped of old; It's clever, but is it art?