I. SAVAGENESS VI. THE NATURE OF GOTHIC 189

in which no executive inferiority is admitted at all. I must here explain the nature of these divisions at somewhat greater length.

Of Servile ornament, the principal schools are the Greek, Ninevite, and Egyptian; but their servility is of different kinds. The Greek master-workman was far advanced in knowledge and power above the Assyrian or Egyptian. Neither he nor those for whom he worked could endure the appearance of imperfection in anything; and, therefore, what ornament he appointed to be done by those beneath him was composed of mere geometrical forms,-balls, ridges, and perfectly symmetrical foliage,-which could be executed with absolute precision by line and rule, and were as perfect in their way, when completed, as his own figure sculpture. The Assyrian and Egyptian, on the contrary, less cognisant of accurate form in anything, were content to allow their figure sculpture to be executed by inferior workmen, but lowered the method of its treatment to a standard which every workman could reach, and then trained him by discipline so rigid, that there was no chance of his falling beneath the standard appointed. The Greek gave to the lower workman no subject which he could not perfectly execute. The Assyrian gave him subjects which he could only execute imperfectly, but fixed a legal standard for his imperfection. The workman was, in both systems, a slave.*

§ 10. But in the mediæval, or especially Christian, system of ornament, this slavery is done away with altogether; Christianity having recognized, in small things as well as

* The third kind of ornament, the Renaissance, is that in which the inferior detail becomes principal, the executor of every minor portion being required to exhibit skill and possess knowledge as great as that which is possessed by the master of the design; and in the endeavour to endow him with this skill and knowledge, his own original power is overwhelmed, and the whole building becomes a wearisome exhibition of well-educated imbecility. We must fully inquire into the nature of this form of error, when we arrive at the examination of the Renaissance schools.1

¹ [See ch. ii. in the next volume.]

[Version 0.04: March 2008]