Fifteen Discourses

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Sir Joshua Reynolds. Fifteen Discourses

Fifteen Discourses

Table of Contents

INTRODUCTION

Preface to Discourse I. TO THE MEMBERS. OF. THE ROYAL ACADEMY

DISCOURSE I. Delivered at the opening of the Royal Academy, January 2, 1769

DISCOURSE II. Delivered to the Students of the Royal Academy, on the Distribution of the Prizes, December 11, 1769

DISCOURSE III. Delivered to the Students of the Royal Academy, on the Distribution of the Prizes, December 14, 1770

DISCOURSE IV. Delivered to the Students of the Royal Academy, on the Distribution of the Prizes, December 10, 1771

DISCOURSE V. Delivered to the Students of the Royal Academy, on the Distribution of the Prizes, December 10, 1772

DISCOURSE VI. Delivered to the Students of the Royal Academy, on the Distribution of the Prizes, December 10, 1774

DISCOURSE VII. Delivered to the Students of the Royal Academy, on the Distribution of the Prizes, December 10, 1776

DISCOURSE VIII. Delivered to the Students of the Royal Academy, on the Distribution of the Prizes, December 10, 1778

DISCOURSE IX. Delivered at the Opening of the Royal Academy, in Somerset Place, October 16, 1780

DISCOURSE X. Delivered to the Students of the Royal Academy, on the Distribution of the Prizes, December 11, 1780

DISCOURSE XI. Delivered to the Students of the Royal Academy, on the Distribution of the Prizes, December 10, 1782

DISCOURSE XII. Delivered to the Students of the Royal Academy, on the Distribution of the Prizes, December 10, 1784

DISCOURSE XIII. Delivered to the Students of the Royal Academy, on the Distribution of the Prizes, December 11, 1786

DISCOURSE XIV. Delivered to the Students of the Royal Academy, on the Distribution of the Prizes, December 10, 1788

DISCOURSE XV. Delivered to the Students of the Royal Academy, on the Distribution of the Prizes, December 10, 1790

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Sir Joshua Reynolds

Published by Good Press, 2019

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may be a subsequent consideration, when the pupils become masters themselves. It is then, when their genius has received its utmost improvement, that rules may possibly be dispensed with. But let us not destroy the scaffold, until we have raised the building.

The directors ought more particularly to watch over the genius of those students, who, being more advanced, are arrived at that critical period of study, on the nice management of which their future turn of taste depends. At that age it is natural for them to be more captivated with what is brilliant, than with what is solid, and to prefer splendid negligence to painful and humiliating exactness.

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