e age that, owing
to the wholesale introduction of machinery, the designer and maker
were nearly always different people instead of being one and the same
person. He declared that no work of art could really be 'living' or
capable of moving us to admiration as did the masterpieces of the
Middle Ages unless the maker had thought out and designed it himself.

It was largely owing to his teachings that the 'Arts and Crafts'
movement under William Morris and Walter Crane arose--a movement
which has since that time spread over the whole civilized world.

In 1862, together with some of his friends, Morris formed a company
to encourage the use of beautiful furniture and to introduce 'Art
in the House.' Morris himself had learnt to be a practical
carpet-weaver and dyer, and had founded the Society for the
Protection of Ancient Buildings.

All the work of this firm was done by hand as far as possible; only
the best materials were to be used and designs were to be original.
They manufactured stained glass, wall paper, tapestry, tiles,
embroidery, carpets, etc., and many of the designs were undertaken
by Edward Burne-Jones.

Dante Gabriel Rossetti, the poet-painter, Holman Hunt (best
remembered by his famous picture "The Light of the World ") and others,
formed what was known as the Pre-Raphaelite Brotherhood, to instruct
public taste in creative work in art and literature. At the Kelmscott
Press some of the most beautiful printed books of their kind were
produced under the direction of Morris.

Ruskin, like so many others of his time, was greatly influenced by
Carlyle, and his views on the 'condition of England' question were
practically the same. He bewailed the waste of work and of life, the
poverty and the 'sweating.' He urged employers to win the goodwill
of those who worked for them as the best means of producing the best
work. He preached the 'rights' of Labour--that high wages for good
work was the truest economy in the end, and that beating down the
wages of workers does not pay in the long run. He declared that the
only education worth having was a 'humane' education--that is, first
of all, the building of character and the cultivation of wholesome
feelings. "You do not educate a man by telling him what he knew not,
but by making him what he was not," was the theory which he
endeavoured to put into practice by experiments such as an attempt
to teach every one to "learn to do something well and accurately with
his