Presented by John Ruskin to the Ruskin Drawing School (University of Oxford), 1875; transferred from the Ruskin Drawing School to the Ashmolean Museum, c.1949.
Ruskin, John, The Ruskin Art Collection at Oxford: Catalogue of the Rudimentary Series, in the Arrangement of 1873, ed. Robert Hewison (London: Lion and Unicorn Press, 1984), cat. Rudimentary no. 103, RUD.103
Ruskin, John, Instructions in Practice of Elementary Drawing, Arranged with Reference to the First Series of Examples in the Drawings Schools of the University of Oxford (n.p., [1872]), cat. Rudimentary no. 103
Ruskin, John, Instructions in the Preliminary Exercises Arranged for the Lower Drawing-School (London: Smith, Elder, 1872), cat. Rudimentary no. 103
Ruskin, John, Instructions in the Preliminary Exercise Arranged For the Lower Drawing-School (London: Spottiswoode, 1873), cat. Rudimentary no. 103
Ruskin, John, ‘Rudimentary Series 1878’, 1878, Oxford, Oxford University Archives, cat. Rudimentary no. 103
Ruskin, John, ‘The Ruskin Art Collection at Oxford: Catalogues, Notes and Instructions’, Edward T. Cook and Alexander Wedderburn, eds, The Works of John Ruskin: Library Edition, 39 (London: George Allen, 1903-1912), 21, cat. Rudimentary no. 103
One of Gruner’s engravings very admirably representing, as far as stamped colour and engraving can, one of the compartments of the church at Milan containing Luini’s frescoes , of which the St. Catherine in the alcove was chosen as a leading example. The decorations in the rest of the church are all of the finest time and perfectly represent to the student what painters like Luini, Carpaccio, and Perugino thought beautiful in building, condescending also themselves, like their great ancestors Cimabue and Giotto, frequently to execute the most subordinate details with their own hands. There is no saying what such architecture might have become had Italy persevered in the Christian faith. Its actual beauty was greatly interfered with by the impossibility of finding pupils good enough to work with the great masters, and such pupils could only have been supplied by a permanently disciplined & monastic school. Actually uneducated and infidel workmen were more and more admitted in the completion of the subordinate parts and the redundance of ornament became instantly vulgar when produced by sensual mechanism instead of religious R. enthusiasm. The main point which students have now to observe is that they need not pretend to imitate the Italian Renaissance until the best painters in the Academy are content to work on house-walls.