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Danae.
By J. W. Waterhouse, R.A. (,892).
\ Ophelia.
By J. W. Waterhouse,
R.A.
studio, paint
ted f or drawing, his fa t
her m ade him useful in t he
reflected into it . Public c onc ern
with them should be lii11i ugh n ot with any idea of
e s ta nd i ng ing backgr ounds to portraits, tho of
to t heir effect in bringing the
artist to the s e lf- u n d r
e fact of being the son
f art. Yet th es e outer his becoming an artist . Th e's e n try i n t o art
e o ous
w hich is the crea tiv e substanc a pa inter, indeed,
made 1v1r. Waterh
n themselves so app
ro priate for the en p are nts
con di t ion s ar e o ften i
a t n o sm ooth e r tha n it generall y is-or was-wh
in som ewh . Mr.
fostering of a special sense
oi beau ty as to be
kno w nothing of t he life
of artists but by p rejudice
e p o int of \'iew , t rad it ion of
e life: from th ait-painter of t he
undefined relationship to t h p erso nal an d Wa terhouse the elder, a portr ical p aint er,
ish b e twe en mbitions as an his tor
that is, which wou l d distingu Wa terhouse, Lawrence, with unsatisfied a suc ce ssful
the case of Mr. t o b e m o r e
resthetic experiences. In his son was l ikely
the i nfl uence require d proof that ke art his
a rt c omm unicates an in ward sense of re he w ou ld allow him to m a
w ho se a l s ig nifi tha n him s elf befo belief
it is, surely, of r e
lder generati on any
of p ast imaginative systems, d had a s fo st er c areer. N or had the artis t of an o ly d rud gery
at Rome, an father meant on
c ance that he was born
m o re o ver, t ha t h i s in art- schools. As work wit h his a ss i st an t, t he
woman ; usefulness as a n
m other an Italian coun try- oun din gs, alm ost without any aim beyond ter as an
sed in the surr self a cap a bl e p ain
first year or two were pas lif e in Italy. A problem of h ow t o proY e him con s iderable
tim es, of fa rm- f raug ht wi th
unchanged fr om primit iv e i nitial step to studying art
was
ibaldi's f orces an d those of o , by t his tim e, was
det ermined
few months after his birth, Gar fath er, one of d i fficu ltie s t o t he you th, wh
i n Rome. His
the French came into con flict that an artist he woul d be.
eig n ar tists in the city, shared the crisis self to gain entrance to
t he
the colony o f for
last hero ic outb u rs t of Y oung W aterhouse set him s alea ble p ictu re.
, the and to p aint a.
of mortal resolve and struggle whe n the fam ily R oyal Academy sch ools, ts. Th e
e , and in after y ear s, t e asily, i n b o th a tte mp
national life in Rom mad e H e s ucc eeded, though no
h r y one
his son hear d t ales whic n t o the schools is, as eve
had returned to England, and qualification for admiss io
idea of I t aly i n arms f or frePd om
a wing or cl ay m o
del from the antique.
vividly real the a s t h u s a kn ows, a stippled dr bolus
h onour. Rome, a city an ima
ted with v a l our, w ntique-a cast of the Disco
The ci t y its e lf, thr ou g h his tir. Waterhouse found the a d star ted o n his
od. Museum, an
fam iliar ide a t o his chi ldho :md p rints, w as -in the South Kensington mu lat ed
f m an y dr a wi n gs a dar k cor n er, wit h a ccu
father's talk and the sight o wo nderful yet drawing. T he cast stood in ord of
h he liYed in fa n cy, a win g, a fai thfu l rec
a lways a pl ace in whic dust and dirt upon
it, and the dra
he was now indeed far away, ws, was naturally rej ecte d.
Undaunted,
h ome-li ke pl ace from which lig ht . fals e ligh t s and s h ad o
rn, with w ha t rar e d e of drawing in
but whith er he w ould yet retu edge th ough seeing that
he could m ake no success
Rom e, a nd h i s k n owl e ntrance w ork.
That sense of pa rtly b el ongin
g to d t o model hi s
or y v e ry s t irrin g, an d among suc h con ditions, he determine thi s p rojec t was a
of its aspect, made
ancient hist overc ome in
Dict iona ry w as sing led out as T he first difficulty to be p o u n ds of clay b ack
school books Smitlz's Clas sical g et som e t hirty
phy s ica l on e: how t o
, again and a gain . ngton and
st ories to be read for pleasure te war ds and forwards be
tween his h ome in Kensi
and s how ed s o me tas
As he ceased to be a schoolboy,