94 
WILLIAM ETTY. 
it could not have been set up again. The subscribers objected 
to such mutilation, Etty threw his whole weight into the scale 
against the scheme, writing indignant letters to the papers, 
calling meetings, and using all his eloquence to avert the 
threatened disfigurement of his beloved Minster. Finally, the 
Dean and Chapter yielded to the wishes of the majority of the 
subscribers, and the counsel of Archbishop Harcourt “ to 
cultivate peace, rather than gratify taste !” In the endeavour 
to save the buildings near the Minster, Etty was less success¬ 
ful, the whole of the old surroundings have been swept away, 
with the exception of those at the East end, and the College 
Street entrance to the Close. Trinity Gateway, too, he could 
not save, but he did succeed in saving the Strays. 
The second fire at the Minster in 184c was a crushing blow 
to the painter, and for three whole days he was unable to work 
at his pictures. Then he roused himself, and with renewed 
energy did what he could for the restoration. He came to 
York in June, held meetings, which he addressed in the most 
moving terms, gave a stirring lecture in the Museum on 
“ English Cathedrals,” and set the example of a liberal 
subscription. 
York owes to Etty the establishment of the School of Art, 
or School of Design as it was originally called. The suggestion 
w r as first made in 1838, and a paper read by him in the 
Museum on the “ Importance of the Arts of Design.” It was 
then proposed to use the Hospitium, but that was not found 
practicable, and it was not till 1842 that the School was 
opened in the building erected for it on the south side of the 
Minster, on the site of the Old Deanery. Etty gave valuable 
help in the arrangements of the School, and delivered an 
address at the opening in which he exhorted the students to 
“ industry, patient, persevering, and untiring ; throwing over- 
hoard as useless, or worse—mischievous,—all vain notions of 
themselves, fostered perhaps by injudicious friends, that they 
were geniuses.” He also told them “ to study with accuracy 
and care the various objects of Art in the school, but also the 
varied forms and colour which nature presents ; the beauty of 
plumage in birds, the colours and shapes of shells, flowers, and 
plants, both wild and cultivated, to try to express these with a 
