INTRODUCTION
xxiiii
which
caused
its wonderful development in Europe in the
twelfthand
thirteenthcenturies; and there, consequently, and
there alone,
the student ofarchitecturehasa chanceof seeing
the
real principles of the art in action. In Europe, at the
presentday,architecture
is practisedinamannersoanomalous
and abnormal
thatfew,ifany,havehitherto beenabletoshake
oflf the influence ofa false system and to see that the art of
ornamental buildingcanbe based upon principles ofcommon
sense; and that when
so
practised the result not onlyis but
must
be satisfactory. Those who have
an opportunity of
seeingwhat perfectbuildings the uneducated
natives ofIndia
produce,"will easilyunder-standhowsuccess
maybeachieved
;.
while thosewho observewhat failures the best
educatedand
most
talentedarchitects
in Europe frequently
perpetrate, may
byastudyof Indian models easily see
why this must
inevit-
ablybethe result. It is onlyin India
that the two
systems
canbeseen practisedside byside—the
educated andintellec-
tual
European
failing because his principles
are wrong, the
feebleand uneducatednativeas
invariablysucceeding
because
hisprinciplesare right."
Fergusson
did notalwaysrise
aboveprejudices
whichare
asstrongnowas
in
his
ownday,andthe
keynoteofhis
writings
on Indianartwas that
"
it
cannot,ofcourse,
beforone
moment
contended
that
India ever reached
the
intellectual supremacy
of Greece or the
moral greatness
of Rome."
But, making
allowancesforthis,the
statementquoted
aboveisas
profoundly
truein
every
respectnowas
when itwas
writtenoverfifty
years
ago. IfFergusson's
followers had
taken itfor
theirstarting-
point,
they
mighthaveadded
muchto
ourknowledge
ofoneof
themostimportant
chapters
oftheworld's
history.
Butwith
ablindness characteristic
ofimitators
they have
quietlyburied
withhisbonesthe
onevital
truthwhich
illumines
Fergusson's
pages, and
have only
taken for
theirtexts
the fallacies
which