Chapter 11

Next to this we know that there is a great stir on behalf of technical and commercial education. The special needs of our time and country compel us to pay a particular attention to this subject. Here knowledge is business, and we shall never hold our industrial pre-eminence, with all that hangs upon that pre-eminence, unless we push on technical and commercial education with all our might. But there is a third kind of knowledge, and that too, in its own way, is business. There is the cultivation of the sympathies and imagination, the quickening of the moral sensibilities, and the enlargement of the moral vision. The great need in modern culture, which is scientific in method, rationalistic in spirit, and utilitarian in purpose, is to find some effective agency for cherishing within us the ideal. That is the business and function of literature. Literature alone will not make a good citizen; it will not make a good man. History affords too many proofs that scholarship and learning by no means purge men of acrimony, of vanity, of arrogance, of a murderous tenacity about trifles. Mere scholarship and learning and the knowledge of books do not by any means arrest and dissolve all the travelling acids of the human system. Nor would I pretend for a moment that literature can be any substitute for life and action. Burke said, "What is the education of the generality of the world? Reading a parcel of books? No! Restraint and discipline, examples of virtue and of justice, these are what form the education of the world." That is profoundly true; it is life that is the great educator. But the parcel of books, if they are well chosen, reconcile us to this discipline; they interpret this virtue and justice; they awaken within us the diviner mind, and rouse us to a consciousness of what is best in others and ourselves.

As a matter of rude fact, there is much to make us question whether the spread of literature, as now understood, does awaken the diviner mind. The numbers of the books that are taken out from public libraries are not all that we could wish. I am not going to inflict many figures on you, but there is one set of these figures that distresses booklovers,--I mean the enormous place that fiction occupies in the books that are taken out. In one great town in the North prose fiction forms 76 per cent of all the books lent. In another great town prose fiction is 82 per cent; in a third 84 per cent; and in a fourth 67 per cent. I had the curiosity to see what happens in the libraries of the United States; and there--supposing the system of cataloguing and enumeration to be the same--they are a trifle more serious in their taste than we are; where our average is about 70 per cent, at a place like Chicago it is only about 60 per cent. In Scotland, too, it ought to be said that they have a better average in respect to prose fiction. There is a larger demand for books called serious than in England. And I suspect, though I do not know, that one reason why there is in Scotland a greater demand for the more serious classes of literature than fiction, is that in the Scotch Universities there are what we have not in England--well-attended chairs of literature, systematically and methodically studied. Do not let it be supposed that I at all underrate the value of fiction. On the contrary, when a man has done a hard day's work, what can he do better than fall to and read the novels of Walter Scott, or the Brontes, or Mrs. Gaskell, or some of our living writers. I am rather a voracious reader of fiction myself. I do not, therefore, point to it as a reproach or as a source of discouragement, that fiction takes so large a place in the objects of literary interest. I only suggest that it is much too large, and we should be better pleased if it sank to about 40 per cent, and what is classified as general literature rose from 13 to 25 per cent.

There are other complaints of literature as an object of interest in this country. I was reading the other day an essay by the late head of my old college at Oxford, that very learned and remarkable man Mark Pattison, who was a booklover if ever there was one. He complained that the bookseller's bill in the ordinary English middle class family is shamefully small. It appeared to him to be monstrous that a man who is earning £1000 a year should spend less than £1 a week on books--that is to say, less than a shilling in the pound per annum. I know that Chancellors of the Exchequer take from us 8d. or 6d. in the pound, and I am not sure that they always use it as wisely as if they left us to spend it on books. Still, a shilling in the pound to be spent on books by a clerk who earns a couple of hundred pounds a year, or by a workman who earns a quarter of that sum, is rather more, I think, than can be reasonably expected. A man does not really need to have a great many books. Pattison said that nobody who respected himself could have less than 1000 volumes. He pointed out that you can stack 1000 octavo volumes in a bookcase that shall be 13 feet by 10 feet, and 6 inches deep, and that everybody has that small amount of space at disposal. Still the point is not that men should have a great many books, but that they should have the right ones, and that they should use those that they have. We may all agree in lamenting that there are so many houses--even some of considerable social pretension--where you will not find a good atlas, a good dictionary, or a good cyclopaedia of reference. What is still more lamentable, in a good many more houses where these books are, they are never referred to or opened. That is a very discreditable fact, because I defy anybody to take up a single copy of the _Times_ newspaper and not come upon something in it, upon which, if their interest in the affairs of the day were active, intelligent, and alert as it ought to be, they would consult an atlas, dictionary, or cyclopaedia of reference.

No sensible person can suppose for a single moment that everybody is born with the ability for using books, for reading and studying literature. Certainly not everybody is born with the capacity of being a great scholar. All people are no more born great scholars like Gibbon and Bentley, than they are all born great musicians like Handel and Beethoven. What is much worse than that, many come into the world with the incapacity of reading, just as they come into it with the incapacity of distinguishing one tune from another. To them I have nothing to say. Even the morning paper is too much for them. They can only skim the surface even of that. I go further, and frankly admit that the habit and power of reading with reflection, comprehension, and memory all alert and awake, does not come at once to the natural man any more than many other sovereign virtues come to that interesting creature. What I do venture to press upon you is, that it requires no preterhuman force of will in any young man or woman--unless household circumstances are more than usually vexatious and unfavourable--to get at least half an hour out of a solid busy day for good and disinterested reading. Some will say that this is too much to expect, and the first persons to say it, I venture to predict, will be those who waste their time most. At any rate, if I cannot get half an hour, I will be content with a quarter. Now, in half an hour I fancy you can read fifteen or twenty pages of Burke; or you can read one of Wordsworth's masterpieces--say the lines on Tintern; or say, one-third--if a scholar, in the original, and if not, in a translation--of a book of the Iliad or the Aeneid. I do not think that I am filling the half-hour too full. But try for yourselves what you can read in half an hour. Then multiply the half-hour by 365, and consider what treasures you might have laid by at the end of the year; and what happiness, fortitude, and wisdom they would have given you during all the days of your life.

I will not take up your time by explaining the various mechanical contrivances and aids to successful study. They are not to be despised by those who would extract the most from books, Many people think of knowledge as of money. They would like knowledge, but cannot face the perseverance and self-denial that go to the acquisition of it. The wise student will do most of his reading with a pen or a pencil in his hand.

He will not shrink from the useful toil of making abstracts and summaries of what he is reading. Sir William Hamilton was a strong advocate for underscoring books of study. "Intelligent underlining," he said, "gave a kind of abstract of an important work, and by the use of different coloured inks to mark a difference of contents, and discriminate the doctrinal from the historical or illustrative elements of an argument or exposition, the abstract became an analysis very serviceable for ready reference,"[1] This assumes, as Hamilton said, that the book to be operated on is your own, and perhaps is rather too elaborate a counsel of perfection for most of us. Again, some great men--Gibbon was one, and Daniel Webster was another, and the great Lord Strafford was a third--always before reading a book made a short, rough analysis of the questions which they expected to be answered in it, the additions to be made to their knowledge, and whither it would take them.

[Footnote 1: Veitch's _Life of Hamilton_, pp. 314, 392.]

"After glancing my eye," says Gibbon, "over the design and order of a new book, I suspended the perusal until I had finished the task of self-examination; till I had revolved in a solitary walk all that I knew or believed or had thought on the subject of the whole work or of some particular chapter: I was then qualified to discern how much the author added to my original stock; and if I was sometimes satisfied by the agreement, I was sometimes armed by the opposition, of our ideas."[1]

[Footnote 1: Dr. Smith's _Gibbon_, i. 64.]

I have sometimes tried that way of steadying and guiding attention; and I commend it to you. I need not tell you that you will find that most books worth reading once are worth reading twice, and--what is most important of all--the masterpieces of literature are worth reading a thousand times. It is a great mistake to think that because you have read a masterpiece once or twice, or ten times, therefore you have done with it. Because it is a masterpiece, you ought to live with it, and make it part of your daily life. Another practice is that of keeping a commonplace book, and transcribing into it what is striking and interesting and suggestive. And if you keep it wisely, as Locke has taught us, you will put every entry under a head, division, or subdivision.[1] This Is an excellent practice for concentrating your thought on the passage and making you alive to its real point and significance. Here, however, the high authority of Gibbon is against us. He refuses "strenuously to recommend." "The action of the pen," he says, "will doubtless imprint an idea on the mind as well as on the paper; but I much question whether the benefits of this laborious method are adequate to the waste of time; and I must agree with Dr. Johnson (_Idler_, No. 74) that 'what is twice read is commonly better remembered than what is transcribed.'"[2]

[Footnote 1: "If I would put anything in my Common-place Book, I find out a head to which I may refer it. Each head ought to be some important and essential word to the matter in hand" (Locke's _Works_, iii. 308, ed. 1801).]

[Footnote 2: This is for indexing purposes, but it is worth while to go further and make a title for the passage extracted, indicating its pith and purport.]

Various correspondents have asked me to say something about those lists of a hundred books that have been circulating through the world within the last few months. I have examined some of these lists with considerable care, and whatever else may be said of them--and I speak of them with deference and reserve, because men for whom one must have a great regard have compiled them--they do not seem to me to be calculated either to create or satisfy a wise taste for literature in any very worthy sense. To fill a man with a hundred parcels of heterogeneous scraps from the _Mahabharata_, and the _Sheking_, down to _Pickwick_ and _White's Selborne_, may pass the time, but I cannot perceive how it would strengthen or instruct or delight. For instance, it is a mistake to think that every book that has a great name in the history of books or of thought is worth reading. Some of the most famous books are least worth reading. Their fame was due to their doing something that needed in their day to be done. The work done, the virtue of the book expires. Again, I agree with those who say that the steady working down one of these lists would end in the manufacture of that obnoxious product--the prig. A prig has been defined as an animal that is overfed for its size. I think that these bewildering miscellanies would lead to an immense quantity of that kind of overfeeding. The object of reading is not to dip into everything that even wise men have ever written. In the words of one of the most winning writers of English that ever existed--Cardinal Newman--the object of literature in education is to open the mind, to correct it, to refine it, to enable it to comprehend and digest its knowledge, to give it power over its own faculties, application, flexibility, method, critical exactness, sagacity, address, and expression. These are the objects of that intellectual perfection which a literary education is destined to give. I will not venture on a list of a hundred books, but will recommend you instead to one book well worthy of your attention. Those who are curious as to what they should read in the region of pure literature will do well to peruse Mr. Frederic Harrison's admirable, volume, called _The Choice of Books_. You will find there as much wise thought, eloquently and brilliantly put, as in any volume of its size and on its subject, whether it be in the list of a hundred or not.

Let me pass to another topic. We are often asked whether it is best to study subjects, or authors, or books. Well, I think that is like most of the stock questions with which the perverse ingenuity of mankind torments itself. There is no universal and exclusive answer. My own answer is a very plain one. It is sometimes best to study books, sometimes authors, and sometimes subjects; but at all times it is best to study authors, subjects, and books in connection with one another. Whether you make your first approach from interest in an author or in a book, the fruit will be only half gathered if you leave off without new ideas and clearer lights both on the man and the matter. One of the noblest masterpieces in the literature of civil and political wisdom is to be found in Burke's three performances on the American war--his speech on Taxation in 1774, on Conciliation in 1775, and his letter to the Sheriffs of Bristol in 1777. I can only repeat to you what I have been saying in print and out of it for a good many years, and what I believe more firmly as observation is enlarged by time and occasion, that these three pieces are the most perfect manual in all literature for the study of great affairs, whether for the purpose of knowledge or action. "They are an example," as I have said before now, "an example without fault of all the qualities which the critic, whether a theorist or an actor, of great political situations should strive by night and by day to possess. If their subject were as remote as the quarrel between the Corinthians and Corcyra, or the war between Rome and the Allies, instead of a conflict to which the world owes the opportunity of one of the most important of political experiments, we should still have everything to learn from the author's treatment; the vigorous grasp of masses of compressed detail, the wide illumination from great principles of human experience, the strong and masculine feeling for the two great political ends of Justice and Freedom, the large and generous interpretation of expediency, the morality, the vision, the noble temper." No student worthy of the name will lay aside these pieces, so admirable in their literary expression, so important for history, so rich in the lessons of civil wisdom, until he has found out something from other sources as to the circumstances from which such writings arose, and as to the man whose resplendent genius inspired them. There are great personalities like Burke who march through history with voices like a clarion trumpet and something like the glitter of swords in their hands. They are as interesting as their work. Contact with them warms and kindles the mind. You will not be content, after reading one of these pieces, without knowing the character and personality of the man who conceived it, and until you have spent an hour or two--and an hour or two will go a long way with Burke still fresh in your mind--over other compositions in political literature, over Bacon's civil pieces, or Machiavelli's _Prince_, and others in the same order of thought.

This points to the right answer to another question that is constantly asked. We are constantly asked whether desultory reading is among things lawful and permitted. May we browse at large in a library, as Johnson said, or is it forbidden to open a book without a definite aim and fixed expectations? I am for a compromise. If a man has once got his general point of view, if he has striven with success to place himself at the centre, what follows is of less consequence. If he has got in his head a good map of the country, he may ramble at large with impunity. If he has once well and truly laid the foundations of a methodical, systematic habit of mind, what he reads will find its way to its proper place. If his intellect is in good order, he will find in every quarter something to assimilate and something that will nourish.

Next I am going to deal with another question, with which perhaps I ought to have started. What is literature? It has often been defined. Emerson says it is a record of the best thoughts. "By literature," says another author, "we mean the written thoughts and feelings of intelligent men and women arranged in a way that shall give pleasure to the reader." A third account is that "the aim of a student of literature is to know the best that has been thought in the world." Definitions always appear to me in these things to be in the nature of vanity. I feel that the attempt to be compact in the definition of literature ends in something that is rather meagre, partial, starved, and unsatisfactory. I turn to the answer given by a great French writer to a question not quite the same, viz. "What is a classic?" Literature consists of a whole body of classics in the true sense of the word, and a classic, as Sainte-Beuve defines him, is an "author who has enriched the human mind, who has really added to its treasure, who has got it to take a step further; who has discovered some unequivocal moral truth, or penetrated to some eternal passion, in that heart of man where it seemed as though all were known and explored, who has produced his thought, or his observation, or his invention under some form, no matter what, so it be great, large, acute, and reasonable, sane and beautiful in itself; who has spoken to all in a style of his own, yet a style which finds itself the style of everybody,--in a style that Is at once new and antique, and is the contemporary of all the ages." Another Frenchman, Doudan, who died in 1872, has an excellent passage on the same subject:--

"The man of letters properly so called is a rather singular being: he does not look at things exactly with his own eyes, he has not impressions of his own, we could not discover the imagination with which he started. 'Tis a tree on which have been grafted Homer, Virgil, Milton, Dante, Petrarch; hence have grown peculiar flowers which are not natural, and yet which are not artificial. Study has given to the man of letters something of the reverie of René; with Homer he has looked upon the plain of Troy, and there has remained in his brain some of the light of the Grecian sky; he has taken a little of the pensive lustre of Virgil, as he wanders by his side on the slopes of the Aventine; he sees the world as Milton saw it, through the grey mists of England, as Dante saw it, through the clear and glowing light of Italy. Of all these colours he composes for himself a colour that is unique and his own; from all these glasses by which his life passes on its journey to the real world, there is formed a special tint, and that is what makes the imagination of men of letters."

At a single hearing you may not take all that in; but if you should have any opportunity of recurring to it, you will find this a satisfactory, full, and instructive account of what is a classic, and will find in it a full and satisfactory account of what those who have thought most on literature hope to get from it, and most would desire to confer upon others by it. Literature consists of till the books--and they are not so many--where moral truth and human passion are touched with a certain largeness, sanity, and attraction of form. My notion of the literary student is one who through books explores the strange voyages of man's moral reason, the impulses of the human heart, the chances and changes that have overtaken human ideals of virtue and happiness, of conduct and manners, and the shifting fortunes of great conceptions of truth and virtue. Poets, dramatists, humorists, satirists, masters of fiction, the great preachers, the character-writers, the maxim-writers, the great political orators--they are all literature in so far as they teach us to know man and to know human nature. This is what makes literature, rightly sifted and selected and rightly studied, not the mere elegant trifling that it is so often and so erroneously supposed to be, but a proper instrument for a systematic training of the imagination and sympathies, and of a genial and varied moral sensibility.

From this point of view let me remind you that books are not the products of accident and caprice. As Goethe said, if you would understand an author, you must understand his age. The same thing is just as true of a book. If you would fully comprehend it, you must know the age. There is an order; there are causes and relations between great compositions and the societies in which they have emerged. Just as the naturalist strives to understand and to explain the distribution of plants and animals over the surface of the globe, to connect their presence or their absence with the great geological, climatic, and oceanic changes, so the student of literature, if he be wise, undertakes an ordered and connected survey of ideas, of tastes, of sentiments, of imagination, of humour, of invention, as they affect and as they are affected by the ever changing experiences of human nature, and the manifold variations that time and circumstances are incessantly working in human society.