LITMIR.BIZ

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two will come into the Park together; and perhaps we shall not be able to detect any very marked difference in their modes of expressing themselves. They are two ordinary, quiet-looking personages enough. There is nothing remarkable in their appearance; their coming here is not forced. There are deer in this Park; and 'book-men' as they are, they have a taste for sport also it seems. Unless you should get a glimpse of the type, – of the unit in their faces – and that shadowy train that the cipher points to, – unless you should observe that their speech is somewhat strongly pronounced for an individual representation – merely glancing at them in passing – you would not, perhaps, suspect who they are. And yet the hints are not wanting; they are very thickly strewn, – the hints which tell you that in these two men all the extant learning, which is in places of trust and authority, is represented; all that is not included in that elegant learning which those students are making sport of in those 'golden books' of theirs, under the trees here now.

      But there is another department of art and literature which is put down as a department of 'learning,' and a most grave and momentous department of it too, in that new scheme of learning which this play is illustrating, – one which will also have to be impersonated in this representation, – one which plays a most important part in the history of this School. It is that which gives it the power it lacks and wants, and in one way or another will have. It is that which makes an arm for it, and a long one. It is that which supplies its hidden arms and armour. But neither is this department of learning as it is extant, – as this School finds it prepared to its hands, going to be permitted to escape the searching of this comprehensive satire. There is a 'refined traveller of Spain' haunting the purlieus of this Court, who is just the bombastic kind of person that is wanted to act this part. For this impersonation, too, is historical. There are just such creatures in nature as this. We see them now and then; or, at least, he is not much overdone, – 'this child of Fancy, – Don Armado hight.' It is the Old Romance, with his ballads and allegories, – with his old 'lies' and his new arts, – that this company are going to use for their new minstrelsy; but first they will laugh him out of his bombast and nonsense, and instruct him in the knowledge of 'common things,' and teach him how to make poetry out of them. They have him here now, to make sport of him with the rest. It is the fashionable literature, – the literature that entertains a court, – the literature of a tyranny, with his gross servility, with his courtly affectations, with his arts of amusement, his 'vain delights,' with his euphuisms, his 'fire-new words,' it is the polite learning, the Elizabethan Belles Lettres, that is brought in here, along with that old Dryasdust Scholasticism, which the other two represent, to make up this company. These critics, who turn the laugh upon themselves, who caricature their own follies for the benefit of learning, who make themselves and their own failures the centre of the comedy of Love's Labour's Lost, are not going to let this thing escape; with the heights of its ideal, and the grossness of its real, it is the very fuel for the mirth that is blazing and crackling here. For these are the woodmen that are at work here, making sport as they work; hewing down the old decaying trunks, gathering all the nonsense into heaps, and burning it up and and clearing the ground for the new.

      'What is the end of study,' is the word of this Play. To get the old books shut, but not till they have been examined, not till all the good in them has been taken out, not till we have made a stand on them; to get the old books in their places, under our feet, and 'then to make progression' after we see where we are, is the proposal here —here also. It is the shutting up of the old books, and the opening of the new ones, which is the business here. But that– that is not the proposal of an ignorant man (as this Poet himself takes pains to observe); it is not the proposition of a man who does not know what there is in books – who does not know but there is every thing in them that they claim to have in them, every thing that is good for life, magic and all. An ignorant man is in awe of books, on account of his ignorance. He thinks there are all sorts of things in them. He is very diffident when it comes to any question in regard to them. He tells you that he is not 'high learned,' and defers to his betters. Neither is this the proposition of a man who has read a little, who has only a smattering in books, as the Poet himself observes. It is the proposition of a scholar, who has read them all, or had them read for him and examined, who knows what is in them all, and what they are good for, and what they are not good for. This is the man who laughs at learning, and borrows her own speech to laugh her down with. This, and not the ignorant man, it is who opens at last 'great nature's' gate to us, and tells us to come out and learn of her, because that which old books did not 'clasp in,' that which old philosophies have 'not dreamt of,' – the lore of laws not written yet in books of man's devising, the lore of that of which man's ordinary life consisteth is here, uncollected, waiting to be spelt out.

       King. How well he's read to reason against reading.

      is the inference here.

       Dumain. Proceeded well to stop all good proceeding.

      It is progress that is proposed here also. After the survey of learning 'has been well taken, then to make progession' is the word. It is not the doctrine of unlearning that is taught here in this satire. It is a learning that includes all the extant wisdom, and finds it insufficient. It is one that requires a new and nobler study for its god-like ends. But, at the same time, the hindrances that a practical learning has to encounter are pointed at from the first. The fact, that the true ends of learning take us at once into the ground of the forbidden questions, is as plainly stated in the opening speech of the New Academy as the nature of the statement will permit. The fact, that the intellect is trained to vain delights under such conditions, because there is no earnest legitimate occupation of it permitted, is a fact that is glanced at here, as it is in other places, though not in such a manner, of course, as to lead to a 'question' from the government in regard to the meaning of the passages in which these grievances are referred to. Under these embarrassments it is, we are given to understand, however, that the criticism on the old learning and the plot for the new is about to proceed.

      Here it takes the form of comedy and broad farce. There is a touch of 'tart Aristophanes' in the representation here. This is the introductory performance of the school in which the student hopes for high words howsoever low the matter, emphasizing that hope with an allusion to the heights of learning, as he finds it, and the highest word of it, which seems irreverent, until we find from the whole purport of the play how far he at least is from taking it in vain, whatever implication of that sort his criticism may be intended to leave on others, who use good words with so much iteration and to so little purpose. 'That is a high hope for a low having' is the rejoinder of that associate of his, whose views on this point agree with his own so entirely. It is the height of the hope and the lowness of the having– it is the height of the words and the lowness of the matter, that makes the incongruity here. That is the soul of all the mirth that is stirring here. It is the height of 'the style' that 'gives us cause to climb in the merriment' that makes the subject of this essay. It is literature in general that is laughed at here, and the branches of it in particular. It is the old books that are walking about under these trees, with their follies all ravelled out, making sport for us.

      But this is not all. It is the defect in learning which is represented here – that same 'defect' which a graver work of this Academy reports, in connection with a proposition for the Advancement of Learning – for its advancement into the fields not yet taken up, and which turn out, upon inquiry, to be the fields of human life and practice; – it is that main defect which is represented here. 'I find a kind of science of "words" but none of "things,"' says the reporter. 'What do you read, my lord?' 'Words, words, words,' echoes the Prince of Denmark. 'I find in these antique books, in these Philosophies and Poems, a certain resplendent or lustrous mass of matter chosen to give glory either to the subtilty of disputations, or to the eloquence of discourses,' says the other and graver reporter; 'but as to the ordinary and common matter of which life consisteth, I do not find it erected into an art or science, or reduced to written inquiry.' 'How low soever the matter, I hope in God for high words,' says a speaker, who comes out of that same palace of learning on to this stage

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