LITMIR.BIZ

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on poetry can have no idea of the naïve charm and the helpful radiance of his expounding. I feel that I cannot too strongly press Wordsworth's criticism upon you.

      Between Wordsworth and Hazlitt you will learn all that it behoves you to know of the nature, the aims, and the results of poetry. It is no part of my scheme to dot the "i's" and cross the "t's" of Wordsworth and Hazlitt. I best fulfil my purpose in urgently referring you to them. I have only a single point of my own to make— a psychological detail. One of the main obstacles to the cultivation of poetry in the average sensible man is an absurdly inflated notion of the ridiculous. At the bottom of that man's mind is the idea that poetry is "silly." He also finds it exaggerated and artificial; but these two accusations against poetry can be satisfactorily answered. The charge of silliness, of being ridiculous, however, cannot be refuted by argument. There is no logical answer to a guffaw. This sense of the ridiculous is merely a bad, infantile habit, in itself grotesquely ridiculous. You may see it particularly in the theatre. Not the greatest dramatist, not the greatest composer, not the greatest actor can prevent an audience from laughing uproariously at a tragic moment if a cat walks across the stage. But why ruin the scene by laughter? Simply because the majority of any audience is artistically childish. This sense of the ridiculous can only be crushed by the exercise of moral force. It can only be cowed. If you are inclined to laugh when a poet expresses himself more powerfully than you express yourself, when a poet talks about feelings which are not usually mentioned in daily papers, when a poet uses words and images which lie outside your vocabulary and range of thought, then you had better take yourself in hand. You have to decide whether you will be on the side of the angels or on the side of the nincompoops. There is no surer sign of imperfect development than the impulse to snigger at what is unusual, naïve, or exuberant. And if you choose to do so, you can detect the cat walking across the stage in the sublimest passages of literature. But more advanced souls will grieve for you.

      The study of Wordsworth's criticism makes the seventh step in my course of treatment. The eighth is to return to those poems of Wordsworth's which you have already perused, and read them again in the full light of the author's defence and explanation. Read as much Wordsworth as you find you can assimilate, but do not attempt either of his long poems. The time, however, is now come for a long poem. I began by advising narrative poetry for the neophyte, and I shall persevere with the prescription. I mean narrative poetry in the restricted sense; for epic poetry is narrative. Paradise Lost is narrative; so is The Prelude. I suggest neither of these great works. My choice falls on Elizabeth Browning's Aurora Leigh. If you once work yourself "into" this poem, interesting yourself primarily (as with Wordsworth) in the events of the story, and not allowing yourself to be obsessed by the fact that what you are reading is "poetry"—if you do this, you are not likely to leave it unfinished. And before you reach the end you will have encountered en route pretty nearly all the moods of poetry that exist: tragic, humorous, ironic, elegiac, lyric—everything. You will have a comprehensive acquaintance with a poet's mind. I guarantee that you will come safely through if you treat the work as a novel. For a novel it effectively is, and a better one than any written by Charlotte Brontë or George Eliot. In reading, it would be well to mark, or take note of, the passages which give you the most pleasure, and then to compare these passages with the passages selected for praise by some authoritative critic. Aurora Leigh can be got in the "Temple Classics" (1s. 6d.), or in the "Canterbury Poets" (1s.). The indispensable biographical information about Mrs. Browning can be obtained from Mr. J. H. Ingram's short Life of her in the "Eminent Women" Series (1s. 6d.), or from Robert Browning, by William Sharp ("Great Writers" Series, 1s.).

      This accomplished, you may begin to choose your poets. Going back to Hazlitt, you will see that he deals with, among others, Chaucer, Spenser, Shakespeare, Milton, Dryden, Pope, Chatterton, Burns, and the Lake School. You might select one of these, and read under his guidance. Said Wordsworth: "I was impressed by the conviction that there were four English poets whom I must have continually before me as examples—Chaucer, Shakespeare, Spenser, and Milton." (A word to the wise!) Wordsworth makes a fifth to these four. Concurrently with the careful, enthusiastic study of one of the undisputed classics, modern verse should be read. (I beg you to accept the following statement: that if the study of classical poetry inspires you with a distaste for modern poetry, then there is something seriously wrong in the method of your development.) You may at this stage (and not before) commence an inquiry into questions of rhythm, verse-structure, and rhyme. There is, I believe, no good, concise, cheap handbook to English prosody; yet such a manual is greatly needed. The only one with which I am acquainted is Tom Hood the younger's Rules of Rhyme: A Guide to English Versification. Again, the introduction to Walker's Rhyming Dictionary gives a fairly clear elementary account of the subject. Ruskin also has written an excellent essay on verse-rhythms. With a manual in front of you, you can acquire in a couple of hours a knowledge of the formal principles in which the music of English verse is rooted. The business is trifling. But the business of appreciating the inmost spirit of the greatest verse is tremendous and lifelong. It is not something that can be "got up."

      Chapter X

       Broad Counsels

       Table of Contents

      I have now set down what appear to me to be the necessary considerations, recommendations, exhortations, and dehortations in aid of this delicate and arduous enterprise of forming the literary taste. I have dealt with the theory of literature, with the psychology of the author, and—quite as important—with the psychology of the reader. I have tried to explain the author to the reader and the reader to himself. To go into further detail would be to exceed my original intention, with no hope of ever bringing the constantly-enlarging scheme to a logical conclusion. My aim is not to provide a map, but a compass—two very different instruments. In the way of general advice it remains for me only to put before you three counsels which apply more broadly than any I have yet offered to the business of reading.

      You have within yourself a touchstone by which finally you can, and you must, test every book that your brain is capable of comprehending. Does the book seem to you to be sincere and true? If it does, then you need not worry about your immediate feelings, or the possible future consequences of the book. You will ultimately like the book, and you will be justified in liking it. Honesty, in literature as in life, is the quality that counts first and counts last. But beware of your immediate feelings. Truth is not always pleasant. The first glimpse of truth is, indeed, usually so disconcerting as to be positively unpleasant, and our impulse is to tell it to go away, for we will have no truck with it. If a book arouses your genuine contempt, you may dismiss it from your mind. Take heed, however, lest you confuse contempt with anger. If a book really moves you to anger, the chances are that it is a good book. Most good books have begun by causing anger which disguised itself as contempt. Demanding honesty from your authors, you must see that you render it yourself. And to be honest with oneself is not so simple as it appears. One's sensations and one's sentiments must be examined with detachment. When you have violently flung down a book, listen whether you can hear a faint voice saying within you: "It's true, though!" And if you catch the whisper, better yield to it as quickly as you can. For sooner or later the voice will win. Similarly, when you are hugging a book, keep your ear cocked for the secret warning: "Yes, but it isn't true." For bad books, by flattering you, by caressing, by appealing to the weak or the base in you, will often persuade you what fine and splendid books they are. (Of course, I use the word "true" in a wide and essential significance. I do not necessarily mean true to literal fact; I mean true to the plane of experience in which the book moves. The truthfulness of Ivanhoe, for example, cannot be estimated by the same standards as the truthfulness of Stubbs's Constitutional History.) In reading a book, a sincere questioning of oneself, "Is it true?" and a loyal abiding by the answer, will help more surely than any other process of ratiocination to form the taste. I will not assert that this question and answer are all-sufficient. A true book is not always great. But a great book is never untrue.

      My second counsel is: In your reading you must have in view some definite aim—some aim other than the wish to derive pleasure. I conceive that to give pleasure is the highest end of any work of art, because the pleasure procured from any art is tonic,

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