On the Art of Reading · Chapters
Chapters explained
Chapter companions for On the Art of Reading by Arthur Quiller-Couch.
Chapter 1
Dedication
The chapter is a brief dedication to H. F. S. and H. M. C., indicating the book is offered in gratitude or recognition to these individuals.
Chapter 2
On the Art of Reading
The chapter explores the nature and purpose of reading, arguing that true reading is an active, imaginative engagement with literature rather than a passive or mechanical process. It critiques modern educational systems that prioritize examinations over genuine understanding, and defends the value of classical and biblical texts as sources of enduring wisdom.
Chapter 3
Lecture I: Introductory
The narrator introduces the overwhelming demands of the English Literature curriculum, critiquing the examination system for prioritizing facts and chronology over genuine literary engagement. He argues that true literature is about life and the spiritual element in man, introducing Browning's doctrine of three souls—What Does, What Knows, What Is—and asserting that the highest study is of What Is, the spiritual self. The chapter sets the stage for a series of lectures on the art of reading literature.
Chapter 4
Lecture II: Apprehension Versus Comprehension
The lecture explores the art of reading, arguing that true reading is about apprehension rather than comprehension, and that the purpose of reading is not to accumulate vast knowledge but to cultivate the reader. The narrator critiques the examination system and the use of manuals, citing Bacon's 'Of Studies' to support the idea that reading should be selective and digestible, not overwhelming. The destruction of the Library of Alexandria is discussed as an example of the impossibility of reading everything, and Gibbon's perspective is challenged.
Chapter 5
Lecture III: Children's Reading (I)
The lecturer reflects on the nature of education, arguing that it should be a drawing-forth of the child's innate potential rather than an imposition. He critiques outdated teaching methods, such as block-reading, and the repressive moralistic literature of the 19th century that treated children as inherently sinful. Through anecdotes and examples, he advocates for nurturing children's natural curiosity and love of learning, emphasizing the importance of reading to oneself as the master-key to true education.
Chapter 6
Lecture IV: Children's Reading (II)
The lecture continues the discussion of children's reading by examining the six instincts a child naturally desires, as catalogued by Mr. Holmes: the communicative, dramatic, artistic, musical, inquisitive, and constructive instincts. The focus narrows to three purely imitative instincts—acting, drawing/painting/modelling, and dancing/singing—and connects them to Aristotle's Poetics, which bases poetry on imitation, harmony, and rhythm. Aristotle's argument that poetry imitates the universal rather than mere factual truth is linked to the child's innate drive to realize himself through noble imitation. The lecturer urges educators to help children access poetry by reading aloud without over-explaining, using early Milton as an example, and concludes that the highest truth of poetry is simple enough for a child to understand, echoing Jesus' words about revelation to babes.
Chapter 7
Lecture V: On Reading for Examinations
The lecturer addresses the tension between literature and examinations, arguing that while exams test knowledge, true understanding of literature requires a deeper engagement with 'What Is' rather than mere facts. He defends the necessity of prescribed reading lists as a guide for students, and offers comfort that even within examination constraints, the highest literary experiences arise from moments of high excitement and disciplined practice.
Chapter 8
Lecture VI: On a School of English
The narrator examines the establishment of a School of English at Cambridge, arguing that literature cannot be divorced from life, requires personal understanding of authors, and is a living art to be practiced. He deconstructs the notion of 'the subject of English Literature' by showing its vast and varied content, and critiques the historical neglect of English studies in favor of classics, while acknowledging the reasoning behind that neglect.
Chapter 9
Lecture VII: The Value of Greek and Latin in English Literature
The lecturer argues for the intrinsic value of Greek and Latin in understanding English literature, using the artistic concept of 'value' as a measure of depth, proportion, and atmosphere. He contends that without a sense of ancestry and classical education, one cannot fully perceive the layered richness of English literature. He discusses the historical dominance of Latin as a universal language and the role of translations in bridging classical works, while emphasizing that the highest poetic speech defies translation. The lecture concludes with a plea for students to recognize the classical roots of English literature, illustrated by examples from Chaucer to Landor.
Chapter 10
Lecture VIII: On Reading the Bible (I)
The lecturer argues against reading the Bible merely to contradict or confute, asserting that the Bible is both a majestic literary monument and a living spiritual inheritance. He warns against treating it as 'mere literature' or 'fine writing,' emphasizing that literature cannot be divorced from life or the authors who wrote it. He discusses the powerful emotional effect of the Authorised Version's cadences and phrases, shaped by centuries of association and memory, and laments that the Education Act of 1870 has discouraged family Bible reading, replacing it with state-led schooling and Sunday newspapers.
Chapter 11
Lecture IX: On Reading the Bible (II)
The narrator protests the exclusion of the English Bible from academic literary study, arguing for its unparalleled literary greatness and influence on English literature. He investigates possible reasons for this taboo—superstition, Puritanism, and the Bible's presentation as a disjointed reference work—and calls for courage to include it in the English Tripos, citing advocates like Matthew Arnold and Dr. R. G. Moulton.
Chapter 12
Lecture X: On Reading the Bible (III)
The lecturer focuses on the Book of Job as a practical example of reading the Bible as literature. He argues for its literary merit, its suitability for study in an English school, and uses it to illustrate that poetry can exist without metre or rhyme, citing Job as an example of sublime free verse. He also discusses the concept of static drama, referencing Maeterlinck, and uses Job's structure to counter arguments about the necessity of action in drama.
Chapter 13
Lecture XI: Of Selection
The lecturer returns to the original problem of how to teach reading amidst an overwhelming accumulation of books. He argues that true education must rely on a careful selection of masterpieces—the great classics—which are neither too numerous nor too difficult, and can impart genuine delight and taste. Using the library of Alexandria's burning and the modern librarian's burden as parables, he contrasts the Athenian gentleman's unencumbered life with the modern reader's suffocation by mass. He critiques the 18th century's narrow, artificial boundaries that excluded the poor and medieval literature, yet admires its prose craftsmanship. The lecture concludes that a few chosen works can guide a pupil to discern the better from the worse.
Chapter 14
Lecture XII: On the Use of Masterpieces
The chapter explores the nature and purpose of classic works of literature, arguing that masterpieces should be treated absolutely for their intended meaning and trusted to operate on readers through mutual attraction. It traces the historical preservation of classics from ancient Athens through the Dark Ages, highlighting the sacrifices of scribes and scholars. The chapter contends that masterpieces serve as prophylactics of taste, help interpret the common mind of civilization, and teach us to lift our own souls. It also critiques modern neglect of literary tradition, particularly in statesmanship and public life.
Chapter 15
Endnotes
The endnotes provide references, clarifications, and additional commentary on the lectures, including remarks on the evolution of English teaching, medieval university oaths, and quotations from various literary works.
