On the Art of Writing · Chapter
Lecture X: English Literature in Our Universities (I) explained
The lecturer begins by revisiting the idea of the 'all-round man' from the previous lecture, emphasizing that for the Greeks and Romans, literature and life were deeply intertwined with religion and the worship of their gods.
What happens
The lecturer begins by revisiting the idea of the 'all-round man' from the previous lecture, emphasizing that for the Greeks and Romans, literature and life were deeply intertwined with religion and the worship of their gods. He contrasts this with the modern tendency to mock or belittle ancient theology, warning against confusing Aristophanes' humor with modern satire. The discussion then shifts to the decline of literature after the classical era, noting that while the Church both suppressed and preserved literary works, literature itself had 'gone down disastrously' and did not revive during the twelfth-century intellectual revival, which prioritized science and philosophy over form. The lecturer then explores the obscure origins of universities, particularly Oxford and Cambridge, suggesting they grew fortuitously like trees from seeds. He paints a vivid picture of medieval university life—narrow, dirty streets, frequent fires and floods, and violent conflicts between 'nations' and townspeople—to argue that the primary pursuit of early students was not literature but rather discipline, organization, and basic learning.
Themes in this chapter
Literature and Life
The lecturer argues that for the Greeks and Romans, literature was inseparable from religion and daily life, contrasting this with modern detachment.
Education and University Role
The chapter explores the early history of universities, emphasizing that their original purpose was not literary but focused on discipline, organization, and basic learning.
Literary Lineage and Tradition
The decline of literature after the classical era and its slow revival are discussed, with references to figures like Bede, Alcuin, and Abelard.
Characters to notice
- Aristophanes
Cited as a Greek writer who poked fun at the gods, but the lecturer warns that his mockery was fundamentally different from modern mockery.
- Lucian
Mentioned alongside Aristophanes as a writer who made fun of the gods, but with a different underlying attitude than modern readers assume.
- Virgil
Referenced for the role Venus plays as the moving spirit of his epic poem, illustrating the deep religious significance of gods in Roman literature.
- Abelard
Mentioned as a famous teacher who drew vast crowds to Paris, demonstrating the personal fascination and living voice that mattered even when form was neglected.
- Bede
Cited as an example of early English scholarship; his death scene is described as deeply moving, and his fame spread across Europe.
- Alcuin
Described as Bede's pupil, a 'pushing dull man and a born reactionary' who went to teach at Charlemagne's court, causing Northumbria to lose its chance to become a cultural center.
- Plato
Mentioned in the context of choosing an unhealthy site for his Academy, as a parallel to medieval reasoning about university locations.
- Browning
Quoted for the phrase 'of importance in his day,' used to describe an unknown teacher who may have started the University of Cambridge.
Key passages
“All thoughts, all passions, all desires ... In our Art it is true, no doubt, that they are 'the ministers of love'; in Greek they are as a whole the ministers of religion, and this is what in a curious degree makes Greek poetry matter, makes it relevant.”
In Greek poetry, every emotion and desire serves religion, which gives the poetry its deep significance and relevance, unlike in modern art where these are merely about love.
The lecturer quotes Professor Gilbert Murray to emphasize the religious foundation of Greek poetry.
“Literature had gone down disastrously. Even philosophy, unless you count the pale work of Boethius— real philosophy had so nearly perished that men possessed no more of Aristotle than a fragment of his Logic, and 'the Philosopher' had to creep back into Western Europe through translations from the Arabic!”
Literature had suffered a severe decline; philosophy itself barely survived, with only a small piece of Aristotle's Logic known until it returned via Arabic translations.
The lecturer describes the near-total loss of classical learning after the fall of Rome.
“Nobody quite knows how these Universities began. Least of all can anybody tell how Oxford and Cambridge began.”
The origins of universities, especially Oxford and Cambridge, are unknown and cannot be precisely determined.
The lecturer highlights the mysterious and fortuitous beginnings of these institutions.
“These young or nascent bodies had a trick of breaking away after this fashion. For reasons no longer obvious they hankered specially towards Stamford or Northampton.”
Early universities often split or migrated, with a particular attraction to towns like Stamford or Northampton for reasons that are now unclear.
The lecturer notes the tendency of medieval universities to relocate or fragment.
