On the Art of Writing · Chapter
Lecture XI: English Literature in Our Universities (II) explained
The lecture continues the argument that universities were not founded for the study of literature, using the late establishment of Greek, Latin, and English chairs at Cambridge as evidence.
What happens
The lecture continues the argument that universities were not founded for the study of literature, using the late establishment of Greek, Latin, and English chairs at Cambridge as evidence. It discusses the Renaissance's role in bringing Greek and thus literary study to the universities, and highlights how early Cambridge scholars like Gabriel Harvey and the anonymous author of the Parnassus plays were deeply engaged with English literature. The lecture criticizes the overemphasis on philological preliminaries at the expense of literature itself, arguing that the true study of literature must treat it as a living art. It concludes with a plea for a childlike openness to knowledge, symbolized by a visit to the Castle mound and the gaoler's remark about keeping children out.
Themes in this chapter
Education and University Role
The lecture examines the historical failure of universities to prioritize literature, and argues that the true task of a university is to study literature as a living art, not mere accessories.
Literary Lineage and Tradition
References to Gabriel Harvey, Spenser, and the Parnassus plays illustrate the early engagement of Cambridge scholars with English literary tradition.
Literature as a Living Art
The lecturer insists that literature must be studied as a living art, not reduced to philological preliminaries; the difficulty of critical appraisal is emphasized.
Critique of Jargon
Implicit critique of pedantic examination practices that prioritize filling in missing letters over understanding Shakespeare.
Characters to notice
- Unknown
The lecturer, who reflects on the history of literary study at Cambridge and shares personal anecdotes.
- Gabriel Harvey
Fellow of Pembroke Hall, Cambridge; his letters to Spenser show his intense concern with making English literature, despite his personal flaws.
- Edmund Spenser
Recipient of Harvey's letters; mentioned as a poet whom Harvey tried to influence.
- Homer
Quoted from Lucian's 'True History' as a figure in Hades, answering questions about his origins and the Iliad.
- Lucian
Author of 'True History,' cited for a humorous passage about Homer in Hades.
- Bacon
Quoted at the end: 'Regnum Scientiae ut regnum Coeli non nisi sub persona infantis intratur.'
- Dr. Courthope
Quoted for his description of Gabriel Harvey as arrogant and with vitiated taste.
- Aristotle
Listed among the great critics who have explored the territory of literary criticism.
Key passages
“the Greek language gave a soul to the objects of sense and a body to the abstractions of metaphysics.”
Greek made sensory things seem alive and gave concrete form to abstract ideas.
Gibbon's saying is quoted to illustrate the power of Greek in shaping thought and expression.
“while a knowledge of Greek and Latin is not necessary to a writer of English, he should at least have a firm conviction that those two languages existed.”
Though a writer doesn't need to know Greek and Latin, he must acknowledge their historical importance.
Bagehot's shrewd remark is cited to support a moderate view on classical languages.
“The Pilgrimage to Parnassus and The Returne from Parnassus have stood the honest Stagekeepers in many a crowne's expense for linckes and vizards: purchased many a Sophister a knocke with a clubbe: hindred the butler's box, and emptied the Colledge barrells”
These plays cost the stage managers money for props and caused many a student to get into fights, disrupted the butler's accounts, and drained the college's beer supplies.
The prologue to The Return, Part II humorously describes the popularity and rowdy effects of the earlier Parnassus plays.
“And God said, 'Let there be light': and there was light. 'Oh, thank you, Sir,' said the Bat and the Owl; 'then we are off!'”
When light appears, creatures of darkness flee, just as those who overemphasize preliminaries retreat when literature itself is illuminated.
A parable used to criticize those who prioritize the study of origins over the living art of literature.
“Regnum Scientiae ut regnum Coeli non nisi sub persona infantis intratur.”
Into the Kingdom of Knowledge, as into the Kingdom of Heaven, one must enter as a little child.
Bacon's aphorism concludes the lecture, advocating for a humble, open-minded approach to learning.
