The Voice of Science in Nineteenth-Century Literature / Representative Prose and Verse

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THE ATLANTIC MONTHLY PRESS 8 ARLINGTON STREET, BOSTON (17)
The nucleus of this collection was a privately printed volume for the use of the students in the sophomore course in English and History at the Massachusetts Institute of Technology. The volume was edited by Professor DeWitt C. Croissant, visiting professor of English at the Institute from George Washington University, Washington, D.C. The present volume, which contains some changes and additions, is edited by Robert E. Rogers, assistant professor of English at the Institute, who is, therefore, responsible for its present form.

“The Voice of Science in Nineteenth-Century Literature” is a volume of selections put together for use in the third term of a course in English and History offered to the second-year students at the Massachusetts Institute of Technology. The plan of the year’s work provides for a study of the record made in English literature by the great movements of thought that distinguished the nineteenth century. First John Stuart Mill’s essays on “Liberty” and “Representative Government” furnish an interpretation of the political currents of thought in the first half of the century. Carlyle’s “Past and Present,” which is read in the second third of the year, is an analysis of economic and social problems in the same period; in the third term the profound effect of science on the thought of the age receives illustration in the writings here brought together.
Broadly stated, the central theme of the book is man’s place in the universe, considered in the light of the new knowledge and speculation as to his origin and destiny which the study of science in the nineteenth century has invoked. Some of the selections are more closely related to this theme than are others. Between some of the selections the connection or contrast is obvious (“Rabbi Ben Ezra” and “The Rubaiyat of Omar Khayyam”); in others it is less immediately evident. In some cases the background is the group of ideas roughly classed under the word evolution ; in others it is some characteristic phase of religious feeling or ethical or theological thought. The contrast in outlook between the American writers, Emerson and Whitman, and their English contemporaries is one of which particularly valuable use may be made. The discovery of these interrelations is what gives zest to the reading for both parties in the classroom; for neither teacher nor students should the work take the form of checking off selections on a minutely correlated syllabus. The course should be pursued on the assumption that the whole is greater than the sum of the parts: the total impression, the height gained at the end, the inspiration of the view there disclosed—these are the goals to be sought for. And the discerning teacher will not be surprised that the pupil presses him so closely up the ascent.