The Altar Fire

by Arthur Christopher Benson

I sit, as I write, in my quiet room, the fragrant evening air floating in, surrounded by all the beloved familiar things that have made my life sweet, easy, and delightful—books and pictures, that have brought me so many messages of beauty. I hear the voice of Maud overhead—she is telling the children a story, and I hear their voices break out every now and then into eager questions. Yet in the midst of all this peace and sweetness, I walk in loneliness and gloom, hardly daring, so faithless and despairing I am, to let my heart go out to the love and goodness round me, for fear of losing it all, for fear that those souls I love may be withdrawn from me or I from them. In this I know that I am sadly and darkly wrong—the prudent coldness, the fear of sorrow pulls me back; irresolute, cowardly, base! Yet even so I must trust the Hand that moulded me, and the Will that bade me be, just so and not otherwise.

June 4, 1889.

It is a melancholy reflection how very little the highest and most elaborate culture effects in the direction of producing creative and original writing. Very few indeed of our great writers have been technically cultivated men. How little we look to the Universities, where a lifetime devoted to the study of the nuances of classical expression is considered well spent, for any literature which either raises the intellectual temperature or enriches the blood of the world! The fact is that the highly-cultivated man tends to find himself mentally hampered by his cultivation, to wade in a sea of glue, as Tennyson said. It is partly that highly-cultivated minds grow to be subservient to authority, and to contemn experiment as rash and obstreperous. Partly also the least movement of the mind dislodges such a pile of precedents and phrases and aphorisms, stored and amassed by diligent reading, that the mind is encumbered by the thought that most things worth saying have been so beautifully said that repetition is out of the question. Partly, too, a false and fastidious refinement lays hold of the mind; and an intellect trained in the fine perception of ancient expression is unable to pass through the earlier stages through which a writer must pass, when the stream flows broken and turbid, when it appears impossible to capture and define the idea which seems so intangible and indefinable.

What an original writer requires is to be able to see a subject for himself, and then to express it for himself. The only cultivation he needs is just enough to realise that there are differences of subject and differences of expression, just enough to discern the general lines upon which subjects can be evolved, and to perceive that lucidity, grace, and force of expression are attainable. The overcultivated man, after reading a masterpiece, is crushed and flattened under his admiration; but the effect of a masterpiece upon an original spirit, is to make him desire to say something else that rises in his soul, and to say it in his own words; all he needs in the way of training is just enough for him to master technique. The highly-cultivated man is as one dazzled by gazing upon the sun; he has no eyes for anything else; a bright disc, imprinted upon his eyes, floats between him and every other object.

The best illustration of this is the case of the great trio, Wordsworth, Southey, and Coleridge. All three started as poets. Coleridge was distracted from poetry into metaphysics, mainly, I believe, by his indulgence in opium, and the torturing contemplation of his own moral impotence. He turned to philosophy to see if he could find some clue to the bewildering riddle of life, and he lost his way among philosophical speculations. Southey, on the other hand, a man of Spartan virtue, became a highly-cultivated writer; he sate in his spacious library of well-selected books, arranged with a finical preciseness, apportioning his day between various literary pursuits. He made an income; he wrote excellent ephemeral volumes; he gained a somewhat dreary reputation. But Wordsworth, with his tiny bookshelf of odd tattered volumes, with pages of manuscript interleaved to supply missing passages, alone kept his heart and imagination active, by deliberate leisure, elaborate sauntering, unashamed idleness.

The reason why very few uneducated persons have been writers of note, is because they have been unable to take up the problem at the right point. A writer cannot start absolutely afresh; he must have the progress of thought behind him, and he must join the procession in due order. Therefore the best outfit for a writer is to have just enough cultivation to enable him to apprehend the drift and development of thought, to discern the social and emotional problems that are in the air, so that he can interpret—that is the secret—the thoughts that are astir, but which have not yet been brought to the birth. He must know enough and not too much; he must not dim his perception by acquainting himself in detail with what has been said or thought; he must not take off the freshness of his mind by too much intellectual gymnastic. It is a race across country for which he is preparing, and he will learn better what the practical difficulties are by daring excursions of his own, than by acquiring a formal suppleness in prescribed exercises.

The originality and the output of the writer are conditioned by his intellectual and vital energy. Most men require all their energy for the ordinary pursuits of life; all creative work is the result of a certain superabundance of mental force. If this force is used up in social duties, in professional business, even in the pursuit of a high degree of mental cultivation, originality must suffer; and therefore a man whose aim is to write, ought resolutely to limit his activities. What would be idleness in another is for him a storing of forces; what in an ordinary man would be malingering and procrastination, is for the writer the repose necessary to allow his energies to concentrate themselves upon his chosen work.

June 8, 1889.

I have been looking at a catalogue, this morning, of the publications of a firm that is always bringing out new editions of old writers. I suppose they find a certain sale for these books, or they would not issue them; and yet I cannot conceive who buys them in their thousands, and still less who reads them. Teachers, perhaps, of literature; or people who are inspired by local lectures to go in search of culture? It is a great problem, this accumulation of literature; and it seems to me a very irrational thing to do to republish the complete works of old authors, who perhaps, in the midst of a large mass of essentially second-rate work, added half-a-dozen lyrics to the literature of the world. But surely it is time that we began to select? Whatever else there is time for in this world, there certainly is not time to read old half-forgotten second-rate work. Of course people who are making a special study of an age, a period, a school of writers, have to plough through a good deal that is not intrinsically worth reading; but, as a rule, when a man has done this, instead of saying boldly that the greater part of an author's writings may be wisely neglected and left alone, he loses himself in the critical discrimination and the chronological arrangement of inferior compositions; perhaps he rescues a few lines of merit out of a mass of writing; but there is hardly time now to read long ponderous poems for the sake of a few fine flashes of emotion and expression. What, as a rule, distinguishes the work of the amateur from the work of the great writer is that an amateur will retain a poem for the sake of a few good lines, whereas a great writer will relentlessly sacrifice a few fine phrases, if the whole structure and texture of the poem is loose and unsatisfactory. The only chance of writing something that will live is to be sure that the whole thing—book, essay, poem—is perfectly proportioned, firm, hammered, definite. The sign and seal of a great writer is that he has either the patience to improve loose work, or the courage to sacrifice it.

But most readers are so irrational, so submissive, so deferential, that they will swallow an author whole. They think dimly that they can arrive at a certain kind of culture by knowledge; but knowledge has nothing to do with it. The point is to have perception, emotion, discrimination. This is where education fails so grievously, that teachers of this independent and perceptive process are so rare, and that teaching too often falls into the hands of conscientious people, with good memories, who think that it benefits the mind to load it with facts and dates, and forget, or do not know, that what is needed is a sort of ardent inner fire, that consumes the debris and fuses the ore.