And if I may seem to be asking anything new or troublesome, I beg you to remember, that it is the primary idea of this College to vindicate women’s right to an education in all points equal to that of men; the difference between them being determined not by any fancied inferiority of mind, but simply by the distinct offices and character of the sexes. And surely when you recollect the long drudgery at Greek and Latin verses which is required of every highly-educated man, and the high importance which has attached to them for centuries in the opinion of Englishmen, you cannot think that I am too exigeant in asking you for a few sets of English verses. Believe me, that you ought to find their beneficial effect in producing, as I said before, a measured deliberate style of expression, a habit of calling up clear and distinct images on all subjects, a power of condensing and arranging your thoughts, such as no practice in prose themes can ever give. If you are disappointed of these results it will not be the fault of this long-proved method of teaching, but of my own inability to carry it out. Indeed I cannot too strongly confess my own ignorance or fear my own inability. I stand aghast when I compare my means and my idea, but I believe that “by teaching thou shalt learn,” is a rule of which I too shall take the benefit, and having begun these lectures in the name of Him who is The Word, and with the firm intention of asserting throughout His claims as the inspirer of all language and of all art, I may perhaps hope for the fulfilment of His own promise: “Be not anxious what you shall speak, for it shall be given you in that day and in that hour what you shall speak.”
ON ENGLISH LITERATURE
Introductory Lecture given at Queen’s College, London, 1848.
An introductory lecture must, I suppose, be considered as a sort of art-exhibition, or advertisement of the wares hereafter to be furnished by the lecturer. If these, on actual use, should prove to fall far short of the promise conveyed in the programme, hearers must remember that the lecturer is bound, even to his own shame, to set forth in all commencements the most perfect method of teaching which he can devise, in order that human frailty may have something at which to aim; at the same time begging all to consider that in this piecemeal world, it is sufficient not so much to have realised one’s ideal, as earnestly to have tried to realise it, according to the measure of each man’s gifts. Besides, what may not be fulfilled in a first course, or in a first generation of teachers, may still be effected by those who follow them. It is but fair to expect that if this Institution shall prove, as I pray God it may, a centre of female education worthy of the wants of the coming age, the method and the practice of the College will be developing, as years bring experience and wider eye-range, till we become truly able to teach the English woman of the nineteenth century to bear her part in an era, which, as I believe, more and more bids fair to eclipse, in faith and in art, in science and in polity, any and every period of glory which Christendom has yet beheld.
The first requisite, I think, for a modern course of English Literature is, that it be a whole course or none. The literary education of woman has too often fallen into the fault of our “Elegant Extracts,” and “Beauties of British Poetry.” It has neither begun at the beginning nor ended at the end. The young have been taught to admire the laurels of Parnassus, but only after they have been clipped and pollarded like a Dutch shrubbery. The roots which connect them with mythic antiquity, and the fresh leaves and flowers of the growing present, have been generally cut off with care, and the middle part only has been allowed to be used—too often, of course, a sufficiently tough and dry stem. This method is no doubt easy, because it saves teachers the trouble of investigating antiquity, and saves them too the still more delicate task of judging contemporaneous authors—but like all half measures, it has bred less good than evil. If we could silence a free press, and the very free tongues of modern society; if we could clip the busy, imaginative, craving mind of youth on the Procrustean bed of use and wont, the method might succeed; but we can do neither—the young will read and will hear; and the consequence is, a general complaint that the minds of young women are outgrowing their mothers’ guidance, that they are reading books which their mothers never dreamt of reading, of many of which they never heard, many at least whose good and evil they have had no means of investigating; that the authors which really interest and influence the minds of the young are just the ones which have formed no part of their education, and therefore those for judging of which they have received no adequate rules; that, in short, in literature as in many things, education in England is far behind the wants of the age.
Now this is all wrong and ruinous. The mother’s mind should be the lodestar of the daughter’s. Anything which loosens the bond of filial reverence, of filial resignation, is even more destructive, if possible, to womanhood than to manhood—the certain bane of both. And the evil fruits are evident enough—self-will and self-conceit in the less gentle, restlessness and dissatisfaction in many of the meekest and gentlest; talents seem with most a curse instead of a blessing; clever and earnest young women, like young men, are beginning to wander up and down in all sorts of eclecticisms and dilettanteisms—one year they find out that the dark ages were not altogether barbarous, and by a revulsion of feeling natural to youth, they begin to adore them as a very galaxy of light, beauty, and holiness. Then they begin to crave naturally enough for some real understanding of this strange ever-developing nineteenth century, some real sympathy with its new wonders, some real sphere of labour in it; and this drives them to devour the very newest authors—any book whatever which seems to open for them the riddle of the mighty and mysterious present, which is forcing itself on their attention through every sense. And so up and down, amid confusions and oscillations from pole to pole, and equally eclectic at either pole, from St. Augustin and Mr. Pugin to Goethe and George Sand, and all intensified and coloured by that tender enthusiasm, that craving for something to worship, which is a woman’s highest grace, or her bitterest curse—wander these poor Noah’s doves, without either ark of shelter or rest for the sole of their foot, sometimes, alas! over strange ocean-wastes, into gulfs of error—too sad to speak of here—and will wander more and more till teachers begin boldly to face reality, and interpret to them both the old and the new, lest they misinterpret them for themselves. The educators of the present generation must meet the cravings of the young spirit with the bread of life, or they will gorge themselves with poison. Telling them that they ought not to be hungry, will not stop their hunger; shutting our eyes to facts, will only make us stumble over them the sooner; hiding our eyes in the sand, like the hunted ostrich, will not hide us from the iron necessity of circumstances, or from the Almighty will of Him, who is saying in these days to society, in language unmistakable: “Educate, or fall to pieces! Speak the whole truth to the young, or take the consequences of your cowardice!”
On these grounds I should wish to see established in this College a really entire course of English Literature, such as shall give correct, reverent, and loving views of every period, from the earliest legends and poetry of the Middle Age, up to the latest of our modern authors, and in the case of the higher classes, if it should hereafter be found practicable, lectures devoted to the criticism of such authors as may be exercising any real influence upon the minds of English women. This, I think, should be our ideal. It must be attempted cautiously and step by step. It will not be attained at the first trial, certainly not by the first lecturer. Sufficient, if each succeeding teacher shall leave something more taught, some fresh extension of the range of knowledge which is thought fit for his scholars.
I said that the ages of history were analogous to the ages of man, and that each age of literature was the truest picture of the history of its day; and for this very reason English literature is the best perhaps, the only teacher of English history, to women especially. For it seems to me that it is principally by the help of such an extended literary course, that we can cultivate a just and enlarged taste, which will connect education with the deepest feelings of the heart. It seems hardly fair, or reasonable either, to confine the reading of the young to any certain fancied Augustan age of authors, I mean those of the seventeenth and eighteenth centuries; especially when that age requires, in order to appreciate it, a far more developed mind, a far greater experience of mankind and of the world, than falls to the lot of one young woman out of a thousand. Strong meat for men, and milk for babes. But why are we to force on any age spiritual food unfitted for it? If we do we shall be likely only to engender a lasting disgust for that by which our pupils might have fully profited, had they only been introduced to it when they were ready for it. And this actually happens with English literature: by having the so-called standard works thrust upon them too early, and then only in a fragmentary form, not fresh and whole, but cut up into the very driest hay, the young too often neglect in after-life the very books which then might become the guides of their taste. Hence proceed in the minds of the young sudden and irregular revulsions of affection for different schools of writing: and all revolutions in the individual as well as in the nation are sure to be accompanied by some dead loss of what has been already gained, some disruption of feelings, some renunciation of principles, which ought to have been preserved; something which might have borne fruit is sure to be crushed in the earthquake. Many before me must surely have felt this. Do none here remember how, when they first escaped from the dry class-drudgery of Pope and Johnson, they snatched greedily at the forbidden fruit of Byron, perhaps of Shelley, and sentimental novel-writers innumerable? How when the luscious melancholy of their morbid self-consciousness began to pall on the appetite, they fled for refuge as suddenly to mere poetry of description and action, to Southey, Scott, the ballad-literature of all ages? How when the craving returned (perhaps unconsciously to themselves) to understand the wondrous heart of man, they tried to satisfy it with deep draughts of Wordsworth’s celestial and pure simplicity? How again, they tired of that too gentle and unworldly strain, and sought in Shakespeare something more exciting, more genial, more rich in the facts and passions of daily life? How even his all-embracing genius failed to satisfy them, because he did not palpably connect for them their fancy and their passions with their religious faith—and so they wandered out again over the sea of literature, heaven only knows whither, in search of a school of authors yet, alas! unborn. For the true literature of the nineteenth century, the literature which shall set forth in worthy strains the relation of the two greatest facts, namely, of the universe and of Christ, which shall transfigure all our enlarged knowledge of science and of society, of nature, of art, and man, with the eternal truths of the gospel, that poetry of the future is not yet here: but it is coming, ay even at the doors, when this great era shall become conscious of its high vocation, and the author too shall claim his priestly calling, and the poets of the world, like the kingdoms of the world, shall become the poets of God and of His Christ.
But to return. Should we not rather in education follow that method which Providence has already mapped out for us? If we are bound, as of course we are, to teach our pupils to breathe freely on the highest mountain-peaks of Shakespeare’s art, how can we more certainly train them to do so, than by leading them along the same upward path by which Shakespeare himself rose—through the various changes of taste, the gradual developments of literature, through which the English mind had been passing before Shakespeare’s time? For there was a literature before Shakespeare. Had there not been, neither would there have been a Shakespeare. Critics are now beginning to see that the old fancy which made Shakespeare spring up at once, a self-perfected poet, like Minerva full-armed from the head of Jove, was a superstition of pedants, who neither knew the ages before the great poet, nor the man himself, except that little of him which seemed to square with their shallow mechanical taste. The old fairy superstition, the old legends and ballads, the old chronicles of feudal war and chivalry, the earlier moralities and mysteries, and tragi-comic attempts—these were the roots of his poetic tree—they must be the roots of any literary education which can teach us to appreciate him. These fed Shakespeare’s youth; why should they not feed our children’s? Why indeed? That inborn delight of the young in all that is marvellous and fantastic—has that a merely evil root? No surely! It is a most pure part of their spiritual nature; a part of “the heaven which lies about us in our infancy;” angel-wings with which the free child leaps the prison-walls of sense and custom, and the drudgery of earthly life—like the wild dreams of childhood, it is a God-appointed means for keeping alive what noble Wordsworth calls
those obstinate questionings
Of sense and outward things,
Fallings from us, vanishings;
Blank misgivings of a creature
Moving about in worlds not realised;