[III]
THE HISTORICIDES OF OXFORD
“Et quidquid Graecia mendax,
Audet in historia.”
Juvenal.
Sir Robert Walpole, who sometimes spoke with an eloquent crash that echoes in our ears to-day, once said, “Do not read history to me, for that, I know, must be false.” Walpole may have read the Scienza Nuova of Vico probably in the French translation, and could hardly have failed to know something of Bossuet and Montesquieu. The result of his deliberations on the labours of contemporary historians is expressed thus, in a short, sudden bark of contempt.
Sir Robert made history, and did not dare to attempt the far more arduous task of writing it. When he gave it, his judgment had not so much value as it has to-day. Some of us read the limpid prose of Bossuet still, nor is the Grandeur et Décadence des Romains forgotten. Yet if at this moment a statesman were to repeat the opinion in reference to most of the history taught and written in Oxford, he would only be speaking the literal truth. The youth of a nation are Trustees for posterity, and it is to them in the first place, and to those who are responsible for their education in the second, that this paper is addressed.
I am aware that I am going to say some astonishing things, nor am I, under the sense of a strong conviction, confounding antipathy with duty. My words may fail to penetrate into the gloom of that temple where the fanatic priests of the inarticulate, inaccurate, and dull still sacrifice victims to the idols Freeman and Stubbs. But I have a reasonable expectation of a wider audience, and it lies in the hands of that audience, the undergraduate members of the University and their parents, to say if the present state of things shall continue. The Hebdomadal Council, Congregation and Convocation represent an insignificant minority. It is to the Pupil not the Tutor, to the Parent not the Fellow, to the Majority not to the Minority that I propose to speak.
It is axiomatic that no sum which the well-to-do undergraduate is prepared to pay could be too high for a perfect education and a learned environment. It is the fact that neither the one nor the other is provided, which deserves the attention, and should excite the alarm, of those who expect the former, the latter, or a combination of them both.
The poor man, to whom a good degree means a knife with which he will open the world’s oyster, suffers more greatly than the wealthier man. But both suffer, and both have a right to expect that in paying money for a genuine article they shall certainly obtain it.
The object of this essay, therefore, is to awaken the majority upon the whole matter, more especially that portion of the majority that designs to read history. The power lies in your hands. It is only by your acquiescence that the scandal continues, and it is the money of you and your parents which runs the machine. Once supplies are stopped, the present state of things will also stop with automatic suddenness. The art of history—for it is an art and not a science—will then revive in its full splendour, as the frescoes glow out upon the walls of an ancient church when the disfiguring whitewash is removed. The art of history will take its proper place and exercise its right function in the University, and the Historicides will remove their activities to a sphere in which they will be more appreciated. I believe that a University exists in Hayti....