In his sensible little book, "Literary Taste: How to Form It," Mr. Arnold Bennett says: "In attending a university extension lecture on the sources of Shakespeare's plots, or in studying the researches of George Saintsbury into the origins of English prosody, or in weighing the evidence for and against the assertion that Rousseau was a scoundrel, one is apt to forget what literature really is and is for."
Of the vast library of scholarly research, the most fatuous section, if one is to judge from the few specimens one happens to have seen, is that which deals with the most important division of literature—poetry; and probably the poet who has suffered the most voluminous maltreatment from two centuries of English, German and American scholarship is Shakespeare. I have been going in an idle way over the notes in "The Tragedie of Jvlivs Caesar," edited by Horace Howard Furness, Jr., and "The Tragedie of Cymbeline," edited by the elder Dr. Furness. And I have looked into other volumes of this laborious work, "A New Varorium Edition of Shakespeare." From an enormous mass of commentary, criticism, word-worrying, text-marring and learned guesswork, the editor has chosen what seem to him the best notes. The sanity of his introductions and the good sense of some of his own notes lead one to suppose that he has selected with discrimination from the notes of others. His work is a model of patience, industry and judgment. He plays well in this game of scholarship. But what is the game worth? What is the result?
Here is a volume of nearly 500 large pages containing only one play! The text is a literal reprint of the first folio, or whatever is supposed to be the earliest printed version. The clear stream of poetry runs along the tops of the pages. Under that is a deposit of textual emendations full of clam-shells and lost anchors and tin cans. Under that is a mud bottom two centuries deep. It consists of (a) what scholars said Shakespeare said; (b) what scholars said Shakespeare meant; (c) what scholars said about what other scholars said; (d) what scholars said about the morality and character of the personages, as (1) they are in Shakespeare's play, and as (2) they are in other historical and fictitious writings; (e) what scholars said about how other people used the words that Shakespeare used; (f) what scholars said could be done to Shakespeare's text to make him a better poet. I have not read all these notes and I never shall read them. Life is too short and too interesting.
All the time that I was trying to read the notes, so that I could know enough about them to write this article, my mind kept swimming up out of the mud into that clear river of text. It is an almost perfectly clear river. Some of the obscurities that scholars say are there are simply not obscure, except as poetry ought to have a kind of obscurity in some turbulent passages. Many of the obscurities the scholars put there in their innocence and stupidity, and those obscurities you can eliminate by ignoring them.
The really valuable note is the etymological. Etymology reveals the essential metaphors of words. The modern reader will find that beyond his intellectual front door stand three or four wire entanglements of connotation; by the time a word gets to him it is bruised and ragged. The etymologist clears all those fences for you and delivers a word fresh into your hands. He shows you how other poets have used it. He enriches it with other connotations. He shows it to be even wealthier than it was in the mind of the man who wrote the Shakespearian line. One of the most exciting and poetic books is the Oxford Dictionary. The dated illustrative history of a word, past milestone after milestone of use, is an intellectual epic. The word is root-deep and branch-high with poetry, with the imaginative habits of the race. The etymological note not only clarifies Shakespeare, but spreads behind him (and other poets) a sort of verbal-cosmic background. Etymology brightens the color of words, deepens their significance. That the etymologist is often a duffer, who, in the very act of resolving a word into new chords, writes stiff and stodgy prose, is a perplexing thing in human nature and a very perplexing problem in that appalling institution, Scholarship.
It is impossible for even a vivacious, humorous man like Dr. Furness, an enthusiastic amateur in love with his task, to live in a library of Shakespearian scholarship and not be infected by its diseases. Dr. Furness knows, for example, precisely when "Cymbeline" was written. Shakespeare was forty-six years old. Now, "Cymbeline" is a foolish play; Dr. Johnson said so. And there must be a reason for Shakespeare's deterioration, for Shakespeare, unlike other poets, is not to be allowed to write bad plays and bad lines without a satisfactory explanation. He did not explain himself, but the scholars come to his rescue. Dr. Furness fancies that, though forty-six is not an advanced age, Shakespeare was tired and disillusioned. "There may have crept into Shakespeare's study of imagination a certain weariness of soul in contemplating in review the vast throng of his dream children…. A sufficing harvest of fame is his and honest wealth, accompanied by honor, love, obedience and troops of friends." "I can most reverently fancy that he is once more allured by the joy of creation when by chance there falls in his way the old, old story of a husband convinced, through villany, of his wife's infidelity."
And there you are. Shakespeare at the age of forty-six is lured by the restless joy of creation into writing "Cymbeline," which is a poor play. It is not up to the mark which Shakespeare's previous masterpieces have set. There is something a little wobbly about this conjunction of surmises. But the scholar is never at a loss. He can deliver immortal Will from his own errors, shield him from the consequences of being at once a god in art and a human man, prone to literary lapses and slovenly work. The masque in the fifth act "is regarded by a large majority of editors and critics as an intrusive insertion by some hand not Shakespeare's." When a large majority of scholars and critics regard a thing as so, it is so. It gets into the books that you have to read to pass college examinations. And if you say that many of the scholars and critics whom you happen to have read or listened to are chumps, when they deal with Shakespeare or any other poet, you are a lost soul.
Some of the notes of the various commentators are suggestive. But many of the notes are sheer impertinences, especially those that attempt to mend the lines.
I would haue left it on the Boord, so soone
As I had made my Meale; and parted