Speaking now of the particular kind of knowledge of which I am going to say a few words—how does literature fare in these important operations? Last term, out of fifty-seven courses in the Cambridge scheme, there were ten on literature: out of thirty-one of our courses, seven were on literature. I am bound to say I think that such a position for literature in the scheme is very reasonably satisfactory. I have made some inquiries, since I knew that I was going to speak here, in the great popular centres of industry in the North and in Scotland as to the popularity of literature as a subject of teaching, I find very much what I should have expected. The professors all tell very much the same story, and this is, that it is extremely hard to interest any considerable number of people in subjects that seem to have no direct bearing upon the practical work of everyday life. There is a disinclination to study literature for its own sake, or to study anything which does not seem to have a visible and direct influence upon the daily work of life. The nearest approach to a taste for literature is a certain demand for instruction in history with a little flavour of contemporary politics. In short, the demand for instruction in literature is strictly moderate. That is what men of experience tell me, and we have to recognise it, nor ought we to be at all surprised. Mr. Goschen, when he spoke some years ago, said there were three motives which might induce people to seek the higher education. First, to obtain greater knowledge for bread-winning purposes. From that point of view science would be most likely to feed the classes. Secondly, the improvement of one's knowledge of political economy, and history, and facts bearing upon the actual political work and life of the day. Thirdly, was the desire of knowledge as a luxury to brighten life and kindle thought. I am very much afraid that, in the ordinary temper of our people, and the ordinary mode of looking at life, the last of these motives savours a little of self-indulgence, and sentimentality, and other objectionable qualities. There is a great stir in the region of physical science at this moment, and it is likely, as any one may see, to take a chief and foremost place in the field of intellectual activity. After the severity with which science was for so many ages treated by literature, we cannot wonder that science now retaliates, now mightily exalts herself, and thrusts literature down into the lower place. I only have to say on the relative claims of science and literature what Dr Arnold said:—"If one might wish for impossibilities, I might then wish that my children might be well versed in physical science, but in due subordination to the fulness and freshness of their knowledge on moral subjects. This, however, I believe cannot be; wherefore, rather than have it the principal thing in my son's mind, I would gladly have him think that the sun went round the earth, and that the stars were so many spangles set in the bright blue firmament" (Stanley's Life of Arnold, ii. 31). It is satisfactory that one may know something of these matters, and yet not believe that the sun goes round the earth. But if there is to be exclusion, I, for one, am not prepared to accept the rather enormous pretensions that are nowadays sometimes made for physical science as the be-all and end-all of education.
Next to this we know that there is a great stir on behalf of technical and commercial education. The special needs of our time and country compel us to pay a particular attention to this subject. Here knowledge is business, and we shall never hold our industrial pre-eminence, with all that hangs upon that pre-eminence, unless we push on technical and commercial education with all our might. But there is a third kind of knowledge, and that too, in its own way, is business. There is the cultivation of the sympathies and imagination, the quickening of the moral sensibilities, and the enlargement of the moral vision. The great need in modern culture, which is scientific in method, rationalistic in spirit, and utilitarian in purpose, is to find some effective agency for cherishing within us the ideal. That is the business and function of literature. Literature alone will not make a good citizen; it will not make a good man. History affords too many proofs that scholarship and learning by no means purge men of acrimony, of vanity, of arrogance, of a murderous tenacity about trifles. Mere scholarship and learning and the knowledge of books do not by any means arrest and dissolve all the travelling acids of the human system. Nor would I pretend for a moment that literature can be any substitute for life and action. Burke said, "What is the education of the generality of the world? Reading a parcel of books? No! Restraint and discipline, examples of virtue and of justice, these are what form the education of the world." That is profoundly true; it is life that is the great educator. But the parcel of books, if they are well chosen, reconcile us to this discipline; they interpret this virtue and justice; they awaken within us the diviner mind, and rouse us to a consciousness of what is best in others and ourselves.
As a matter of rude fact, there is much to make us question whether the spread of literature, as now understood, does awaken the diviner mind. The numbers of the books that are taken out from public libraries are not all that we could wish. I am not going to inflict many figures on you, but there is one set of these figures that distresses booklovers,—I mean the enormous place that fiction occupies in the books that are taken out. In one great town in the North prose fiction forms 76 per cent of all the books lent. In another great town prose fiction is 82 per cent; in a third 84 per cent; and in a fourth 67 per cent. I had the curiosity to see what happens in the libraries of the United States; and there—supposing the system of cataloguing and enumeration to be the same—they are a trifle more serious in their taste than we are; where our average is about 70 per cent, at a place like Chicago it is only about 60 per cent. In Scotland, too, it ought to be said that they have a better average in respect to prose fiction. There is a larger demand for books called serious than in England. And I suspect, though I do not know, that one reason why there is in Scotland a greater demand for the more serious classes of literature than fiction, is that in the Scotch Universities there are what we have not in England—well-attended chairs of literature, systematically and methodically studied. Do not let it be supposed that I at all underrate the value of fiction. On the contrary, when a man has done a hard day's work, what can he do better than fall to and read the novels of Walter Scott, or the Brontes, or Mrs. Gaskell, or some of our living writers. I am rather a voracious reader of fiction myself. I do not, therefore, point to it as a reproach or as a source of discouragement, that fiction takes so large a place in the objects of literary interest. I only suggest that it is much too large, and we should be better pleased if it sank to about 40 per cent, and what is classified as general literature rose from 13 to 25 per cent.
There are other complaints of literature as an object of interest in this country. I was reading the other day an essay by the late head of my old college at Oxford, that very learned and remarkable man Mark Pattison, who was a booklover if ever there was one. He complained that the bookseller's bill in the ordinary English middle class family is shamefully small. It appeared to him to be monstrous that a man who is earning £1000 a year should spend less than £1 a week on books—that is to say, less than a shilling in the pound per annum. I know that Chancellors of the Exchequer take from us 8d. or 6d. in the pound, and I am not sure that they always use it as wisely as if they left us to spend it on books. Still, a shilling in the pound to be spent on books by a clerk who earns a couple of hundred pounds a year, or by a workman who earns a quarter of that sum, is rather more, I think, than can be reasonably expected. A man does not really need to have a great many books. Pattison said that nobody who respected himself could have less than 1000 volumes. He pointed out that you can stack 1000 octavo volumes in a bookcase that shall be 13 feet by 10 feet, and 6 inches deep, and that everybody has that small amount of space at disposal. Still the point is not that men should have a great many books, but that they should have the right ones, and that they should use those that they have. We may all agree in lamenting that there are so many houses—even some of considerable social pretension—where you will not find a good atlas, a good dictionary, or a good cyclopaedia of reference. What is still more lamentable, in a good many more houses where these books are, they are never referred to or opened. That is a very discreditable fact, because I defy anybody to take up a single copy of the Times newspaper and not come upon something in it, upon which, if their interest in the affairs of the day were active, intelligent, and alert as it ought to be, they would consult an atlas, dictionary, or cyclopaedia of reference.
No sensible person can suppose for a single moment that everybody is born with the ability for using books, for reading and studying literature. Certainly not everybody is born with the capacity of being a great scholar. All people are no more born great scholars like Gibbon and Bentley, than they are all born great musicians like Handel and Beethoven. What is much worse than that, many come into the world with the incapacity of reading, just as they come into it with the incapacity of distinguishing one tune from another. To them I have nothing to say. Even the morning paper is too much for them. They can only skim the surface even of that. I go further, and frankly admit that the habit and power of reading with reflection, comprehension, and memory all alert and awake, does not come at once to the natural man any more than many other sovereign virtues come to that interesting creature. What I do venture to press upon you is, that it requires no preterhuman force of will in any young man or woman—unless household circumstances are more than usually vexatious and unfavourable—to get at least half an hour out of a solid busy day for good and disinterested reading. Some will say that this is too much to expect, and the first persons to say it, I venture to predict, will be those who waste their time most. At any rate, if I cannot get half an hour, I will be content with a quarter. Now, in half an hour I fancy you can read fifteen or twenty pages of Burke; or you can read one of Wordsworth's masterpieces—say the lines on Tintern; or say, one-third—if a scholar, in the original, and if not, in a translation—of a book of the Iliad or the Aeneid. I do not think that I am filling the half-hour too full. But try for yourselves what you can read in half an hour. Then multiply the half-hour by 365, and consider what treasures you might have laid by at the end of the year; and what happiness, fortitude, and wisdom they would have given you during all the days of your life.
I will not take up your time by explaining the various mechanical contrivances and aids to successful study. They are not to be despised by those who would extract the most from books, Many people think of knowledge as of money. They would like knowledge, but cannot face the perseverance and self-denial that go to the acquisition of it. The wise student will do most of his reading with a pen or a pencil in his hand.
He will not shrink from the useful toil of making abstracts and summaries of what he is reading. Sir William Hamilton was a strong advocate for underscoring books of study. "Intelligent underlining," he said, "gave a kind of abstract of an important work, and by the use of different coloured inks to mark a difference of contents, and discriminate the doctrinal from the historical or illustrative elements of an argument or exposition, the abstract became an analysis very serviceable for ready reference,"[1] This assumes, as Hamilton said, that the book to be operated on is your own, and perhaps is rather too elaborate a counsel of perfection for most of us. Again, some great men—Gibbon was one, and Daniel Webster was another, and the great Lord Strafford was a third—always before reading a book made a short, rough analysis of the questions which they expected to be answered in it, the additions to be made to their knowledge, and whither it would take them.
[Footnote 1: Veitch's Life of Hamilton, pp. 314, 392.]
"After glancing my eye," says Gibbon, "over the design and order of a new book, I suspended the perusal until I had finished the task of self-examination; till I had revolved in a solitary walk all that I knew or believed or had thought on the subject of the whole work or of some particular chapter: I was then qualified to discern how much the author added to my original stock; and if I was sometimes satisfied by the agreement, I was sometimes armed by the opposition, of our ideas."[1]
[Footnote 1: Dr. Smith's Gibbon, i. 64.]