The Sacred Wood: Essays on Poetry and Criticism

by T. S. Eliot

Blake

I

If one follows Blake’s mind through the several stages of his poetic development it is impossible to regard him as a naïf, a wild man, a wild pet for the supercultivated. The strangeness is evaporated, the peculiarity is seen to be the peculiarity of all great poetry: something which is found (not everywhere) in Homer and Æschylus and Dante and Villon, and profound and concealed in the work of Shakespeare—and also in another form in Montaigne and in Spinoza. It is merely a peculiar honesty, which, in a world too frightened to be honest, is peculiarly terrifying. It is an honesty against which the whole world conspires, because it is unpleasant. Blake’s poetry has the unpleasantness of great poetry. Nothing that can be called morbid or abnormal or perverse, none of the things which exemplify the sickness of an epoch or a fashion, have this quality; only those things which, by some extraordinary labour of simplification, exhibit the essential sickness or strength of the human soul. And this honesty never exists without great technical accomplishment. The question about Blake the man is the question of the circumstances that concurred to permit this honesty in his work, and what circumstances define its limitations. The favouring conditions probably include these two: that, being early apprenticed to a manual occupation, he was not compelled to acquire any other education in literature than he wanted, or to acquire it for any other reason than that he wanted it; and that, being a humble engraver, he had no journalistic-social career open to him.

There was, that is to say, nothing to distract him from his interests or to corrupt these interests: neither the ambitions of parents or wife, nor the standards of society, nor the temptations of success; nor was he exposed to imitation of himself or of anyone else. These circumstances—not his supposed inspired and untaught spontaneity—are what make him innocent. His early poems show what the poems of a boy of genius ought to show, immense power of assimilation. Such early poems are not, as usually supposed, crude attempts to do something beyond the boy’s capacity; they are, in the case of a boy of real promise, more likely to be quite mature and successful attempts to do something small. So with Blake, his early poems are technically admirable, and their originality is in an occasional rhythm. The verse of Edward III deserves study. But his affection for certain Elizabethans is not so surprising as his affinity with the very best work of his own century. He is very like Collins, he is very eighteenth century. The poem Whether on Ida’s shady brow is eighteenth-century work; the movement, the weight of it, the syntax, the choice of words—

The languid strings do scarcely move!

The sound is forc’d, the notes are few!

this is contemporary with Gray and Collins, it is the poetry of a language which has undergone the discipline of prose. Blake up to twenty is decidedly a traditional.

Blake’s beginnings as a poet, then, are as normal as the beginnings of Shakespeare. His method of composition, in his mature work, is exactly like that of other poets. He has an idea (a feeling, an image), he develops it by accretion or expansion, alters his verse often, and hesitates often over the final choice.[^[9]] The idea, of course, simply comes, but upon arrival it is subjected to prolonged manipulation. In the first phase Blake is concerned with verbal beauty; in the second he becomes the apparent naïf, really the mature intelligence. It is only when the ideas become more automatic, come more freely and are less manipulated, that we begin to suspect their origin, to suspect that they spring from a shallower source.

The Songs of Innocence and of Experience, and the poems from the Rossetti manuscript, are the poems of a man with a profound interest in human emotions, and a profound knowledge of them. The emotions are presented in an extremely simplified, abstract form. This form is one illustration of the eternal struggle of art against education, of the literary artist against the continuous deterioration of language.

It is important that the artist should be highly educated in his own art; but his education is one that is hindered rather than helped by the ordinary processes of society which constitute education for the ordinary man. For these processes consist largely in the acquisition of impersonal ideas which obscure what we really are and feel, what we really want, and what really excites our interest. It is of course not the actual information acquired, but the conformity which the accumulation of knowledge is apt to impose, that is harmful. Tennyson is a very fair example of a poet almost wholly encrusted with parasitic opinion, almost wholly merged into his environment. Blake, on the other hand, knew what interested him, and he therefore presents only the essential, only, in fact, what can be presented, and need not be explained. And because he was not distracted, or frightened, or occupied in anything but exact statement, he understood. He was naked, and saw man naked, and from the centre of his own crystal. To him there was no more reason why Swedenborg should be absurd than Locke. He accepted Swedenborg, and eventually rejected him, for reasons of his own. He approached everything with a mind unclouded by current opinions. There was nothing of the superior person about him. This makes him terrifying.