A name to all succeeding ages cursed:
For close designs, and crooked counsels fit;
Sagacious, bold, and turbulent of wit;
Restless, unfixed in principles and place;
In power unpleased, impatient of disgrace:
A fiery soul, which, working out its way,
Fretted the pigmy-body to decay;
A daring pilot in extremity;
Pleased with the danger, when the waves went high,
He sought the storms; but, for a calm unfit,
Would steer too nigh the sands to boast his wit.
And pause awhile from letters to be wise;
There mark what ills the scholar's life assail,
Toil, envy, want, the patron, and the jail.
See nations, slowly wise, and meanly just,
To buried merit raise the tardy bust.
If dreams yet flatter, once again attend,
Hear Lydiat's life and Galileo's end.—Johnson.
Live in description, and look green in song:
These, were my breast inspired with equal flame,
Like them in beauty, should be like in fame.
Here hills and vales, the woodland and the plain,
Here earth and water seem to strive again;
Not chaos-like together crushed and bruised,
But, as the world, harmoniously confused:
Where order in variety we see,
And where, though all things differ, all agree.
Here waving groves a chequered scene display,
And part admit, and part exclude the day;
As some coy nymph her lover's warm address
Nor quite indulges, nor can quite repress.—Pope.
Where the great sun begins his state,
Robed in flames, and amber light,
The clouds in thousand liveries dight;
While the plowman, near at hand,
Whistles o'er the furrowed land,
And the milkmaid singeth blithe,
And the mower whets his sithe,
And every shepherd tells his tale
Under the hawthorn in the vale.—Milton.
When all alike ambitious cares engage;
When beardless boys to sudden sages grow,
And "Miss" her nurse abandons for a beau;
When for their dogmas Non-Resistants fight,
When dunces lecture, and when dandies write;
When spinsters, trembling for the nation's fate,
Neglect their stockings to preserve the state;
When critic wits their brazen lustre shed
On golden authors whom they never read;
With parrot praise of "Roman grandeur" speak,
And in bad English eulogize the Greek;—
When facts like these no reprehension bring,
May not, uncensured, an Attorney sing?—Saxe.
Of the Corporal, our old neighbor, on that wooden leg he wore,
With a knot of women round him,—it was lucky I had found him,
So I followed with the others, and the Corporal marched before.
The pigeons circled round us as we climbed the creaking stair;
Just across the narrow river—O, so close it made me shiver!—
Stood a fortress on the hill-top that but yesterday was bare.
Jumping from the chair she sat in.
Time, you thief! who love to get
Sweets into your list, put that in.
Say I'm weary, say I'm sad;
Say that health and wealth have missed me:
Say I'm growing old, but add—
Jenny kissed me.—Leigh Hunt.
How many a tale their music tells,
Of youth, and home, and that sweet time
When last I heard their soothing chime!
And many a heart that then was gay,
Within the tomb now darkly dwells,
And hears no more those evening bells.—Moore.
The earth, and every common sight,
To me did seem
Apparelled in celestial light,
The glory and the freshness of a dream.
It is not now as it hath been of yore;—
Turn wheresoe'er I may,
By night or day,
The things which I have seen I now can see no more.
The darkness deepens; Lord, with me abide!
When other helpers fail, and comforts flee,
Help of the helpless, oh, abide with me.
Earth's joys grow dim; its glories pass away;
Change and decay in all around I see;
O Thou who changest not, abide with me!—Lyte.
Ere half my days in this dark world and wide,
And that one talent which is death to hide,
Lodged with me useless, though my soul more bent
To serve therewith my Maker, and present
My true account, lest he returning chide;
"Doth God exact day-labor, light denied?"
I fondly ask; but Patience, to prevent
That murmur, soon replies, "God doth not need
Either man's work or his own gifts; who best
Bear his mild yoke, they serve him best; his state
Is kingly: thousands at his bidding speed,
And post o'er land and ocean without rest;
They also serve who only stand and wait."—Milton.
Note
In addition to these selections the student might classify, as far as possible, the poetical extracts previously given. In some cases, owing to brevity, this classification will be difficult. Furthermore, the teacher might assign particular didactic, descriptive, satirical, or lyric poems for special study as to form, content, and mood. The special criteria of this chapter should be applied. A comparative study of Pope's "Windsor Forest," Goldsmith's "Deserted Village," and Wordsworth's "Tintern Abbey" would be specially instructive, as showing the different ways of treating nature.
CHAPTER IX
EPIC AND DRAMATIC POETRY
59. The Epic. The epic is a long poem celebrating in stately verse some important and heroic event of the past. It may be based either on history or tradition, though in our greatest epics there is a commingling of the two. The method of the epic is chiefly narrative and descriptive. The theme is generally stated in the beginning, and the narrative, frequently interspersed with episodes, pursues an even course. Homer thus begins the "Iliad":
The direful wrath, which sorrows numberless
Brought on the Greeks, and many mighty souls
Of youthful heroes, slain untimely, sent
To Pluto's dark abode, their bodies left
A prey to dogs and all the fowls of heaven."
Vergil begins the "Æneid" in a similar manner, and the opening lines of "Paradise Lost" follow classic models.
The structure of the epic may be determined from the fundamental conception of its nature. As a narrative of an important and heroic event, it should be simple, direct, and dignified in its treatment. The incidents should be introduced in a natural order, and their prominence should be regulated according to their relative importance. In an epic poem, as in every other creation of art, the law of symmetry should be observed.
But the epic admits of episode. The poet may stop the flow of his narrative for a time to dwell upon some incident connected with or growing out of the main theme. Such an episode is the story of the destruction of Troy in the second and third books of the "Æneid." The episode may be employed to throw light on existing conditions or to add interest to the general narrative. In the "Æneid" it serves both purposes to an eminent degree.
The epic makes extensive use of dialogue, and thus, in a measure, partakes of the nature of the drama. The introduction of the dialogue serves a double purpose: first, it lends greater vividness to the narrative; and second, it lends variety to the story, enabling the ancient minstrel, and in a less degree the modern reader, to do a little acting. Often the dialogue is highly dramatic, as in the quarrel between Achilles and Agamemnon in the first book of the "Iliad." A large part of our greatest epics is in dialogue.
The great epics of the world are all heroic. They celebrate great events—the Trojan war, the founding of Rome, the loss of Paradise—and bring before us a large number of heroes, divinities, and angels. The "Iliad" is made up chiefly of battle scenes, in which mighty heroes and Olympian deities take part. Æneas is the hero of the "Æneid"; but back of the tribulations through which he passes, we recognize the agency of contending divinities. And in "Paradise Lost" Milton introduces the mighty beings of heaven and hell. The epic is thus the stateliest and grandest form of poetry.
There are minor varieties of the epic, which occupy an important place in modern poetry.
(1) The principal of these varieties is the metrical romance, of which Scott's "The Lady of the Lake" or Owen Meredith's "Lucile" may be taken as the type. It differs from the grand or heroic epic in confining itself to lowlier themes, and in introducing the passion of love. The metrical romance lends itself readily to every form of romantic story. In Scott it introduces the scenes and characters of mediæval Scotland. Byron, in "The Giaour," "The Siege of Corinth," "The Bride of Abydos," and others, works up oriental legends. Moore's "Lalla Rookh" is a beautiful oriental romance. Owen Meredith's "Lucile" is a modern love story, while Morris's "Story of Sigurd" is derived from Scandinavian legends.
(2) The metrical tale may be distinguished from the metrical romance by the absence of romantic love and adventure. It is naturally briefer in form. Byron's "Prisoner of Chillon" and Burns's "Tam O'Shanter" may be taken as types of the metrical tale. On the one side it approaches the metrical romance, and on the other the lyrical ballad. Since the days of Gower and Chaucer the metrical tale has added to English poetry some of its choicest pieces.
(3) The mock epic is, as the name suggests, a burlesque. It narrates trivial incidents in a stately manner. It is not to be taken seriously, and may be employed either to satirize or to amuse. Butler's "Hudibras" is a mock heroic satire, while Pope's "The Rape of the Lock" was intended to amuse with its pleasant conceits and to effect a reconciliation between two alienated families among the nobility. Here are the opening lines of Canto III:
Where Thames with pride surveys his rising towers,
There stands a structure of majestic frame,
Which from the neighboring Hampton takes its name.
Here Britain's statesmen oft the fall foredoom
Of foreign tyrants, and of nymphs at home;
Here thou, great Anna, whom three realms obey,
Dost sometimes counsel take—and sometimes tea."
60. The Drama. The drama is a composition in prose or verse usually intended to be acted on the stage. Representation takes the place of narration. In order to add to the reality and interest of the representation, the accessories of dress and scenery are carefully employed. Whether in prose or verse, the laws of dramatic structure are the same.
The two principal divisions of the drama are tragedy and comedy. Tragedy represents an important and serious action, which usually has a fatal termination; it appeals to the earnest side of our nature, and moves our deepest feelings.
Comedy consists in a representation of light and amusing incidents; it exhibits the foibles of individuals, the manners of society, and the humorous phases of life. The name tragi-comedy is applied to a drama in which tragic and comic scenes are intermingled. A farce is a short comedy distinguished by its slight thought and ridiculous caricature or extravagance. A melodrama is a drama with a romantic story or plot, and sensational situations and incidents. An opera is a musical drama, the higher forms of which are known as grand opera, and the lower or farcical forms as opera bouffe.
The laws of the drama are substantially the same for all forms. There should be unity of dramatic action; that is, the separate scenes and incidents should contribute in some way to the development of the plot and to the final result or dénouement. A collection of disconnected scenes, no matter how interesting in themselves, would not make a drama.
In addition to unity of action, which is obviously the one indispensable law of the drama, two other unities were prescribed by ancient authorities. The one is unity of time, which requires that the action fall within the limits of a single day; the other is unity of place, which requires that the action occur in the same locality. While evidently artificial and dispensable, these latter unities conduce to clear and concise treatment. Among the Greeks and Romans the three unities, as they are called, were strictly observed; they have been followed also by the older French drama; but the English stage, breaking away in the days of Elizabeth from every artificial restriction, recognizes unity of action alone.
The action of the drama should exhibit movement or progress, in which several stages may be clearly marked. The introduction acquaints us, more or less fully, with the subject to be treated. It usually brings before us some of the leading characters, and shows us the circumstances in which they are placed. After the introduction follows the growth or development of the action toward the climax. From the days of Aristotle this part of the drama has been called "the tying of the knot," and it needs to be managed with great care. If the development is too slow, the interest lags; if too rapid, the climax appears tame.
The interest of a drama depends in a large measure upon the successful arrangement of the climax, or the point in which the opposing forces immediately confront each other. In our best dramas it usually occurs near the middle of the piece. From this point the action proceeds to the close or dénouement. The knot is untied; the complications in which the leading characters have become involved are either happily removed or lead to the inevitable catastrophe. Avoiding every digression, the action should go forward rapidly, in order not to weary the patience and dissipate the interest of the spectator. The dénouement should not be dependent upon some foreign element introduced at the last moment, but should spring naturally from the antecedent action.
In addition to the five principal parts just indicated—introduction, rise or tying of the knot, climax, fall or untying of the knot, and dénouement—there are three other elements or factors that need to be pointed out. The first is the cause or exciting impulse of the dramatic action, and naturally stands between the introduction and the rise or tying of the knot. The second is the cause or tragic impulse of the counteraction, and stands between the climax and the fall or untying of the knot. The third is the cause or impulse that sometimes holds the action in check for a moment before reaching its final issue, and stands between the fall and the dénouement.
The structure and eight component parts of a complete or ideal drama may be represented in a diagram as follows.
| A = Introduction. B = Rise or tying of knot. C = Climax. D = Fall or untying of knot. E = Dénouement. a = Cause or exciting impulse. b = Tragic impulse. c = Impulse of last suspense. |
61. Characters and Manners. Apart from the plot or story the interest of a drama depends to a large extent on the dramatis personae. In the classic drama the characters are few and dignified; in the romantic drama, as first developed in the age of Shakespeare, the characters are numerous and drawn from every class of society. The same difference is found in the classic school of France, represented by Corneille, Molière, and Racine, and the romantic school founded by Victor Hugo.
The characters should be clearly drawn and sufficiently differentiated. Each one should have his peculiar individuality, and be reasonably consistent with himself in all parts of the dramatic action. The whole world of mankind is at the service of the dramatist, and there is no type of humanity that may not be brought upon the stage. The ancient world of history or of tradition may be represented, or the stage may hold up the mirror to contemporary manners and society.
The drama should be true to the time and locality in which the action is placed. The dress and manners should be in keeping with the conditions assumed, and the tone of thought and expression should not do violence to time or place. A Carthaginian nobleman, for example, should not ascertain the time of day by means of a gold watch, nor should an unlettered rustic speak in strains of eloquent poetry. A violation of the truth in time is called an anachronism. But "in some dramas, and in some species of drama," as Ward has said, "time and place are so purely imaginary and so much a matter of indifference that the adoption of a purely conventional standard of manners, or at least the exclusion of any definitely fixed one, is here desirable." This is shown in Shakespeare's "A Midsummer Night's Dream."
The drama should be moral both in tone and teaching. We may apply to the drama, as to every other species of composition, Pope's well-known couplet:
For want of decency is a want of sense."
Indecent language and grossly immoral situations should be excluded from the stage. When this is not done, as is frequently the case, the drama, instead of uplifting, degrades humanity. This fact has brought the stage into disrepute with many excellent people. In its close or dénouement the drama should not let vice triumph over virtue, nor should it make the impression that wickedness ever escapes unpunished. Such teaching places the stage in contravention with the moral order of the world, according to which, even when the punitive consequences are not openly manifest, wickedness is inevitably accompanied with some form of internal or external retribution.
REVIEW QUESTIONS
1. What is an epic? On what may it be based? What is the method of the epic? Where is the theme stated? Illustrate. What should be the structure of the epic? What is meant by symmetry? What is an episode? Why may it be introduced? Illustrate. What is said of the use of dialogue? What is the nature of the great epic? What is meant by heroic here? Illustrate. What is a metrical romance? How does it differ from the grand epic? What is said of the adaptability of the metrical romance? Illustrate. What is a metrical tale? Name an example or two. What is a mock epic? For what ends may it be used? Mention a mock epic.
2. What is a drama? What is said of the laws of the drama? Name the two chief divisions. Define tragedy; comedy. What is tragi-comedy? farce? melodrama? opera? What is the difference between grand opera and opera bouffe? What is meant by unity of action? What other two unities are there? What is meant by unity of time? What is meant by unity of place? Where are the three unities strictly observed? Which is observed on the English stage? Mention the successive steps of dramatic action. What is the function of the introduction? What follows the introduction? What name did Aristotle give it? What is the climax? What is said about the arrangement of the climax? What is the fall or untying of the knot? Why should it not be protracted? What is meant by the dénouement? What are the three other dramatic elements? What is meant by the cause or exciting impulse? What is meant by the tragic impulse? By the impulse of last suspense?
3. On what does the interest largely depend? What is the difference in the characters of the classic and the romantic drama? What is said of each character? Whence may the drama draw its characters? Where may the dramatist get his materials? To what should the drama be true? What is an anachronism? Illustrate. Is conformity to time and place always to be adhered to? What is said of the moral tone of the drama? What is Pope's opinion? In what two ways should the stage be moral?
Note
In place of the illustrative and practical exercises, as heretofore given, it is recommended that the student be referred to representative epic and dramatic productions. Besides the great epics mentioned in the text, some of the following works might be used: Scott's "The Lady of the Lake" or "Marmion," Tennyson's "Elaine" or "Enoch Arden," Dryden's "Palamon and Arcite," Byron's "Bride of Abydos" and "Prisoner of Chillon," Burns's "Tam O'Shanter," Pope's "Rape of the Lock," Goldsmith's "She Stoops to Conquer," Sheridan's "Rivals," and Shakespeare's "Merchant of Venice," "Julius Cæsar," and "Hamlet." To show the difference between the classic and the Shakespearian drama the student should read one or more of the plays of Euripides, Corneille, and Molière in good translations. Victor Hugo's "Ruy Blas" is recommended as an excellent type of the romantic drama of the nineteenth century.
Apart from the criticism of diction, sentence, and figure, the pieces assigned should be studied with the view of answering such questions as the following: To what division of the epic or drama does the work belong? What is its source? Is it legend or history? What is the story? Has it a beginning, middle, and end? Is it symmetrical in structure? What episodes are introduced? Is the treatment in keeping with the subject? Is it true to fact and character? Does it faithfully portray an age or country? What customs are reflected? What is the state of society? Describe the leading characters. What is the rank of the piece? What other productions resemble it? Is it classic or romantic? Are there autobiographic elements? What light is thrown on the author? How is nature treated? What fundamental views of life are reflected? What is the moving impulse in the drama? What constitutes the introduction? Where is the climax? Is the dénouement natural and satisfactory? Trace the tying and the untying of the knot. What furnishes the "tragic impulse"? Is there an "impulse of last suspense"? What unities are observed? What is the length of time consumed? What is the ethical teaching of the piece?
CHAPTER X
NATURE AND FORMS OF PROSE
62. Definition. Prose is the ordinary form of discourse. It is distinguished from poetry not only by more commonplace thought but also by the absence of regular metrical structure. Prose and poetry together constitute the great body of literature; but at the present time, which is characterized by the predominance of material and commercial interests, prose forms by far the larger part. In our popular magazines, poetry is relegated to a very subordinate place.
The forms of prose are various. They may be approximately classified under history, essays, oratory, fiction, science, philosophy, and epistolary correspondence. These classes, as will be seen later, are subject to numerous subdivisions. The last three classes—science, philosophy, and epistolary correspondence—do not come within the scope of the present work, but in general it may be said that they are subject to the same laws of truth and beauty that govern other forms of literary composition.
63. History. History is a systematic record of past events. It rests upon contemporary testimony, which may exist in the form of written documents or of oral tradition. History passes into mythology when it treats of legendary heroes and divinities, and into fiction when it treats of imaginary events. Metrical chronicles, however valuable may be the historical materials they contain, are not to be regarded as history in the true sense of the word. History presupposes change, which may take the form of progress or decadence. Without the element of change, there is nothing to relate beyond the existing state of things. English literature is very rich in historical writing of every kind, and in the century that has just passed, we meet in England with the names of Macaulay, Carlyle, and Froude, and in America with the names of Bancroft, Prescott, and Motley.
As to time, history has a well-defined and generally accepted division. This division recognizes three great periods,—namely, ancient, mediæval, and modern. In each of these periods a general type of social condition, varying somewhat in different countries, prevailed without essential change. Ancient history extends from the beginning of trustworthy records to the fall of the Roman empire in a.d. 476; mediæval history extends from that date to the revival of learning and the beginning of the Protestant Reformation in 1517; and modern history embraces the period extending from that time down to the present.
As to subject-matter, history has been variously divided. When it treats of human progress in all nations and ages it is called general or universal history. When it deals with a single country it becomes national history; thus we have histories of England and of the United States. When it treats of separate institutions or interests it may be regarded as special history,—as church history or a history of literature. Again, history may be divided according to the sources from which it derives its data. When based on the facts supplied in the Scriptures it is known as sacred history; when based on other sources of information it is called profane or secular history. This, however, is only an arbitrary though convenient distinction; for all history, as a record of the unfolding purposes of God, is sacred.
As to form, history is divided into several classes. A chronicle is a register of facts and events in the order of time in which they occurred. It does not enter into a discussion either of causes or effects. It is rather a source of historical materials than history itself. The "Anglo-Saxon Chronicle," for example, contains valuable facts, but can hardly be regarded as a history of the Anglo-Saxons. Annals are chronicles that give the events year by year.
As to method, history may be divided into narrative, descriptive, and philosophical. Each has its definite object, by which its treatment of materials is determined. Narrative history is chiefly concerned with a systematic presentation of the facts. It is satisfied when these are clearly presented in due perspective, and afford a comprehensive survey of the period or subject treated of. Nearly all the manuals of history in common use belong to this class.
Descriptive history aims at presenting a graphic portraiture of the past. Its method is not so much narration as description. Men and events are brought forward in vivid colors. It makes the past live again before our eyes like a moving pageant; and better to accomplish this result, perspective, and even a full statement of events, are sometimes sacrificed. While narrative history is concerned mostly with the succession of important public events,—wars, changes of administration, and far-reaching legislative enactments,—descriptive or scenic history introduces, in large measure, the social life and manners. Macaulay is a prince among descriptive historians, though no better example of scenic history can be found than Carlyle's "French Revolution."
Philosophic history is concerned less with narration and description than with the underlying causes and effects of events. It regards all human events as an outward movement or evolution, which proceeds according to fixed and ascertainable laws. It looks upon history, to use the words of Macaulay, as "philosophy teaching by example." Philosophic history is a product of recent times; and among the best examples are Hegel's "Philosophy of History," Guizot's "History of Civilization," and Lecky's "History of European Morals."
It is evident that an ideal history will be a combination of the narrative, descriptive, and philosophic. The first gives the events in due order and proportion; the second clothes them in living reality; and the third explains their causes and results. But the production of such a history requires a rare combination of mental gifts; the vivid imagination required in scenic description is not usually found associated with philosophic depth. Perhaps Green's "History of England" and Bancroft's "History of the United States" are as good examples of the highest type of historical writing as can be found.
There is a very noticeable difference between the methods of ancient and modern historians. The former, it has been said, were artistic, and the latter sociological. These terms, while aiming at the facts, are neither accurate nor happy. The ancient historians, as Herodotus and Thucydides, aimed at a pleasing narrative. To attain this end, neither an exhaustive investigation of facts nor a conscientious abstention from fiction was necessary. Hence we find the works of the one filled with impossible events, and those of the other with orations confessedly fictitious; but in both cases the introduction of legend and fiction has imparted an interest that would otherwise be lacking in their works.
With modern historians, especially in the presence of the existing dominant scientific spirit, it is different. The first requisite of historical writing at the present day is absolute truth, as nearly as it can be ascertained. The modern historian is not allowed to draw upon his imagination for facts; he is held to a laborious and exhaustive investigation of the sources of information. He writes out of abundant stores of accurate information; and not content with the mere chronological narration of facts, he seeks beneath them the principles or laws that bind them together as a whole. Modern history, particularly that of the last fifty years, has a breadth, accuracy, and depth, of which the historians of Greece and Rome hardly dreamed.
64. Biography. Biography is that department of history that gives the facts and events of an individual life. It is at once an interesting and important form of history. We have a natural desire to know the lives and characters of the men who have in any way risen above their fellows, and been associated with great social, literary, or political movements. While great men are in large measure the creatures of mighty movements, they at the same time give direction to historic development. There is truth in Carlyle's idea that universal history "is at bottom the history of the great men who have worked there."
There are three general types of biography, corresponding to the three kinds of history. The first is narrative biography, which is concerned chiefly with an orderly statement of the leading facts—birth, parentage, education, marriage, and achievements—in a person's life. The second is scenic or descriptive biography, which aims at interest by means of characteristic incidents or anecdotes. The third is philosophic, which tries to trace the relation of a person's life to the age in which he lived, and to estimate the influence he exerted on his own and subsequent ages. The first is more common, the second more interesting, the third more instructive; but it is evident that the best biographies present a judicious combination of all three types.
The first essential of biography, as of history in general, is truth. When we are studying a man's life we want to know the facts; otherwise we shall not be able to judge correctly of his life and work. There are two principal sources of error in writing biography: the first is ignorance, which leads to the omission of important particulars or to a misinterpretation of those that are known; the other source of error is prejudice for or against the person whose life is portrayed. This prejudice leads, on the one hand, to such a presentation of the biographical facts as to magnify the merits of the man; and on the other, it leads to such a suppression or distortion of the facts as to detract from his just deserts. Both faults are illustrated in Johnson's "Lives of the Poets," which, though excellent in the main, are sometimes defective for lack of research, and colored by the writer's strong Tory and Anglican sentiments.
Autobiography is the story of a man's life written by himself. It is perhaps the most interesting form of biography. In autobiography the writer has the advantage of an intimate acquaintance not only with the outward facts but also with the secret influences and motives by which his life has been controlled. It takes us, as it were, behind the scenes of history; but at the same time there is inevitably the error that springs from undue partiality. And though men like Rousseau, Gibbon, and Franklin attempt to divest themselves of this prejudice, and even succeed in a remarkable degree, there is reason to suspect the omission of facts and motives that would reflect too unfavorably upon the character.
A diary is a record of one's daily occupations and experiences. It sustains the same relation to biography that chronicles or annals do to history: it furnishes the materials out of which biography is made. When the diarist is a man of prominence, as in the case of Dean Swift, his journal throws an interesting light not only upon his own life but also upon the times in which he lives. It introduces us to men in the freedom and frankness of private life. When the diary is kept, not with a view to subsequent publication but merely to aid one's memory, it becomes a valuable record of facts.
65. Some Criteria. In judging a historical work three principal points are to be taken into consideration.
(1) The first is concerned with the mode of execution. Is the outward form of the work such as is required by the laws of art? The diction should be conformable to the subject, and marshaled in correct, varied, and forcible sentences. The style should bend to suit the changing themes. The interest and impressiveness of a work, as may be seen in Macaulay and Irving, depend in no small measure upon its literary quality. Furthermore, there should be movement and symmetry. The progress of events should be followed in a natural order, and the place and treatment of each should be according to its relative importance. As in a drama, there should be a beginning, middle, and end.
(2) The second point to be considered in a history is the subject-matter. Obviously this is of prime importance, for the object of history is the preservation and communication of truth. In weighing a historical work, we should consider both the writer's sources of information and the use he has made of them. Has he gone to original and trustworthy sources of information or has he taken his materials at secondhand? Has he given them thorough or only partial examination? Has he well digested his materials, so that he writes from the fullness of assimilated knowledge, or does he present only the raw materials of history? While delightful and useful histories may be written largely of secondhand materials, it is evident that monumental historic achievements, like Gibbon's "Decline and Fall" or Carlyle's "Oliver Cromwell," must be based on exhaustive original investigation. And however useful may be the works that serve up undigested materials, they cannot be regarded as constituting history in a literary sense, for they lack the element of art.
(3) The third point to be considered in judging a historical work is the personality of the author. What is his mental caliber? He should have the breadth of view that enables him to grasp the subject in its entirety, and to coördinate the facts according to their relative importance. Otherwise he will dwell on insignificant details, lack largeness of movement, and, instead of sweeping forward like a river, spread out aimlessly like a dreary marsh. He should have the breadth of culture that will enable him to weigh the facts he uses. This requires familiarity with various systems of belief. Whether a theologian or a scientist, a Protestant or a Romanist, he should be able to do justice to the facts and motives of the opposite party. His love of truth should be supreme. He should have soundness of judgment in connection with a clear logical sense. He must not jump at conclusions, but base them on sufficient evidence. And then the mood, attitude, and prejudices should be ascertained. This constitutes his standpoint. Most writers have convictions or belong to schools of belief that consciously or unconsciously influence their work. A skeptic like Gibbon could hardly do justice to the rise and progress of Christianity.
REVIEW QUESTIONS
1. What is prose? How is it distinguished from poetry? What is said of prose in this age? Name the principal forms of prose. Which do not come within the scope of this book?
2. What is history? On what does it rest? How is it different from mythology? from fiction? What is the relation of history to change? What is said of history in English literature? What threefold division of history is there in regard to time? Name the limits of each. As to subject-matter, how is history divided? What division is based on the sources of information? Define a chronicle; annals. As to method, what threefold division of history is there? Define narrative, descriptive, and philosophic history. What method does the best history follow? What difference is there between ancient and modern methods in history? What is the first requisite of historic writing to-day?
3. What is biography? Why is it interesting? What was Carlyle's idea? What three different types exist? What is the chief requisite? What are the two principal sources of error? What is autobiography? What advantage has autobiography? what source of error? What is a diary? Of what use is a diary?
4. In judging a history, what is the first point to be considered? What is required by the laws of art? What is said of style? What is meant by symmetry? What is the second point to be considered? What two inquiries should be made? On what are the greatest historical works based? What is the third point to be considered? What should be the historian's mental equipment? Why is it important to know his fundamental philosophical or religious beliefs?
Note
In place of illustrative and practical selections, as given in earlier chapters, it is suggested that the student be referred to a few leading works in the department of history. Among those that might be used, apart from popular text-books on the subject, are Macaulay's "History of England," Green's "History of the English People," Carlyle's "French Revolution," Prescott's "Conquest of Mexico," Motley's "Rise of the Dutch Republic," Irving's "Life of Goldsmith," the autobiographies of Franklin, Gibbon, and Ruskin, the diaries of Pepys and Evelyn, Johnson's "Lives of the Poets," volumes from the English Men of Letters series, the American Men of Letters series, the American Statesmen series, or any other works to which the student may have access.
The volumes assigned by the teacher should be studied with reference to diction and style as presented in Part Second of this work. In addition to this, the narrative, descriptive, and philosophical passages should be distinguished. By an analysis of a single chapter or of the whole book, the symmetry and completeness of the author's treatment may be judged. The writer's purpose and standpoint should, if possible, be ascertained, and the effect upon the work pointed out. His mood, character, and intellectual gifts should be traced as reflected in his work. The results of this investigation might be presented in the form of a written critique.
CHAPTER XI
ESSAYS AND ORATORY
66. Essays. An essay is a brief dissertation on some special subject. It aims to present its statements in a clear and interesting manner, and this careful regard for a finished form brings the essay within the scope of literature in the strict sense of the word. The essay does not usually aim at an elaborate discussion of a subject in all its phases, and it is thus distinguished from the treatise. Its origin dates from the French author Montaigne in the latter part of the sixteenth century; but since the vast multiplication of periodicals in recent years, the essay has become a prominent department of literature. There is scarcely any subject of human interest that may not be discussed in an essay.
The principal forms of the essay are as follows:
(1) The tract, which is usually a brief discussion of some religious or moral subject.
(2) The editorial, which is an editor's discussion of some theme of public interest.
(3) The review or critique, which is a critical examination and discussion of some literary work.
Two general and well-defined types of essays may be profitably distinguished. The first may be called the personal essay. It allows great freedom of treatment, and in large measure reflects the personality of the author. It has something of the ease and charm of conversation. The essays of Montaigne, of Addison, and of Lamb are of this personal type.
The other kind may be designated as the didactic essay. Its aim is the impartation of knowledge and the formation of public opinion. The personality of the author is concealed behind his statements and arguments. He does not write in the first person. In our best writing of this kind there is a careful treatment of the subject.
The method of the essay is chiefly exposition. It uses narration and description only in a subordinate way. The essayist usually has some information to impart, some argument to present, or some conclusion to be reached. His purpose naturally determines the mode of treatment. Generally there will be a beginning or introduction, a middle containing the body of treatment, and a conclusion. Very frequently, however, the writer plunges at once into his subject without the formality of an introduction.
In estimating the worth of an essay three things are to be chiefly taken into account. The first is its form, including diction, sentences, paragraphs, and arrangement. The various points brought forward should be in a natural order, and each should have the prominence to which its relative importance entitles it. There should be movement or progress in the treatment, and the essay should gain in weight as it advances to the conclusion.
The second point is the subject-matter of the essay. As the essay is not intended to be exhaustive, there should be judgment in the selection of points to be presented. A skillful writer will be recognized as much by what he leaves in the inkstand as by what he says. In the presentation of facts there should be a conscientious regard for truth. The author's originality, force, culture will be reflected in the matter and manner of his discussion.
Then, last of all, the writer's mood and standpoint should be considered. Is he serious, satirical, humorous? Is he writing from the standpoint of party or sect, or is he seeking only to know and present the truth? Is he thoroughly acquainted with the subject that he discusses? Only as we answer questions like these can we enter into full sympathy with an author and form a just and adequate conception of his work.
67. Oratory. Oratory is that form of discourse that is primarily intended not to be read but to be spoken. Its object is mingled instruction and persuasion, and it may be defined as instruction suffused with feeling. In its lofty and impassioned forms oratory attains to eloquence,—that quality which profoundly moves the hearts and wills of the hearers.
But it is well to recognize the source of eloquence, which is to be distinguished from bombast and fustian. Eloquence is not a trick of rhetoric; it springs from the moral character of the speaker, from his gifts and attainments, and from the subject and occasion. "Mere eloquence," said Webster, "does not consist in speech. It cannot be brought from far. Labor and learning may toil for it, but they will toil in vain. Words and phrases may be marshaled in every way, but they cannot compass it. It must exist in the man, in the subject, and in the occasion. Affected passion, intense expression, the pomp of declamation, all may aspire to it; they cannot reach it. It comes, if it come at all, like the outbreaking of a fountain from the earth, or the bursting of volcanic fires, with spontaneous, original, native force."
Oratory is variously divided, but perhaps no other division is better than that of Aristotle. He distinguishes three species of oratory:
(1) Deliberative oratory, which has its place in deliberative bodies. In Parliament or Congress it is concerned with questions of legal enactment, finance, or administration; in religious bodies, with ecclesiastical questions; in scientific bodies, with questions of science. At the present day a large part of oratory is deliberative in character.
(2) Judicial or forensic oratory, which is heard before courts of justice. It is chiefly concerned with human conduct in relation to law, and its aim is to determine what is legally right and just.
(3) Demonstrative oratory is chiefly occupied with the presentation of abstract or practical truth. It is heard in lectures, sermons, and other public addresses. It draws its themes from any department of human knowledge, and aims at imparting instruction, uplifting character, or influencing conduct.
A finished oration is a work of art. Ancient rhetoricians distinguished six parts, which may still be found in some elaborate specimens of pulpit or forensic eloquence. These six parts were (1) the exordium or introduction, (2) the division of the subject, (3) the statement of what is to be established, (4) the argumentation, (5) the appeal to the feelings, and (6) the peroration or conclusion.
It is evident that this scheme for an oration is, as a rule, much too artificial and elaborate for use at the present day. Modern intelligence and modern intensity of life demand greater brevity and directness. An audience of the present time rarely has patience with a discourse of more than an hour, and it generally prefers one of half that length. In a modern discourse we may generally recognize a threefold division:
(1) The introduction, which points out the relation of the subject to the occasion, or otherwise prepares the audience better to appreciate the discussion that is to follow. It should be natural, and not so lengthy as to be out of keeping with the main body of the discourse.
(2) The discussion of the subject in hand. This consists of a statement of the theme and the various facts, arguments, and illustrations that are designed to throw light upon it and establish its truth. This is the main part of the discourse, and great care should be exercised in the statement of facts and the arrangement of arguments. Personal conviction should be back of what is said, for without this tone of sincerity the most brilliant rhetoric and eloquent declamation will be in vain.
(3) The conclusion, in which the results of the discussion are presented. It should be clear and claim no more than has been fairly established in the preceding discussion. On the basis of the truth previously presented it may contain an appeal to the feelings and the will, urging the course of action that has been shown to be advisable, wise, or obligatory.
Argumentation may seek to establish the truth of a proposition in four different ways:
(1) There may be the introduction of testimony. By testimony is meant the statements of actual observers or witnesses. It rests on experience, and may be given orally or in writing; hence we have oral and written testimony.
(2) A proposition may be supported or established by analogy. Reasoning from analogy is that process by which we infer that when two objects resemble each other in several known particulars they will also resemble each other in a certain unknown particular. The planet Mars, for example, resembles the earth in shape, motion, atmosphere, change of seasons, and relation to the sun; and from the resemblance in these known particulars some persons have inferred that, like the earth, it is also inhabited.
Analogical reasoning has a prominent place in our mental operations. Analogy lies at the basis of simile, metaphor, and personification, which are often used in argumentation. We frequently use analogical processes in the practical affairs of life, inferring, for example, that there will be rain to-day because the temperature, appearance of the clouds, and the condition of the atmosphere resemble those of a rainy day last week.
But it is to be observed that the arguments from analogy give us at the best only probable truth. The degree of probability depends upon the nature and number of the resemblances upon which the conclusion is based. There must be no point of dissimilarity that would disprove the conclusion inferred.
(3) We may establish a conclusion by an array of facts. This is called inductive reasoning. We observe, for example, that A, B, C, and all other men of the past, so far as our knowledge goes, have died; and in view of these individual cases we draw the comprehensive conclusion that all men are mortal.
But this mode of reasoning, common and indispensable as it is, needs to be employed with caution. There is always danger of inferring more than the facts warrant. When the inference is based on an inadequate induction of facts, the process is called "jumping at a conclusion,"—a mistake that is frequently made. Even large inductions are not always safe. We might conclude, for instance, that, because the bulldog, hound, mastiff, setter, spaniel, terrier, and other species we have known, are accustomed to bark, therefore all dogs bark. Yet this apparently well-founded conclusion is erroneous, for there is a non-barking species in Greenland.
(4) Again, we may establish a truth by showing that it comes within an established and recognized principle. This process is known as deductive reasoning. The principle on which deductive reasoning depends is the self-evident truth that "whatever is true of the whole is true of the parts." Starting from the general truth that all men are mortal, we may conclude that A, B, and C are mortal.
The general truth that supplies the basis of deductive reasoning may be taken from various sources. Sometimes the truth is self-evident or intuitive, as the axioms that lie at the basis of mathematical reasoning. Sometimes they are truths arrived at by inductive processes. Sometimes they are maxims that have gained the assent of mankind; and again, they are the statements of an accepted philosophy, creed, code, or other recognized source of authority.
In deductive reasoning two points need particular attention: (1) the fundamental principle on which the argument is based should be well established or recognized as true; and (2) the conclusion should necessarily follow from the truth assumed in the beginning, and not embrace more than is duly warranted by it.
The general structure of an oration is determined by its object. There should be, in large measure, simplicity, unity, and progress. The language should be within the comprehension of the average hearer; the sentences, as a rule, should be brief and forcible; and the general style should be concrete rather than abstract. All parts of the oration should be bound together by the single truth and purpose at which the orator aims. The arguments should not be abstruse but clear and striking. Irrelevant matter of every kind, no matter how brilliant in itself, should be excluded; and every fact and principle should be scrupulously correct. Understatement is better than overstatement. The orator should continually advance toward his conclusion; the auditor should feel himself borne along not on a circling eddy but on the bosom of a full, strong current of thought and feeling.
It was Cicero who said that the orator should know everything. However desirable such attainments might be, they are no longer possible; but the orator should have a wide range of culture and experience. This is necessary to give breadth and proportion to his outlook upon the world. In addition to this general culture he should, as far as possible, be master of his subject; and to this end he should bestow upon his discourse careful and even laborious preparation. Without these requisites the orator is apt to prove uninteresting, inconclusive, and unsuccessful.
REVIEW QUESTIONS
1. What is an essay? What brings it within the range of art? How is it distinguished from a treatise? With whom did it originate? What gives it prominence now? Name its principal forms. What is a tract? an editorial? a critique or review? Name two types of essay. What is the character of the personal essay? Give examples. Define the didactic essay. What is the method of the essay? What parts may usually be distinguished? What three things are to be considered in estimating the worth of an essay? How should the successive points be presented? How is a skillful writer recognized? What is said of the essayist's mood and standpoint?
2. What is oratory? What is its object? What is eloquence? Whence does it rise? What is the substance of Webster's view? How did Aristotle divide oratory? What is deliberative oratory? judicial or forensic? demonstrative? What parts were anciently distinguished? What is said of this scheme? What three parts are now generally recognized? What is the purpose of the introduction? What is said of the discussion? What is said of the speaker's convictions? What is the nature of the conclusion? What four methods of proof may be used? What is meant by testimony? What are the two kinds of testimony? What is meant by reasoning from analogy? Illustrate. What is said of its use? What sort of truth is furnished by analogical reasoning? On what does the degree of its probability depend? What is inductive reasoning? Illustrate. What is meant by "jumping at a conclusion"? Give a case of erroneous conclusion. What is deductive reasoning? Illustrate. Whence may come the general truth lying at the basis of deduction? What two points must be attended to carefully? What qualities should an oration have? Why should the diction and sentence structure be simple? What should give unity to the oration? What is said of irrelevant matter? of movement or progress? What was Cicero's view of an orator's attainments? What is the advantage of broad culture? What is said of special preparation?
Note
In place of brief illustrative and practical selections, it is recommended that the student be referred to complete essays and orations. In addition to current literature, in which will be found essays of various kinds, Bacon's "Essays," the papers of the Spectator, Lamb's "Essays of Elia," and the essays of Macaulay, De Quincey, Carlyle, and Emerson may be used. Under the head of oratory, apart from contemporary speeches and sermons, the student might be referred to Burke's "Speech on American Taxation," Webster's "Bunker Hill Orations," Patrick Henry's "Speech before the Virginia Convention," Emerson's "Representative Men," and Carlyle's "Heroes and Hero Worship."
The essays assigned should be investigated as to form, matter, and mood or purpose. Such questions as the following may be answered: What kind of essay is it? Is it personal or didactic? What is the theme? What is the writer's aim? What is his mood? What constitutes the introduction? the body of the essay? the conclusion? What may be said of the diction, sentences, and style? What is the order of thought as determined by analysis? Is there symmetry? Is there movement? Is irrelevant matter excluded? Is the treatment lit up by humor? Is there breadth of view? What is the writer's standpoint? Is there care and self-restraint of statement?
In the case of a speech the same questions may be asked in reference to form, content, mood, or purpose. In addition the student may determine the class of oratory to which the speech belongs. He may ask such questions as the following: Is it eloquent in any part? What is the mode of argumentation? What is the form of proof? Is the argument sound and convincing? The student should analyze the speech, in whole or in part, and make a synopsis of its principal propositions and proofs. The result may be presented in a written or oral critique.