The Voice of Science in Nineteenth-Century Literature. Various

       CIVILIZATION [14]

       ILLUSIONS [15]

       FATE [16]

       WALT WHITMAN

       SONG OF THE OPEN ROAD

       CROSSING BROOKLYN FERRY

       A SONG OF JOYS

       THE ATLANTIC MONTHLY AND ITS VALUE TO TEACHERS OF ENGLISH

       SOME FORTHCOMING PUBLICATIONS FROM THE ATLANTIC MONTHLY PRESS

       ATLANTIC READINGS

INTRODUCTION

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      By Henry Greenleaf Pearson

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      “The Voice of Science in Nineteenth-Century Literature” is a volume of selections put together for use in the third term of a course in English and History offered to the second-year students at the Massachusetts Institute of Technology. The plan of the year’s work provides for a study of the record made in English literature by the great movements of thought that distinguished the nineteenth century. First John Stuart Mill’s essays on “Liberty” and “Representative Government” furnish an interpretation of the political currents of thought in the first half of the century. Carlyle’s “Past and Present,” which is read in the second third of the year, is an analysis of economic and social problems in the same period; in the third term the profound effect of science on the thought of the age receives illustration in the writings here brought together.

      Broadly stated, the central theme of the book is man’s place in the universe, considered in the light of the new knowledge and speculation as to his origin and destiny which the study of science in the nineteenth century has invoked. Some of the selections are more closely related to this theme than are others. Between some of the selections the connection or contrast is obvious (“Rabbi Ben Ezra” and “The Rubaiyat of Omar Khayyam”); in others it is less immediately evident. In some cases the background is the group of ideas roughly classed under the word evolution; in others it is some characteristic phase of religious feeling or ethical or theological thought. The contrast in outlook between the American writers, Emerson and Whitman, and their English contemporaries is one of which particularly valuable use may be made. The discovery of these interrelations is what gives zest to the reading for both parties in the classroom; for neither teacher nor students should the work take the form of checking off selections on a minutely correlated syllabus. The course should be pursued on the assumption that the whole is greater than the sum of the parts: the total impression, the height gained at the end, the inspiration of the view there disclosed—these are the goals to be sought for. And the discerning teacher will not be surprised that the pupil presses him so closely up the ascent.

      In reading pursued on this plan what should be emphasized on the side of history is not the marshaling of fact, of things done, but the war of thought in one field or another. Without being embroiled in the controversy for this or that belief, the student examines the battleground to learn how the battle was fought. He discovers what befell truths, half-truths, and falsehoods, and under what circumstances of glory or shame. He sees the period with the unity that genius always gives to a subject; at the same time he learns how to make the correction that a piece of contemporary interpretation inevitably requires. On the side of literature, the student’s approach is no less special and with its appropriate reward. He sees the man of genius primarily in the setting of his age. The personal adventures and idiosyncracies that often form so large and so unedifying a portion of the treatment afforded in the traditional “historical survey course” here fill a modest space in the background; the attention is concentrated on what this leader did for the men of his own day. These writers lived intensely in the life of their own generation; conscious of a clearer perception of the truth and possessing a voice that men could hear, they sought to lead their companions out of the wilderness. It is the man of genius speaking with authority to those of his own time who is here presented. In such a setting his voice has still its ancient power.

THE VOICE OF SCIENCE IN

       NINETEENTH-CENTURY LITERATURE

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MATTHEW ARNOLD

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THE FUNCTION OF CRITICISM[1]

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      The critical power is of lower rank than the creative. True; but in assenting to this proposition, one or two things are to be kept in mind. It is undeniable that the exercise of a creative power, that a free creative activity, is the true function of man; it is proved to be so by man’s finding in it his true happiness. But it is undeniable, also, that men may have the sense of exercising this free creative activity in other ways than in producing great works of literature or art; if it were not so, all but a very few men would be shut out from the true happiness of all men; they may have it in well-doing, they may have it in learning, they may have it even in criticizing. This is one thing to be kept in mind. Another is, that the exercise of the creative power in the production of great works of literature or art, however high this exercise of it may rank, is not, at all epochs, and under all conditions, possible; and that, therefore, labor may be vainly spent in attempting it, and may with more fruit be used in preparing for it, in rendering it possible. This creative power works with elements, with materials; what if it has not those materials, those elements, ready for its use? In that case it must surely wait till they are ready. Now, in literature—I will limit myself to literature, for it is about literature that the question arises—the elements with which the creative power works are ideas; the best ideas on every matter which literature touches, current at the time; at any rate, we may lay it down as certain that in modern literature no manifestation of the creative power not working with these can be very important or fruitful. And I say current at the time, not merely accessible at the time; for creative literary genius does not principally show itself in discovering new ideas—that is rather the business of the philosopher; the grand work of literary genius is a work of synthesis and exposition, not of analysis and discovery; its gift lies in the faculty of being happily inspired by a certain intellectual and spiritual atmosphere, by a certain order of ideas, when it finds itself in them; of dealing divinely with these ideas, presenting them in the most effective and attractive combinations, making beautiful works with them, in short. But it must have the atmosphere, it must find itself amidst the order of ideas, in order to work freely; and these it is not so easy to command. This is why great creative epochs in literature are so rare; this is why there is so much that is unsatisfactory in the productions of many