CHAPTER I
INTEODUCTORT
Neglecf;  of  eesthetic  discipline  In  tlie   Engllsli  educational
system—recent agitation to supply tliis deficiency     .   ,
Apatliy of tlie Universities in tliis rospect..........-tlieir irresponsible
and autooratic character ..............   ,
Deinand for a more liberal treatment of Literaturę as a snbject
of instruction, witli reference to politics, morals, festhefte,
metapliysies, culture   .........   ...............
The aneient Classics to be studied as Literaturę, and side by sido
withourown ...............   ..........
Agitation at Oxford, and foundation of a Cłiair of Englisli . . Triumph of the philologists—the Chair confined to matters of
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Language
Proposed curriculum of a School of '' Literature''—description
by Professor Max Müller......   .....   .......   .   .
Disastrous eftects of a purely philological training    .......   .
Importauce to student of Engllsh Literaturę of an acquaintance
witli the Greek and Roman Classics, In both verse and
prose
Renewal of attempt to establish a School of u Literaturę J' at
Oxford......................
Strength of tlie philologist party in tlie University  .....
Professors Freeman and Earle on the teaching of Literaturę .   ,
3
4
5
7
9
11 12 13
CHAPTER II
KEED  OF  SYSTEM ATIZIN'G THE  STUDY  OF  ENGLTSTT  LITERATURĘ
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Importance of English Literaturę as a brancii of knowledge
and an instrument of eulture............     Ig
Yicions system of teaching it, and its consequent failure as
a subjeet of stiidy.................     17
Hence   strong  growing  prejudice   against  its   inclusion   in
educatioiial curricula................     19
The fault not  in the subjeet itself but in  the  method of
teaching—analogy from the case of the ancient Classics 20 Anarchy in system of teaching English Literaturę—absence of
unifonnity in Standards and tests...........     22
Xecessity for the Universities to take np and organize the
subjeet, and that on a liberal basis..........     24
Bidieulous .failure  of the  Mediaeval and Modern Languages
Tripos at Cambridge................     24
Preparation at Oxford to establish a similaT School   .....     25
CHAPTEK, III
EXGI.ISH  LITERATURĘ  AS  A SUB.JECT  OF  TEACHING
Contention of the philologists—alleged inipossibility of teaeh-
ing Literaturę as Beiles Lattres............     26
Plea that the attempt would result either in  unintelligent
cram or in vapid dilettantism.............     27
This  dependent on taet of Examiners—speeimens of cram-
questions and the reverse..............     28
Allegedunfitness of Literaturę for examination purposes as not
being suffieiently '' solid and tangible''........     29
Refutation of this plea by oomparison of specimen Examination-
papers of different kinds...............
Necessity of teaching English Literaturę both (a) historically .     32 And this (i) generally, and (ii) in dctail.........
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iSfeed  of  a good History of English  Literaturę,   connected,
comprehensive, systematic—inadequaey of existing works 34 And  (b) crüically, especially  with regard   to  analysis  of
sentiment, ethic, and thought............     39
Decay of the old system of the Universities........     40
Prevailing miseoneeption as to character and practicability of
jesthetie training..................     40
The ohief end of diseipline in Literce Humaniorcs the eultivation
of the literary and critical faculties..........     42
Useless and unintelligent character of Papers generally set in
Literaturo—a typical specimen discussed........     43
Suggested   alternative   questions,   (i)   dealing   with   literary
strueture, style, ethics, metaphysics, characterization . . 48 (ii) for a case in which a eomparative study of  ancient and
modern Literatures was required...........     49
Excellent guides extant for a sound literary education .... 50 The true funetion of the literary teacher—intelligent, diserimi-
nating, comprehensive Interpretation.........     51
Grievous absence from oiu- edueational system of any provision
for '' musical'' eulture.............,   .     54
CHAPTER IY
ENGLISH   LITERATURĘ   AS   A   SUBJECT   OF   ACADEMIC   TEACHING. DISTINCTION  BETWEEN  LITERATURĘ  AND  PHILOLOGT
Importance and value of our Literaturę.........,     56
Radical defeet of the Clarendon  Press  Editions—an almost
exclusive devotion to points of grammar and philology    .     57
Specimen notes....................     58
A useless and repulsive system..............     59
Deadening pedantry and emasculating dilettantism.....     60
The flrst desideratum the recognition of the essential distinetion
between Philology and Literaturę...........     61
The   second  that   of   the  importance  of   studying   English
Literaturę in close connection with those of G-reece, Rome,
Italy, and France..................     62
riiilology a valuable scienco, but not to   be eonfoundcd with
Literaturę.....................      ^
Its deadening and narrowing effect on the mind.......     65
Its comparatively limitcd interest and usefuhiess.....
The two studies to be kept cntirely separate.......
Evil effects of their eonfusion..........-   .   .
67
CHAPTEE V
KECESSITY FOE ASKOCIATING THE  STTJDY  03?  EKGHSH LITEEATTJBE WITH   T1IAT OF  ANCIElNT   OLASSICAL   LITEEATUEE
Denial by the philologists that Englisk Literaturę is derived
frorn tlio aiieient Classies..............     71
Refut-atioii of tliis view.......^.........     '2
The debt to the Classies of Anglo-Saxon Literaturo.....     72
Ofour Drama....................      ''
Of out Epies, our Didaotic Poetry, our Lyrical, ovtr Satirie .     74 Of our Karrative Poetry, our Epigranis,  our Epitaphs, our
Eclogues. our Pastorais...............     ?5
Of our Descriptive and Elegiao Poetry..........     76
Ofour Proso, both periodio and analytic, both rhetoricaland
eolloquial..........-..........     '
Of our Historical Prose................     '^
Of our Oratorical, our Theological...........     8^
Of our Criticism...................     L-J
The absurdity  of   ignoring  this  in  the   study   of   English
Literaturę .   .   .   ..............--
An additional knowledge of the Celtic and Teutonio Litera-
tm-fis neither possible nor relevant..........
EsprHaiiy in its spiritual, othical, and Eesthetic aspeets does our Literaturę   need   to  be studied in connection with. the
aneient Classies     .   .   .   .'..............
Shakespeare and Sophocles as brother-dramatists......     ül
Sh-Vf=p^n,i-p- and Aristotle as mutuaUy elucidatory.....
1-ull siKQifiwince of Mitten and Tennyson only to be appreciated by Classical snholars................
i'AGE
The aneient Classies the archetypos of Literaturę......     90
In suitę of .superior mer.it of mueh Jiiodern work.....     91
Testimony on. this point of Burke, Scott, and Wordsworth .   .     92
Of Men of Letters throTighout'Eum|ii'.     .........     93
Atn-ient and modern Literatures to In1 studied in associatiou, n-s ärü aneient aud modern   History   and   aneient   and
inodrm Philosophy.................     94
ProjVfisur Froemaii on unity ol' History..........     94
lllo^iciil ii.ttitude of  those  who recognize unity  of   History
and Phikisopliy, not of Literatlire..........     95
CHAPTEE VI
SYNOPSIS OF OVLSWSä OJT THE 8UDJECT OF TJNIVEIiSITY UEC0GNITIOX AND Oi:tJAN!ZATIüX OF THE STUHT OF EKGLISII LITERATUEE
Proposal fonr ycars ago to  establish  at Oxford a School of
Phiiology.....................     97
An appeal inade to distingiüshed authoriti.es on Edutation and Literaturo throughout England for their views on ti.e desirability of the ITniversities jjroviding systematie. instruetion in English Literaturę, and that as Literaturę,
and in dose association with the aneient Classies   ....     97 Answers   reeuived  from  men   eminent  in   the   Chureh,   in Education, in   the  State,   in  Letters,   in Science, una-
iiiiriotin in favour of the proposal...........     08
Views of Professor Hnxley................     99
Of the Arehbishop of Canterbury..........100,  106
Of Cardinal Manning..............' ...   100
Of Sir Theodore Martin................    101
Of Professor Jowett..............101,104,105
Of Canon Farrar...................    101
Or the Head-Masters of Rugby and Clifton.......    102
Of Mr. Addington Syrnonds..............    102
Of Dr. Craik....................    103
Of Dr. Merry...................,104
Of Mr. Pater....................   105
b
XVIII
CONTENTS
CONTKNTS
Views of the Head-Master of Wellington.........
Of Mr. GHadstone..................
Of Lord Carnarvon.................-
Of the Bisliop of London................
Of Matthew Arnold..................
Of Prüfüssor Bonarny Price..............
Of Mr. j'roudc....................
Of Mr. John Morley     .   -   -..............
Of Lord Lytton...................
Diffieulties in the way of reform.............
English Literaturę not to bc introduued mto Moderations or the
Final Classical School................
The aiiiis of these two Scliools........-.....
A aew  Final School to be f^tablisli.cd,  supplomentary to the
present Literw JT-uuiauim-i-z.............
Such a School would not disturb existing arraugements, but
complete thom ...................
Its importance.....................
Its suggested constitution............   .   .   .   -
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105 [zasłonięte] 106 107 [zasłonięte] 108 108 [zasłonięte] 111 116
117 113
119
121 [zasłonięte] 123
CHAPTER VII
CÜNSTiTCTION   OF   A   SCHOOL OF   LITKKATUEE
Design of the School—to train for tli o professiou of Letters and
for the ineumbency of Chairs of Literaturę    ,...--    12n EngHsh Literaturę  to be  studied  in   close  assoeiation  with ancient   and   other   modern   Literatures,   the   academic training to be in the Literatures of Greece,  Romc, and England, those of Italy. Fnmce, and Germany to be left
to private study..................128
Crying need for the remedy of tliis deflcieuoy.......127
Tlie School to be au independent, optional, Honour School    .    128
The naturę of the Exaraination..............129
AThcsis.......................Vfc
A Paper on English History in relation to Literaturę   ....    129
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1
PAQE
l'iiperä on i'oetry, Classical and English..........130
On lUii-loiiü, Classical and English...........131
ün the History of the thrtse Literatures.........131
On the Influence of Ihe Classical Literatures on our own .    131 On Criticisiu, Waasical asid English, festhetic, philosophie,
;iiid tfichnioäl    ..................131
I-fciife a new life given to Classical study.........132
Literaturę, emaneipatud i'rom l'hilology..........132
Upportuuily givon lor simud training in Criticism, for analytieal study oi' tln: gn/ü, Oialions, for earei'ul reading of the great lliatoriis, iiir jmjiihhI smd eoniparison of the Dramas, Epies, ITfiiTativc Pocimh, Lyi'ics, Critical Writings, Antho-logies, Philosophie and Didactic Works, Pastorais, Jjescnptive Works, and Idylls, of the three Literatures. . 132 Italian Literaturo—its  immense and widespread influence on
our own illustrated.................136
Boccaccio.......................137
The Itenaiisanco....................137
Adoption by Kuglish writersof Italian metres.......137
Italian iiarrative and dramatic forrns..........138
Italian styles in i'iction, liistoiy, and Poetry......139
Erench influence on our Literaturę...........        140
Comparative   unmiportaiiee   of   German   Literaturę  in   this
connection.....................140
Sunnnary—Tlie Universities must reeognize and organize tlie study oi'English Literaturę as Literaturę, and in eoimeetioii ivith tlie Literatures of Greece, Rome, Italy, and France, and so frainc their curricula as tlmt tlie study may be an instrument of the highest eulture and intcllectual and
tosthetic diseipline   ....   -............142
Tablcs oi' writers and writings in tlie Literatures of Greece. Korne, and England, to be carefully studied by candidates
for Honoura...................144-5
Danger to the national oulture fi-om the neglect oi' Classieal Literaturę—tbis  must   be  studied  intelligently, and as
Literaturę.....................146
bat is naeded in l'Miii-ilitm is fMUurc, Histhetic, moral, and pulitical, and this it is the dnty of the Universities to provide......................547
AÄ
CONTENTS
APPENDIX
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Rpeclmen Fapers proposed for the Examination in a School of
Literaturę :-Thesls    .......................
In English History ,..............-.--
In the Historv of Enąlish Literaturę    ..,..,,..,153 In the Comparatlve Study of English and Ancient Classleal Literaturę .....................    154
In the Comparatlve Study of English and Italian Literaturę 155 In the Comparatlve Study of English and Freneh Literaturę 157 Ciitlcal Questions    ...................   159 

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