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Edited by Matthew Arnold, to which are appended Macaulay's and Carlyle's Essays on Boswell's " Life of Johnson." i2mo. 493 pp. Macaulay's and Carlyle's Essays separate. i2mo. Boards, 100 pp. LOUNSBURY'S HISTORY OF THE ENGLISH LANGUAGE, including a brief account of Anglo-Saxon and early. English litera- ture. i6mo. 381 pp. TAINE'S HISTORY OF ENGLISH LITERATURE. 1081 pp. Large i2mo. The same in 2 vols. i2mo. Library edition. The same. Abridged and edited by John Fiske. Large i2mo. 502 pp. HENRY HOLT & CO., New York. LITERARY CRITICISM FOR STUDENTS SELECTED FROM ENGLISH ESSA YS AND EDITED WITH AN INTRODUCTION AND NOTES edward t. Mclaughlin w ASSISTANT PROFESSOR OF ENGLISH IN YALE COLLEGE NEW YORK HENRY HOLT AND COMPANY 1893 yr^tyj 5 Copyright, 1893 BY HENRY HOLT & CO. /2-3 ELECTROTYPED AND PRINTED BY ROBERT DRUMMOND, NEW YORK. CONTENTS. PAGE INTRODUCTION iii SIR PHILIP SIDNEY. From the Defense of Poesy . . . I BEN JONSON. From the Explorata, or Discoveries ... 7 JOHN DRYDEN. The Preface to the State of Innocence . . .17 JOSEPH ADDISON. From the Spectator 33 JONATHAN SWIFT. From the Battle of the Books 38 From the Tale of a Tub 39 SAMUEL JOHNSON. From the Life of Pope 43 From the Life of Cowley . . . . .74 WILLIAM WORDSWORTH. From the Preface to the Lyrical Ballads, 2d ed. 53 SAMUEL TAYLOR COLERIDGE. From the Biographia Literaria, Chapter I. . .73 XIV. . 78 " « << .< << xv> ^ g 5 XXVIII. 93 v VI CONTENTS. PAGE CHARLES LAMB. From the Essay on the Fitness of Shakespeare's Plays for Representation 112 From the Essays of Elia: on some of the Old Actors 114 THOMAS DE QUINCEY. From the Essay on Language 118 THOMAS CARLYLE. From the Lecture on the Poet, in Heroes and Hero Worship 122 MATTHEW ARNOLD. From Celtic Literature 137 From Translating Homer 145 From the Essay on the Function of Criticism at the Present Time 157 From the Essay on the Literary Influence of Academies 165 From the Essay on Maurice Guerin . . . .171 JAMES RUSSELL LOWELL. From the Essay on Gray, in Last Essays . .173 JOHN RUSKIN. From Modern Painters, Vol. III. Chapter XXII. 178 RICHARD HOLT HUTTON. From the Essay on Cardinal Newman, in Modern Guides to English Thought in Matters of Faith 194 WALTER PATER. From the Essay on Style, in Appreciations . . 204 Notes . . . . . . . , . . .211 INTRODUCTION. It is a delicate problem to adjust the relation between independence and a deference to authority. In belles lettres, especially, what seems best to the taste and appreciation of those who are called liter- ary, often fails to please ordinary readers. Subtler phases of thought, heightened style, moods lifted above plain emotions, or plain emotions made great by Wordsworthian simplicity, do not appeal to the majority even of intelligent people. The classics of our jpoetry and prose are not popular, and where they are read, what to a few appears their best is quite missed by most. These think carelessly, feel bluntly, and are not sensitive to art and beauty. Yet most of them can think and feel, and are in some measure susceptible to aesthetic pleasure. Their difficulty lies in not applying their faculties successfully to literature, or still more, in not taking the trouble to attempt it. Accordingly, they judge inadequately and incorrectly. Well, how far should those who believe that such judgments are partial or mistaken try to impress their own views on the majority — to convert them to their own tastes? Especially in the case of students, is "good taste" to be taught? VI INTRODUCTION. There is a certain class of refined people who say that it neither can nor need be. They themselves are acquainted with literature because they like it. If others care for it, let them read it. If not, there is no more reason why they should concern them- selves with books than with bacteriology or harmony or lithology, topics which everyone considers it perfectly proper to leave to specialists. Assumed opinions seem to them like eye-glasses and ear- trumpets for the incurably blind and deaf. What social adventures are so annoying as to fall in with the critical ineptitudes of pinchbeck culture? Poeta nascitur, non fit ; neither can his audience be manu- factured. It is to be hoped that this is not the case; at any rate the laissez faire of cultivated exclusiveness is not to be commended. People interested in botany or numismatics, for instance, may well enough be indifferent about popular enthusiasm for such sub- jects, but there are the clearest reasons why it is unfortunate, more than unfortunate, for intelligent people not to care about belles lettres. Too much profit is lost if they are missed : too much profit, too much pleasure. One of the pathetic aspects of life is that so large a number never come to realize its inner meaning, or their hidden selves. They would stare in per- plexity at Browning's entreaty to be "unashamed of soul." They move about in a world not realized, spiritual somnambulists. That self-consciousness by which all operations of brain and heart are vital- IN TROD UCTION: Vll ized into a new and finer meaning, is shut away from them through their want of sensibility. This is true even of men with brawny intellects that produce results of great practical value, and also of people with a kind of heart which is full of amiable utility. There is a broad difference between what the per- sonal life means even to these, and the enjoyment, the intelligence, the intensity of it all for such as contemplate what they see, and dream out of routine experiences, within and around them, mystery and beauty. De Musset's career as an individual was not a satisfactory one, yet it is impossible to think of it as wholly unenviable when we hear his excla- mation, "C'est moi qui ai vecu" — I have lived, I myself. Now, the incomparable excellence of liter- ature, especially in poetry, is that it penetrates beneath the crust of life. Commonplaces are trans- lated, and we find ourselves interested by what we have scarcely noticed. Ideas and sensations are presented through another medium than the matter- of-fact. The appeal is made, less to mental than to sympathetic responsiveness. Beauty of various kinds is forced upon the attention, until sensibility becomes more sensitive, and its capacity expands. Not that literature creates any habitual exaltation, or that curiously wrought moods hover over our books. There is nothing especially tangible about this developed way of looking at things, nor is it in the least true that such a result is dependent upon reading. Yet there are multitudes whose finer sense has been quickened, who have taken a more serious vin INTRODUCTION. view of important subjects which mean little when regarded only trivially, through the aid of the great writers; to say nothing of their having come to see their everyday world in pensive twilight sentiment, as well as in its meridian literalness. There is an immense difference between the hard pragmatic and the sympathetic contact with ideas. But how large a part of literature gives us more than ideas, — sen- sations. Through it we learn to feel, to feel through the whole scale of emotion, from soul to verbal form. Whatever stimulates a refined joy, — stirs the im- agination and keeps it abreast with clear sound sense, — vibrates to the voice of human personality, instead of being formal, mechanical, and barren of fruit for fresh warm life, is a part of litera- ture's contribution to human progress. Even the mere contact with beauty? Certainly the aesthetic thrill is better than most things the world gives us. In the light of such influences, any who are not anxious to develop appreciation for books, where it seems wanting, are deficient either in seriousness or in a sense of responsibility. But it is not easy to find the way in which this cultivation can be accom- plished. Anyone whose profession has brought him into contact with young men by hundreds, knows to how many the grace and nicer meaning of poetry are locked and sealed. The first steps toward the desired results must be prosaic ; people must train themselves, or be trained, to see what is on the surface, to grow conscious of metrical differences, INTRODUCTION. IX for instance ; not to remain quite blind to the real meaning beneath a figurative turn ; even to come to recognize that there is a figurative turn. But noth- ing calls for more tact than how and to what extent to carry on this analysis. Observation and dis- crimination are indispensable, but literary drill runs a danger of concentrating the attention on fact as an end in itself. In most studies it may be so; in literature it is not. This scientific age was sure to come to the gates of literary criticism with hands full of method and systematization. Finding how difficult it is to induce students to get at the heart of a poem (and, it may be, sharing in the difficulty themselves), many earnest and well-meaning students have settled upon the close and thorough study of liter- ature from the standpoint of information and analysis. They teach and they make editions with an eye to grammatical, rhetorical, and linguistic instruction. They present clear formulated meth- ods for examining style or argument. They present other authors' exegeses as matter for direct acquisi- tion or as models for application to similar criticism. They annotate texts with elaborate explanations. Their treatment may appear satisfactory : for any- one can memorize, and learn how to apply formulas. It is possible in this way to acquire tangible results, and people are accordingly pleased to think that they are learning; they even may become interested in the details of the study. Especially, ambitious students with little turn for originality make great X INTRODUCTION. progress. Yet what does literature mean for them? Superficial knowledge, facts — no soul. The startling contemporary growth of this so- called scientific study is natural both for teachers and students. As the professional class enlarges, the fascination of the very name of literature and the gentility of the pursuit of it, naturally attract many whose best aptitudes are for acquisition and systematization. There is nothing so much to be feared, by those solicitous for the growth of real culture in this great country's assured destiny of abundant education of some sort, as the ascendency in the departments of literary direction of such mechanically trained scholars. Their methods and industry are hopeless substitutes for inspirations of mind and heart. How inferior they are to that simple-minded absorption of the spirit of our best authors granted even to ordinary men who study them with old-fashioned receptivity. We need to pray for a generation not of minor scholars, but of intimate and sympathetic readers. Let them be less fluent in grammatical and rhetorical arts, and more capable of a quick and happy quotation. Let them be as unconscious of critical phrases and form- ulas of analysis as Shakspere himself was, and instead approach as closely as they may to the thoughts and feelings of his plays. The so-called "laboratory work" in literature may be deferred until scientists introduce literary methods into the laboratory. So, too, about minute annotation of texts. INTRODUCTION. XI Where they can be, allusions, dates, quotations, social or personal side touches, and the like, had better be looked up independently, if the reader desires to know them ; and frequently — one almost trembles at the temerity of saying it — he is prac- tically as well off without knowing them. If, for example, a line is quoted, why should the lightly touched passing illustration be made to distract his attention from the subject-matter by an excursus on its author and location? Why should he not go to one of our numerous recent dictionaries for an unusual word? Why should he be taught archeo- logical details or verbal parallels here, while he is trying to learn how to read with his inner thought? A large number of teachers and edited books aim at making scholars, when they ought to try to make good readers. In every calling, technical difficulties become very dear to the practiced and expert work- man, and the desire for thoroughness that is really the instinct of a scientific and orderly temperament must answer every question about allusions, origins, and verbal or archeological suggestions. Indeed, there is a place for this; the advanced and special student ought to understand them. It is easy enough to obtain a scholastic equipment when the right time comes. The difficulty is not in using the routine power of brain, but in getting in touch with one's creative consciousness of mind and heart. If the literary neophyte's attention is directed too largely toward facts, he may mistake the means for the end, and as a result of his training find the prin- Xll INTRODUCTION. cipal object that confronts him as he takes up new works, nothing spiritual and aesthetic, but only the task of obtaining exterior information, hunting down quotations, dates, and allusions, surveying a poem by the rod and line of a technical phraseology, detecting parallels, and baying at the holes of con- jectural originals, finally to emerge from his studies learned, but not literary. For infinite as is the value of its substance, the essence of literature is beauty. No slight part of its profit rests in the refining influence of its pure love- liness, and in the pleasure which its sweetness and art may add to our lives. To study it mechanically is like grasping a butterfly. It is all there in one's hand, all the "weight and size"; but alas for the one who supposes that this slender, quivering body which he holds is the winged color that flew. And this is just where the mistake is made by those proselytes from Philistia who attempt to conduct educational services in the temple of culture. The aim, then, for most readers should be to ac- quire the art of sympathy. The first step toward this, if it does not come naturally, is to read some poem that pleases, until one is thoroughly familiar with it and can call up one and another line here and there, without the book. Then at odd times when one is not in too strenuous a state of mind, to try (if I may employ a word rather poetic for prose) to try musing upon what one remembers of the poem ; not disappointed, if no very tangible result shall appear. By and by, when a sentiment has started, through INTRODUCTION. xni which one begins to have some warmer feeling for the passage, it is well to go over the lines thought- fully, scrutinizing their meaning, and endeavoring to ascertain the values of minor touches. Poetry should be read aloud, or at least the ear should be trained to follow a silent reading with the closest attention. One of the most interesting and at the same time helpful devices for close knowledge of a piece of literature, is to think out certain topics, such as what clews we find to a knowledge of the author himself; what suggestion we can note of this or that taste or opinion ; in what lines his height- ened style appears at its best ; where he is most happy in fancy, or in cadence. Such topics are interesting and instructive for themselves, and while we consider them we are growing more penetra- tively, familiar with the work before us, without introducing any methods that are mechanical and intrinsically unimportant, if not repellent. Any- thing, in short, that is sympathetic and personally stimulating, contributing something of richness to our knowledge and feeling of art, thought, and life, is a good exercise in literary analysis. The point of view should be shifting, however, and the treat- ment flexible. But although, so far as the primary value of liter- ature goes, facts are nowhere of less importance, there comes a time when a wider and philosophical study is valuable and most interesting: such as observing the forces by which a great period or a great individual has been produced, or inquiring XIV INTRODUCTION. into the ways whereby schools of letters or single authors fall short through unfavorable antecedent or contemporaneous influences; or the biographical knowledge which adds personal interest to an author's work, and makes it more intelligible ; or a study of his development, as we follow his writings chronologically. But large numbers of readers are not born for such pleasures and privileges, and many who might enjoy them have too little time; while others who pursue them miss the central good, by that old danger of mechanical and harshly intellect- ualized study. The most laborious students are frequently the most indolent, so far as interpreting what they read in terms of their own thought, soul, and sense for beauty. Emerson says somewhere that, at a performance of Hamlet to which he had looked forward with great interest, he noticed nothing after the cry : What may this mean, That thou, dead corse, again in complete steel Revisit'st thus the glimpses of the moon, Making night hideous, and we fools of nature So horridly to shake our disposition With thoughts beyond the reaches of our souls ? Fancy the philosopher poet, his fine face bent down from the stage and the brilliant theater, as he sits possessed by the power of the lines, the magic of their nature touch, the solemn infinitude of human mystery which they suggest. When a pas- sage becomes in this way our master, absorbing us with its appeal to heart or mind or sense of art, then INTRODUCTION. XV we are getting into the reality of poetry, and the key to it all is the cultivation not of brain, but of sensibility. The fact that this is so impalpable makes it unteachable. Evidently, too, reading literature so perfectly is unusual and fortuitous. The great advantage of having poetry by heart lies just here, that when we are in the mood for this or that thought or sentiment, it comes to us, and is more a part of ourselves than when we untie it from printed words. Yet if we do not often enjoy such an Emersonian ecstasy, in a lower degree we are constantly susceptible to the vital interpretation of literature, as we more steadily apprehend that our highest study is not to acquire views or facts, but sensations. To this end, we must attend shrewdly, observing even minute details, since one never knows whether there is a secret for him here or there. We must listen for the note of personality. We must relax intellectual rigidity and read sympa- thetically. If a poem affords no sense of beauty, we must understand that we have read it amiss. To me it seems incomparably better that anyone's ac- cidental moods should be haunted by a subtle or noble thought, or by a line that has soul or music in it, than for one to be a master of learning. Important as it is that the interpretation should come from within, outside guidance is helpful. Many may receive hints from a comment upon a line, or a development of an author's less obvious traits, through which they will see what they have XVI IN TROD UC TION. not seen. To such critical comments as Hudson's, for instance, some of us are increasingly grateful, if for nothing more than the service they did our early reading, in making us feel that there was a moral fascination in passages where our careless perusal had seen nothing. Of all American editors, Hudson (though intellectually unreliable and clumsy, and anything but a great man, save for his sometimes erring love and sympathy) has rendered the best service by stimulating to see the beautiful, not so finely on the side of art, but admirably on the eth- ical side. "Sign-post criticism" is scoffed at by many who do not need it ; but compasses are con- stantly required, in spite of the world's Giottos. But then, as readers develop, critics whose dis- crimination and aesthetic faculty overtop such writers as the one just named afford great pleasure and assistance. When we are thoughtfully familiar with an author we enjoy listening to another and stronger student's comments upon him. Often new ideas are suggested, and we occasionally are quick- ened into an independent thought by the seemingly accidental stir of mind, perhaps even in resisting a view with which we do not accord. Some critical essays also have the nature of creative literature. There is the liveliest intellectual delight in coming in touch with an elegant and sympathetic mind giving utterance to his sense of the charm and significance of an author whom we ourselves have felt. Even if there is nothing new, we enjoy the play of happy phrase and nimble association; we INTRO D UCTION. xvu enjoy the sense of intelligent and refined compan- ionship. But when a new lode is opened before us, — meanings and graces unguessed before, — aside from our absolute acquisition, how profitable is the sudden discontent with our dull, creeping, inatten- tion ! From interesting criticism, too, the desire for first-hand knowledge may be acquired, and convenient, if not at times necessary, guidance in selection. But the most profitable criticism is that broad and philosophical general discussion w r hich is illus- trated by such authors as Coleridge or Arnold. Such passages put us on the track of what we need to recognize, if we are to appreciate the higher literature on both its sympathetic and intellectual sides, without the disadvantage of offering to do our thinking for us in specific application. They call our attention to points which, after we have once noticed them, we find constantly recurring in our reading. Our literary life is made richer by observing them. They suggest topics which it is stimulating to think out. By bringing us in contact with a more theoretical and aesthetic range of ideas, they widen our intellectual and artistic world. They lead our commonplace taste to a just view of what it is right to admire. Nor is it a trifling service that they set before us various phases of the history of literature, one of the most fascinating and profitable of all studies. Yet in reading even the most admirable criticism, we need to keep con- stantly in view our personal relation to literature. XV111 INTRODUCTION. All aids are only instrumental to our close and loving companionship with authors who will make our lives more agreeable, more thoughtful, more sympathetic. Especially in poetry, it is the aim of all study to enable every reader to be his own critic, and thereby ultimately to be, we may say, his own poet. For the finest thoughts, most newly and perfectly apprehended by a great writer's intellect and emotion, and best expressed, realize their high- est mission only when the reader becomes to them the creative artist, and takes them up as Shakspere took the crude work of his predecessors; so that by a personal interpretation and heightening, a noble plagiarism, the poetry of thought, feeling, and style is sung by himself to himself alone, in that inner language which we so rarely employ, yet which we surely have employed whenever a poem has flashed from book to brain and soul, and become a mood, a picture, or an inspiration. Yet the levels of liter- ary pleasure are more usual than the heights, and a considerable part of our interest in books is more reflective than emotional. But never unsympa- thetic; never, if what we call literature is really so, will it yield its best unless we approach it in a spirit not of fact but of sensibility. It will render us more of itself, as we bring to it more of ourselves. Its great gift is in expanding and satisfying our finer nature, and as we grow in refinement of brain and delicacy of feeling, we shall appreciate how well the effort pays of learning it, instead of learning about it. There is a line of Matthew Arnold's, INTRODUCTION. xix regarding life in general, in which for myself I constantly sum up the true art of interpreting literature : Think clear, feel deep, bear fruit well. For surely out of an intimacy of mind and heart with those who have drawn most thought, feeling, and beauty out of life, the fruit of a happier and better character can hardly fail to be born. The selections that follow are designed to serve as an introduction to literary criticism. Care has been taken to illustrate the characteristic expression as well as thought of the authors represented. To avoid the mechanical tendency of arbitrarily applied opinions, as well as for the larger stimulus of philo- sophical discussion, a choice has been made of passages that mainly develop general principles, even where they may treat directly of specific authors or works. Where time allows, readers or classes will find constant opportunity for following out suggested topics connected with literary history, and it is hoped that these excerpts may lead to a more extended reading of the authors from whom they are taken. For those, however, to whom such an introduction to criticism is principally directed, close and thoughtful acquisition of a few important ideas seems more profitable than hasty wider reading. If the views that have been presented in the preceding pages are correct, the first and greatest art to be acquired in literary study is "How to read." XX INTRODUCTION. A large majority whose tastes and training have not led them to familiarity with books, find nothing more difficult than learning to observe leading points, and to grasp the essential outlines of a poem or essay. I have met with so many genuine cases of this puzzled confusion as to what should be observed and remembered, that I have appended to the text a few pages containing a partial list of topics involved in the different selections, that may serve to focus the attention for some to whom literary studies are as yet vague and perplexing. Among these will be found such brief explanations of the text as seem necessary, and not within the reach of most readers' resources ; together with a few critical suggestions, and various hints of associated ideas that may profitably be followed out. It has seemed desirable to give rather more ex- tended passages from two or three authors, and for this fuller exposition of their thought I have selected Coleridge and Arnold, as the two whose influence on the literary criticism of the century has been and still is perhaps most significant. I may add that in the formal study of these examples of English prose, attention should constantly be paid to the literary manner, as well as to the ideas ; noting traits of style, and the relation of these to the thought and moral qualities of the writer, For soul is form and doth the body make. ENGLISH CRITICISM FOR STUDENTS. SIR PHILIP SIDNEY. i 554-1 586. [From its historical position Sidney's Defense of Poesy is an important work in the development of English criticism. It is one of those inquiries into the nature of poetry that have appealed to philosophical curiosity from classical times down to our own, and that are interesting and suggestive, even if not of the most valuable order. Sidney's work is especially noteworthy as a landmark in the evolution of English prose, and as an indication of the classical spirit of the circle to which he belonged. For he writes more as a student than as an alert contemporary of the men of 1580 ; he was scholastically blind to the signs of the times. For- tunately Marlowe and Shakspere did not take the essay as a literary guide. Yet for a professed classicist, Sidney is not narrow, as his love for English ballads indicates, and his pure and ideal spirit is shown in the serious ethical concep- tion of poetry that marks his entire work.] From the Defense of Poesy. It is not rhyming and versing that maketh a poet (no more than a long gown maketh an advocate, who, though he pleaded in armor, should be an advo- cate and no soldier) ; but it is that feigning notable 2 SIP PHILIP SIDNEY. images of virtues, vices, or what else, with that de- lightful teaching, which must be the right describ- ing note to know a poet by. Although, indeed, the senate of poets have chosen verse as their fittest raiment ; meaning, as in matter they passed all in all, so in manner to go beyond them ; not speaking table-talk fashion, or like men in a dream, words as they chanceably fall from the mouth, but piecing each syllable of each word by just proportion, ac- cording to the dignity of the subject. Now, therefore, it shall not be amiss, first, to weight this latter sort of poetry by his works, and then by his parts ; and if in neither of these anato- mies he be commendable, I hope we shall receive a more favorable sentence. This purifying of wit, this enriching of memory, enabling of judgment, and enlarging of conceit, which commonly we call learning, under what name soever it come forth, or to what immediate end soever it be directed ; the final end is, to lead and draw us to as high a perfec- tion as our degenerate souls, made worse by their clay lodgings, can be capable of. This, according to the inclination of man, bred many formed impres- sions; for some that thought this felicity principally to be gotten by knowledge, and no knowledge to be so high or heavenly as acquaintance with the stars, gave themselves to astronomy ; others, persuad- ing themselves to be demi-gods, if they knew the causes of things, became natural and supernat- ural philosophers. Some an admirable delight drew to music, and some the certainty of demonstrations THE DEFENSE OF POESY. 3 to the mathematics, but all, one and other, having this scope to know, and by knowledge to lift up the mind from the dungeon of the body to the enjoying his own divine essence. But when, by the balance of experience, it was found that the astron- omer, looking to the stars, might fall in a ditch ; that the inquiring philosopher might be blind in himself ; and the mathematician might draw forth a straight line with a crooked heart ; then lo ! did proof, the over-ruler of opinions, make manifest that all these are but serving sciences, which, as they have a pri- vate end in themselves, so yet are they all directed to the highest end of the mistress knowledge, by the Greeks called apxireKToviKr\, which stands, as I think, in the knowledge of a man's self; in the ethic and politic consideration, with the end of well doing, and not of well knowing only ; even as the saddler's next end is to make a good saddle, but his further end to serve a nobler faculty, which is horseman- ship ; so the horseman's to soldiery ; and the soldier not only to have the skill, but to perform the prac- tice of a soldier. So that the ending end of all earthly learning being virtuous action, those skills that most serve to bring forth that, have a most just title to be princes over all the rest ; wherein, if we can show, the poet is worthy to have it before any other competitors. 1 conclude, therefore, that he excelleth his- tory, not only in furnishing the mind with knowledge, but in setting it forward to that which deserveth to be called and accounted good : which setting forward, 4 SIR PHILIP SIDNE V. and moving to well-doing, indeed, setteth the laurel crown upon the poet as victorious; not only of the historian, but over the philosopher, howsoever in teaching it may be questionable. For suppose it be granted, that which I suppose with great reason may be denied, that the philosopher, in respect of his methodical proceeding, teach more perfectly than the poet, yet do I think that no man is so much cpiXo