Browning as a Philosophical and Religious Teacher by Henry Festing Jones
page 11 of 328 (03%)
page 11 of 328 (03%)
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from element, may help art and serve the poet's ends, provided he does
not in his analysis of parts forget the whole. His function, though humble and merely preliminary to full poetic enjoyment, is not unimportant. To appreciate the grandeur of the unity of the work of art, there must be knowledge of the parts combined. It is quite true that the guide in the gallery is prone to be too talkative, and there are many who can afford to turn the commentator out of doors, especially if he moralizes. But, after all, man is not pure sensibility, any more than he is pure reason. And the aesthete will not lose if he occasionally allows those whom he may think less sensitive than himself to the charm of rhythmic phrase, to direct sober attention to the principles which lie embedded in all great poetry. At the worst, to seek for truth in poetry is a protest against the constant tendency to read it for the sake of the emotions which it stirs, the tendency to make it a refined amusement and nothing more. That is a deeper wrong to art than any which the theoretical moralist can inflict. Of the two, it is better to read poetry for ethical doctrines than for fine sensations; for poetry purifies the passions only when it lifts the reader into the sphere of truths that are universal. The task of interpreting a poet may be undertaken in different ways. One of these, with which we have been made familiar by critics of Shakespeare and of Browning himself, is to analyze each poem by itself and regard it as the artistic embodiment of some central idea; the other is to attempt, without dealing separately with each poem, to reach the poet's own point of view, and to reveal the sovereign truths which rule his mind. It is this latter way that I shall try to follow. Such dominant or even despotic thoughts it is possible to discover in all our great poets, except perhaps Shakespeare, whose universality |
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