All but one of the essays brought together in this volume
have already been printed, either in the Atlantic Monthly, the
Century Magazine, or the Forum. The essay on Burke appears
here for the first time in print.

MERE LITERATURE.

I.

"MERE LITERATURE.'

A SINGULAR phrase this, "mere literature," the irreverent invention of a scientific age. Literature we know, but "mere literature? We are not to read it as if it meant sheer literature, literature in the essence, stripped of all accidental or ephemeral elements, and left with nothing but its immortal charm and power. "Mere literature" is a serious sneer, conceived in all honesty by the scientific mind, which despises things that do not fall within the categories of demonstrable knowledge. It means nothing but literature, as who should say, "mere talk," "mere fabrication,"

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mere pastime." The scientist, with his head comfortably and excusably full of knowable things, takes nothing seriously and with his hat off, except human knowledge. The creations of the human spirit are, from his point of view, incalculable vagaries, irresponsible phenomena, to be regarded

only as play, and, for the mind's good, only as recreation, to be used to while away the tedium of a railway journey, or to amuse a period of rest or convalescence; mere byplay, mere make-believe.

And so very whimsical things sometimes happen, because of this scientific and positivist spirit of the age, when the study of the literature of any language is made part of the curriculum of our colleges. The more delicate and subtle purposes of the study are put quite out of countenance, and literature is commanded to assume the phrases and the methods of science. It would be very painful if it should turn out that schools and universities were agencies of Philistinism; but there are some things which should prepare us for such a discovery. Our present plans for teaching everybody involve certain unpleasant things quite inevitably. It is obvious that you cannot have universal education without restricting your teaching to such things as can be universally understood. It is plain that you cannot impart "university methods" to thousands, or create "investigators" by the score, unless you confine your university education to matters which dull men can investigate, your laboratory training to tasks which mere plodding diligence and submissive patience can compass. Yet, do so limit and constrain what you teach,

if

you