Criticism -- Great Britain; English literature -- History and criticism
That Carlyle saw this, and saw it so clearly, is no doubt partly due
to a cause, of which more must be said directly; to his craving for
ideas. [Footnote: See p. xciv.] But it was in part owing to his hearty
acceptance of the historical method. Both as critic and as historian,
he knew--at that time, no man so well--that each nation has its own
genius; and justly pronounced the conduct of that nation which "isolates
itself from foreign influence, regards its own modes as so many laws
of nature, and rejects all that is different as unworthy even of
examination", to be "pedantry". [Footnote: _Miscellanies_, i. 37, 38.]
This was the first, and perhaps the most fruitful consequence that he
drew from the application of historical ideas to literature. They
enlarged his field of comparison; and, by so doing, they gave both
width and precision to his definition of criticism.
But there is another--and a more usual, if a narrower--sense of the
historical method; and here, too, Carlyle was a pioneer. He was among
the first in our country to grasp the importance of studying the
literature of a nation, as a whole, and from its earliest monuments,
its mythological and heroic legends, downwards to the present. The
year 1831--a turning-point in the mental history of Carlyle, for it
was also the year in which _Sartor Resartus_ took shape "among the
mountain solitudes"--was largely devoted to Essays on the history of
German literature, of which one, that on the _Nibelungenlied_, is
specially memorable. And some ten years later (1840) he again took up
the theme in the first of his lectures on Heroes, which still remains
the most enlightening, because the most poetic, account of the primitive
Norse faith, or rather successive layers of faith, in our language.
[Footnote: See _Lectures on Heroes_, p. 20; compare _Corpus Poeticum
Borealt_, i. p. ci. ] But what mainly concerns us here is that Carlyle,
in this matter as in others, had clearly realized and as clearly defines
the goal which the student, in this case the student of literary
history, should set before his eyes.
Public-domain text, read in full here on John Shaqi.
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