Reginald Bateman, Teacher and Soldier: A Memorial Volume of Selections from His Lectures and Other Writings — John Shaqi
Reginald Bateman, Teacher and Soldier: A Memorial Volume of Selections from His Lectures and Other WritingsBateman, Reginald
History
Reginald Bateman, Teacher and Soldier: A Memorial Volume of Selections from His Lectures and Other Writings
Bateman, Reginald
Bateman, Reginald, 1884?-1918; English literature -- History and criticism; World War, 1914-1918
Again, many of the poems do not describe a series of events, but only a
series of thoughts or reflections. Hence there is nothing or very
little to guide us in grasping the connection between the various parts
of the poem, and many of the poems have to be read and re-read many
times before the meaning begins to dawn on us.
In _A Woman's Last Word_ there is not a single difficult phrase. The
whole difficulty arises from the fact that it is a scrap, and from the
fact that it is a series of thoughts without any action to thread them
together and to make them definite.
Browning's poems are sometimes difficult to read because the ideas
which he is expressing are profound and difficult to grasp; but far
more often they are difficult because of his extraordinary way of
expressing perfectly simple and easy ideas.
For example, here is a perfectly easy and obvious thought--that every
day we see men winning money and reputation by mere imitation of some
style that has caught the public taste, while the original inventor or
discoverer of that style lives in obscurity and neglect. How does
Browning express it?
Hobbs hints blue--straight he turtle eats,
Nobbs prints blue--claret crowns his cup,
Nokes outdares Stokes in azure feats--
Both gorge. Who finished the murex up?
What porridge had John Keats?
The point about the murex in this extract illustrates another
difficulty with Browning, his assumption of knowledge on the part of
his reader of all sorts of curious and out-of-the-way information. He
is full of allusions to technical points in such things as painting,
music, medicine, and classical scholarship which are as a rule known to
only specialists in these particular subjects.
I might mention lastly in this connection a peculiarity of Browning's
thought, namely, its tremendous rapidity. Let me illustrate. A
beginner works out a problem in mathematics; he feels his way step by
step; he puts down everything in order, and in going over the question
we can follow easily every detail of the reasoning. A master
mathematician confronted with the same problem would see his way from
the beginning right through to the end; he would leave out half of the
intermediate steps because to him they were quite obvious and not worth
putting down, and when we came to look over his work we might
completely fail to see how he had reached his conclusion.
So with Browning. Browning skips from thought to thought with great
rapidity, leaving intermediate steps to be filled in by the
intelligence of the reader. As Chesterton says, if Browning had to
describe a quarrel between two men which culminated in one calling the
other a liar and knocking him downstairs, he would probably do it
something like this:
What then? You lie--and doormat below stairs
Takes bump from back.
That is to say, he would be in such a hurry to get his man to the
bottom of the stairs that he would leave out half of the intermediate
steps.
Public-domain text, read in full here on John Shaqi.
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