Short Studies on Great SubjectsFroude, James Anthony
Religion
Short Studies on Great Subjects
Froude, James Anthony
English essays; English literature; History; Religion -- Biography
I entirely dissent from that view. So far as Poetry attempts to improve
on truth in that way, so far it abandons truth, and is false to itself.
Even literal facts, exactly as they were, a great poet will prefer
whenever he can get them. Shakespeare in the historical plays is
studious, wherever possible, to give the very words which he finds to
have been used; and it shows how wisely he was guided in this, that
those magnificent speeches of Wolsey are taken exactly, with no more
change than the metre makes necessary, from Cavendish's Life.
Marlborough read Shakespeare for English history, and read nothing else.
The poet only is not bound, when it is inconvenient, to what may be
called the accidents of facts. It was enough for Shakespeare to know
that Prince Hal in his youth had lived among loose companions, and the
tavern in Eastcheap came in to fill out his picture; although Mrs.
Quickly and Falstaff, and Poins and Bardolph were more likely to have
been fallen in with by Shakespeare himself at the Mermaid, than to have
been comrades of the true Prince Henry. It was enough for Shakespeare to
draw real men, and the situation, whatever it might be, would sit easy
on them. In this sense only it is that Poetry is truer than History,
that it can make a picture more complete. It may take liberties with
time and space, and give the action distinctness by throwing it into
more manageable compass.
But it may not alter the real conditions of things, or represent life as
other than it is. The greatness of the poet depends on his being true to
nature, without insisting that nature shall theorise with him, without
making her more just, more philosophical, more moral than reality; and,
in difficult matters, leaving much to reflection which cannot be
explained.
And if this be true of Poetry--if Homer and Shakespeare are what they
are, from the absence of everything didactic about them--may we not
thus learn something of what History should be, and in what sense it
should aspire to teach?
Public-domain text, read in full here on John Shaqi.
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