men kept him in their cabinets and under their pillows; and, for the first and last time in the history of the world, made the preservation of a poet's compositions an object of permanent public policy.

SECT. 2.-The Place of Homer in Classical Education.

Now, from these considerations may arise the important question, Does Homer hold in our English education the place which is his due, and which it would be for our advantage to give him? An immense price is paid by the youth of this country for classical acquirement. It is the main effort of the first spring-tide of their intellectual life. It is to be hoped that this price will continue to be paid by all those, who are qualified to profit by the acquisition; and that though of other knowledge much more will hereafter be gained than heretofore, yet of this there shall on no account be less. Still, viewing the greatness of the cost, which consists in the chief energies of so many precious years, it highly concerns us to see that what we get in return is good both in measure and in quality. What, then, are the facts with respect to the study of Homer in England at the present day?

I must here begin with the apology due from one who feels himself to be far from perfectly informed on the case of which it is necessary to give an outline. But even if I understate both the amount of Homeric study, and its efficiency, there will, I am confident, remain, after every due allowance shall have been made for error, ample room for the application of the general propositions that I seek to enforce. They are these: that the study of Homer in our Universities is as yet below the point to which it is desirable that it should be carried, and that the same study, carried on

at our Public Schools, neither is, nor can be made, a fitting substitute for what is thus wanting at the Universities.

In my own day, at Oxford, now a full quarter of a century ago, the poems of Homer were read chiefly by way of exception, and in obedience to the impulse of individual tastes. They entered rather materially into those examinations by which scholarship was principally to be tested, but they scarcely formed a substantive or recognised part of the main studies of the place, which were directed to the final examination in the Schools for the Bachelor's degree. I do not recollect to have ever heard at that time of their being used as the subject matter of the ordinary tutorial lectures; and if they were so, the case was certainly a rare one. Although the late Dr. Gaisford, in the estimation of many the first scholar of his age, during his long tenure of the Deanery of Christ Church, gave the whole weight of his authority to the recommendation of Homeric study, it did not avail to bring about any material change. The basis of the Greek classical instruction lay chiefly in the philosophers, historians, and later poets; and when Homer was, in the academical phrase, ́ taken up,' he was employed ornamentally, and therefore superficially, and was subjected to no such searching and laborious methods of study as, to the great honour and advantage of Oxford, were certainly applied to the authors who held the first rank in her practical system. I am led to believe that the case at Cambridge was not essentially different, although, from the greater relative space occupied there by examinations in pure scholarship, it is probable that Homer may, under that aspect at least, have attracted a greater share of attention.

When, however, the University of Oxford brought to maturity, in the year 1850, a new Statute of examinations, efforts were made to promote an extended study of Homer. Those efforts, it happily appears, have produced a considerable effect. Provision was made by that statute for dividing the study of the poets from the philosophical and historical studies, and for including the former in the intermediate, or, as it is termed, 'first public' examination, while both the latter were reserved for the final trial, with which the period of undergraduateship is usually wound up. All candidates for honours in this intermediate examination are now required to present not less than twelve Books of Homer on the list of works in which they are to be examined. And I understand that he has also taken his place among the regular subjects of the tutorial lectures. This is a great sign of progress; and it may confidently be hoped that, under these circumstances, Homer will henceforward hold a much more forward position in the studies of Oxford. There remains something to desire, and that something, I should hope, any further development of the Examination Statute of the University will supply.

It is clear, that the study of this great master should not be confined to preparation for examinations which deal principally with language, or which cannot enter upon either primitive history, or philosophy, or policy, or religion, except by way of secondary illustration. Better far that he should be studied simply among the poets, than that he should not be studied at all. But as long as he is read only among the poets, he cannot, I believe, be read effectively for the higher and more varied purposes of which Homeric study is so largely susceptible.

The grammar, metre, and diction, the tastes, the

whole poetic handling and qualities of Homer, do, indeed, offer an assemblage of objects for our consideration at once and alike singular, attractive, extended, and profitable. The extraneous controversies with which his name has so long been associated as to his personality and date, and as to the unity and transmission of his works, although they are for us, I trust, in substance nearly decided, yet are not likely to lose their literary interest, were it only on account of the peculiarly convenient and seductive manner in which they open up many questions of primitive research; presenting these questions to us, as they do, not in the dull garb pieced out of antiquarian scraps, but alive, and in the full movement of vigorous debate. All this is fit for delightful exercise; but much more lies behind.

There is an inner Homeric world, of which his verse is the tabernacle and his poetic genius the exponent, but which offers in itself a spectacle of the most profound interest, quite apart from him who introduces us to it, and from the means by which we are so introduced. This world of religion and ethics, of civil policy, of history and ethnology, of manners and arts, so widely severed from all following experience, that we may properly call them palæozoic, can hardly be examined and understood by those, who are taught to approach Homer as a poet only.

uses.

Indeed, the transcendency of his poetical distinctions has tended to overshadow his other claims and As settlers in the very richest soils, saturated with the fruits which they almost spontaneously yield, rarely turn their whole powers to account, so they, that are taught simply to repair to Homer for his poetry, find in him, so considered, such ample resources for enjoyment, that, unless summoned onwards by a distinct

and separate call, they are little likely to travel further. It was thus that Lord Bacon's brilliant fame as a philosopher diverted public attention from his merits as a political historian. It was thus, to take a nearer instance, that most readers of Dante, while submitting their imaginations to his powerful sway, have been almost wholly unconscious that they were in the hands of one of the most acute and exact of metaphysicians, one of the most tender, earnest, and profound among spiritual writers. Here, indeed, the process has been simpler in form; for the majority, at least, of readers, have stopped with the striking, and, so to speak, incorporated imagery of the Inferno,' and have not so much as read the following, which are also the loftier and more ethereal, portions of the 'Divina Commedia.' It may be enough for Homer's fame, that the consent of mankind has irrevocably assigned to him a supremacy among poets, without real competitors or partners, except Dante and Shakspeare; and that, perhaps, if we take into view his date, the unpreparedness of the world for works so extraordinary as his, the comparative paucity of the traditional resources and training he could have inherited, he then becomes the most extraordinary, as he is also the most ancient, phenomenon in the whole history of purely human culture. In particular points he appears to me, if it be not presumptuous to say so much, to remain to this day unquestionably without an equal in the management of the poetic art. If Shakspeare be supreme in the intuitive knowledge of human nature and in the rapid and fertile vigour of his imagination, if Dante have the largest grasp of the 'height and depth' of all things created, if he stand first in the power of exhibiting and producing ecstasy,

f The remark is, I think, Mr. Hallam's.