Scenes From Provincial Life - J. M. Coetzee [80]
His ambition is to read everything worth reading before he goes overseas, so that he will not arrive in Europe a provincial bumpkin. As guides to reading he relies upon Eliot and Pound. On their authority he dismisses without a glance shelf after shelf of Scott, Dickens, Thackeray, Trollope, Meredith. Nor is anything that comes out of nineteenth-century Germany or Italy or Spain or Scandinavia worthy of attention. Russia may have produced some interesting monsters, but as artists the Russians have nothing to teach us. Civilization since the eighteenth century has been an Anglo-French affair.
On the other hand, there are pockets of high civilization in remoter times that one cannot afford to neglect: not only Athens and Rome but also the Germany of Walther von der Vogelweide, the Provence of Arnaut Daniel, the Florence of Dante and Guido Cavalcanti, to say nothing of Tang China and Moghul India and Almoravid Spain. So unless he learns Chinese and Persian and Arabic, or at least enough of the languages to read their classics with a crib, he might as well be a barbarian. Where will he find the time?
In his English courses he did not at first fare well. His tutor in literature was a young Welshman named Mr Jones. Mr Jones was new to South Africa; this was his first proper job. The law students, enrolled only because English, like Latin, was a required subject, had sniffed out his uncertainty at once: they yawned in his face, played stupid, parodied his speech, until sometimes he grew visibly desperate.
Their first tutorial assignment was to write a critical analysis of a poem by Andrew Marvell. Though not sure what exactly was meant by critical analysis, he did his best. Mr Jones gave him a gamma. Gamma was not the lowest mark on the scale – there was still gamma-minus, to say nothing of the varieties of delta – but it was not good. Numbers of students, including law students, were awarded betas; there was even a solitary alpha-minus. Indifferent to poetry though they might be, there was something these classmates of his knew that he did not. But what was it? How did one get to be good at English?
Mr Jones, Mr Bryant, Miss Wilkinson: all his teachers were young and, it seemed to him, helpless, suffering the persecutions of the law students in helpless silence, hoping against hope that they would grow tired and relent. For his part, he felt little sympathy for their plight. What he wanted from his teachers was authority, not revelations of vulnerability.
In the three years since Mr Jones, his marks for English have slowly crept up. But he has never been at the top of the class, has always, in a certain sense, been struggling, unsure of what the study of literature ought to be. Compared with literary criticism, the philological side of English studies has been a relief. At least, with Old English verb conjugations or sound changes in Middle English, one knows where one is.
Now, in his fourth year, he has enrolled for a course in early English prose writers taught by Professor Guy Howarth. He is the only student. Howarth has a reputation for being dry, pedantic, but he does not mind that. He has nothing against pedants. He prefers them to showmen.
They meet once a week in Howarth’s office. Howarth reads his lecture aloud while he takes notes. After a few meetings Howarth simply lends him the text of the lecture to take home and read.
The lectures, which