The question I propose to consider is in what way one may justify the study of English on cultural and disciplinary, and not merely on sentimental or utilitarian, grounds. My own conviction is that if English is to be thus justified it must be primarily by what I am terming the discipline of ideas.
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As a matter of fact one hears it commonly said nowadays that literature may be rescued from the philologist on the one hand and the mere dilettante on the other by an increase of emphasis on its intellectual content, that the teaching of literature, if it is to have virility, must be above all the teaching of ideas.
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p. 63