EDUCATING THE LITERARY TASTE by Paz Latorena

May 23, 2018

It was a Spanish thinker and moralist, Baltazar Gracian, who first used and popularized the
term, hombre de buen gusto, during the seventeenth century, although by it, he simply
meant a tactful person. The adoption of the term in the aesthetic field took place in France,
according to literary history, and La Biuyere affirms that during his time discussions
centered on good taste and bad taste until the term grew into wide use, and, by the
beginning of the following century had established itself in Europe.
Certainly Addison, in one of his essays published in the Spectator, defined literary taste as
the discernment and appreciation of that which is fundamentally excellent in literature in
another essay, he defined it as a faculty which discerns the beauties of literature with pleasure
and its imperfections with dislike. These two definitions, according to Coleridge, make of
literary taste a rational activity but with a distinctively subjective bias.

It remained for Ruskin, however to make the distinction, between literary raste and literary
criticism with which it is being continuously confounded. He said that literary criticism is a
formal action of the intellect, a deliberate search for perfections and imperfections by the
application of universally accepted standards to a literary composition; on the other hand,
taste is the instant, almost instinctive preferring of one literature to another, apparently for no
other reason except that the first is more proper to human nature. To have literary taste,
therefore, from the foregoing definition and distinctions, is to have a feeling and an inclination
for what is fine and beautiful in literature, to savor and to appreciate it, and to dislike and reject
what is vulgar and tawdry in it.

There comes a time in the life of every man when he discovers for himself or is led to
discover the wide and varied world of literature, a world ass wide and varied as the life from
which it draws its sustenance. It is a world of prose and poetry in which the interplay of human
passions, the greatness and the misery of man, his heroism and his wickedness, his strength
and his weakness, are portrayed with relentless analysis by those whose minds have probed
human life to its deepest and most hidden springs of action. When he finds himself in that
world, and eventually he will, man will stand in need of good literary taste. For unless he
knows how to discriminate, how to separate truth from falsehood, good from bad, the
specious from the true, the meretricious from the sincere; unless he knows how not to take
the truth of the portrayal for the truth of the thing portrayed, unless he is convinced that
aptness of expression and brilliance of diction do not turn falsehood into truth, his sense of
literary values runs the risk of being falsified.

Fortunately, according to Sir Joshua Reynolds, taste can be taught. It can be acquired by
determined intercourse with good models. And it is one of the more important functions of
educations; that is, to train the student, the seeker of light, to distinguish between pleasures
that are becoming to a man and pleasures that are unbecoming to him, to find delight in what
ought to delight him, and to feel repulsion for what ought to repel him, especially in the field
of literature.

The popularity of literature courses in high school and college augurs well for the
development of a sound, wholesome, literary taste. A great deal of the works and the
responsibility falls on the teacher whose attitude towards the teaching of literature should be,
that the interpretation and the appreciation of the individual authors and their works are
important nor so much in themselves, but as means to the refinement of a taste that will make
of literature, when school days are over, a source of pure pleasure and spiritual adventure for
the student.

What literary ideals, then, should the teacher emphasize? What literary standards should
guide him in the selection of the literature, intercourse with which would develop good literary
taste? In other words, what literary values make the literature that can serve that end?
First, there is the intellectual value of literature. By intellectual value we mean something in a
literary composition which makes the reader think to some purpose so that his mental life is
enriched and enlarged as a result.

The other arts do not place great emphasis on intellectual value, Music, painting, sculpture,
the dance — all these appeal primarily through the sense and they convey beauty through
ear and eye. The sound and sight in themselves enrich the senses. Yet all arts have some
intellectual appeal. How much more must literature, appealing through the physical or the
mind’s eye to the mind itself and setting up a train of ideas, consider intellectual content
important?This does not mean, however, that all literature must present a profound truth,
solve a pressing intellectual problem, make its readers think a long and deeply. In intellectual
value, as in other matters, there are degrees. We would be very reluctant to condemn a
charming romance by Stevenson, a sparkling comedy of the Quinter brothers, the delightful
society versus of the French, even the glamorous poetry of Swinburne from all of which we
have had so much and so many kinds of pleasure even though the intellectual value be slight.

But all great literature, that of universal and enduring appeal, will, upon close scrutiny, be
found to contain a high degree of intellectual value. No play of Shakespeare or Calderon de
la Barca, no perm of Dante or Milton, no novel of Tolstol or Hardy is without the quality that
appeals to the human mind and enlarges it.
And the high quality that appeals to the human mind and enlarges it is truth; better still the
truth as presented by literature. Not the truth that is mere information or that is factual, but
the truth that imagination and art transmute from merely dry bines put together into breath
and life. Not the truth supplied by romanticism alone, or realism, or idealism or naturalism,
but a truth that does not depend on such methods but on something more fundamental. The
romantic may be as true as the realistic; the idealist may look at life as truly as naturalist. The
point is that human life and human experience which is the stuff of literature os a complex
thing; It is neither wholly material nor wholly spiritual; it is neither completely ascribed by the
details of physical existence nor entirely given to dream. It is compounded experience,
invariably the more sordid side – and this is our first brief against much of the literature of our
own days – contains only part of the truth and falsifies values.

From literature sans intellectual value, and therefore not literature at all, from literature that
contains half-truths and falsified human values, from literature that leaves the reader
unsatisfied, food taste should be trained to shrink from.Second, there is the emotional value
of literature which is as significant as its intellectual value. An appeal to the emotions is the
distinguishing mark of any literature worth its name. And even the dullness of novels, the
flattest of dramatic failures, the worst poem show an endeavour to express and to arouse
emotion.For purposed of literature, the term “emotion” may be made largely inclusive. Under
the shadows of the two main classes, pleasant and unpleasant emotions, there walk many
experiences that we commonly call moods, feelings, attitudes.Strangely enough, the so-
called pleasant emotions have had very little appeal for writers. Fried, pathos, fear,, even
horror have stirred the creative faculty more than happiness and serenity, from Aeschylus’
Prometheus Bound to Sheriff’s Journey’s End. And the obvious explanation is that life is more
of the material of tragedy and of pathos and thr writer takes what gives him most and uses it.

However, literature proves that it can take the unpleasant and the painful from life and so
represent them that pleasure and not pain is the resulting emotion of the reader, Otherwise
tragedy would repel and not attract. But in art, literature in particular, there is always,
associated with the painful, even with the horrible, something which arouses desirable
emotions. The desirable element may be closesly associated with the painful stimulus itself
or it may be in the effect which the painful stimulus have upon the reader. The figure of a
weak man might be contemptible, but in arouses pity. An act of cruelty and injustice may give
painful emotions to the reader and at the same time stir moral indignation which in itself is
healthy, the war poems of Siegfried Sasson would be almost unbearable because of the
horrors they depict were it not for the suggestions of heroism and sacrifice and for the hope
they carry, the eventual abolition of war. Here are emotions growing out of and involved with
out contempt but they satisfy, enlarge, and ennoble. So in larger scenes of horror, tragedy or
pathos, our pleasure in the nobility that withstands pain and evil, our sympathy with suffering
lift us out of the realm of the merely unpleasant or painful. Thus almost any emotion may be
represent in art, no matter how painful, no matter how unpleasant, if the imagination of the
writer finds it in meanings and associations that arouse wholesome and pleasurable feelings.

The statement that literature should appeal to the noble and higher emotions invariably brings
forth the question of what the nobles and higher emotions are. To which the answer is that
they are those emotions and feelings and attitudes which are ours because we are human
beings and not animals, those emotion which control our conduct as moral beings, those
emotions that move us to right and happy living. And those are the emotions which a good
literary taste instinctively looks for in literature and without which literature would have very
little account for its being.

Third, there is the ethical value of literature which has more frequently been a storm center
than either of the other content values. Emphasis on the ethical significance of literature has
been derided as frequently as it has been demanded. Art of art’s sake has been a cry raised
on and off, especially in modern times, but it has been countered by the works of great didactic
writers, from Plato to Tolstoy. It is not for us here to take sides as to which the correct concept
of the end of literature is, didactic, that is for instruction as Plato says, or aesthetic, that is for
pleasure Aristotle holds. We have always favored Horace who believes in literature that both
teaches and delights. But this we know, that literature that is immoral does not and cannot
delight man, much less instruct him. Judgement as to what constitutes immorality in literature
varies greatly. Let us, for one, consider the morality of expression. There are those who
believe that frankness of speech does not consulate immorality. In fact, they hold, it is
healthier to speak frankly of the normal facts of life than to veil in imperfectly, even maliciously.
The use of concealing phrases which probably deceive nobody is often far more suggestive,
far more over stimulating to the imagination that modern frankness.

We believe that there is a grain of truth in that contention. However, when language goes
beyond the normal express of abnormality, and so gives the reader unhealthy information
and stimulates the morbid imagination, then it is immoral. Its aim becomes not that expressing
of truth but obscenity. The conclusion of this matter of morality or immorality in expression is
that it is not so much a question of the words that are used as the purposes for which they
are used. Which brings us to the consideration of the morality of the theme. There are those
who hold that a literary composition, the theme of which is immorality is not necessarily
immoral. The history of literature, they contend, shows that there are a few books that deals
with vice and crime of some sort. Were we therefore reject as immoral all the literature dealing
with vice and crime we would have to banish creative writing as a whole. The Illiad, Oedipus
Tyrannus, Macbeth, Faust are not immoral books.

That we admit. But there are books that deal with similar themes and are definitely immoral.
What makes the difference?Obviously, the answer lies in the purpose and aim of the writer
and in his emphasis. If the aim of the writer is to focus this attention of the readers upon evil
for evil’s own sake, his purpose is degrading; consequently his book is immoral.

The realist will say that the writer portraying life should present vice as attractive. True. But
the attractiveness of vice is not the whole truth about it. Great writers have presented vice as
attractive but they have also presented the ashes into which that attractiveness turns, if we
yield to its lure. That is representing the whole of life, which usually includes reaction, and
later, retribution.

An appeal to facts shows that all supreme literatures have a positive ethical value. Creative
writing, emanating from and dealing with man’s experience, must have some reference to his
conduct. And since we are men and not animals, since we are moral beings with a
conscience, good literary taste demands that in all literature there should be found a positive
influence that will bring us higher values, both as individuals and as members of a social
order.

There are witnesses in the world today a cult of the formless and the ugly in the various arts
of human life, but in manifests itself more strongly and shamelessly in literature, particularly
in the novel and the drama. And as for the motion picture, it fairly reeks with it. The effect on
society and individual is distressing.

I conclude, education must erect barriers against rampant vulgarity. And good taste is not
only a barrier but a means of devulgarization; a taste that is attuned to the fine and beautiful,
a taste out of sympathy with the false and the ignoble, a taste that would be one of the
instruments for richer living.

PAZ LATORENA (19 January 1908 = 19 October 1953) Born in Boac, Marinduque,
Philippines in 1907, Paz Latorena was one of the accomplished female writers in
English during the pre-war era. She spent her first three years of college at the
University of the Philippines but transferred her senior year to the University of Santo
Tomas (UST) where she completed an education degree in 1930. She continued her
graduate studies thereafter, and was subsequently invited to teach at UST upon
completion of a doctoral dissertation that received high honors/ Before her recognition
as a short story writer, she had a writing stint at Philippines Herald upon the invitation
of her mentor, Paz Marquez Benitez. She became a popular short story writer whose
works steadily gained recognition over the years. In 2000, UST published her only
collection of short fiction, Desired and Other Stories. This publication came 47 years
after she died. Her most popular story “A Small Key” was deemed third best by a
renowned poet and critic Jose Garcia Villa in his famous rankings.