Elizabeth Costello полностью

'The answer has much to do with historical accident: with the decline and eventual sack of Constantinople and the flight of Byzantine men of learning to Italy. (Observing your Dean's fifteen-minute rule, I will pass over the living presence of Aristotle, Galen and other Greek philosophers in medieval Western Christendom, and the role of Arab Spain in transmitting their teachings.)

'Timeo Danaos et dona ferentes. The gifts brought by the men from the East were not only grammars of the Greek language but texts by authors from Greek antiquity. The linguistic command that was intended to be applied to the Greek New Testament could be perfected only by immersing oneself in these seductive pre-Christian texts. In no time, as one might expect, the study of these texts, later to be called the classics, had become an end in itself.

'More than that: the study of the texts of antiquity came to be justified not only on linguistic grounds but on philosophical grounds too. Jesus was sent to redeem mankind, the argument went. To redeem mankind from what? From an unredeemed state, of course. But what do we know of mankind in an unredeemed state? The only substantial record that covers all aspects of life is the record of antiquity. So to grasp the purpose behind the Incarnation – that is to say, to grasp the meaning of redemption – we must embark, through the classics, on studia humanitatis.

'Thus, in the brief and crude account I give, did it come about that biblical scholarship and studies in Greek and Roman antiquity came to be coupled in a relationship never without antagonism, and thus did it come about that textual scholarship and its attendant disciplines came to fall under the rubric "the humanities".

'So much for history. So much for why you, diverse and ill-assorted as you may privately feel yourselves to be, find yourselves assembled this morning under a single roof as graduates-to-be in the humanities. Now, in the few minutes left to me, I am going to tell you why I do not belong among you and have no message of comfort to bring to you, despite the generosity of the gesture you have extended to me.

'The message I bring is that you lost your way long ago, perhaps as long as five centuries ago. The handful of men among whom the movement originated of which you represent, I fear, the sad tail – those men were animated, at least at first, by the purpose of finding the True Word, by which they understood then, and I understand now, the redemptive word.

'That word cannot be found in the classics, whether you understand the classics to mean Homer and Sophocles or whether you understand them to mean Homer and Shakespeare and Dostoevsky In a happier age than our own it was possible for people to bluff themselves into believing that the classics of antiquity offered a teaching and a way of life. In our own times we have settled, rather desperately, for the claim that the study of the classics in itself might offer a way of life, or if not a way of life then at least a way of earning a living which, if it cannot be proved to do any positive good, at least is on no side claimed to do any harm.

'But the impulse behind the first generation of textual scholars cannot be diverted so easily from its proper goal. I am a daughter of the Catholic Church, not of the Reformed Church, but I applaud Martin Luther when he turns his back on Desiderius Erasmus, judging that his colleague, despite his immense gifts, has been seduced into branches of study that do not, by the standards of the ultimate, matter. The studia humanitatis have taken a long time to die, but now, at the end of the second millennium of our era, they are truly on their deathbed. All the more bitter should be that death, I would say, since it has been brought about by the monster enthroned by those very studies as first and animating principle of the universe: the monster of reason, mechanical reason. But that is another story for another day.'

That is the end of it, the end of Blanche's oration, which is received less with applause than with what sounds, from the front row of seats, like a murmur of general puzzlement. The business of the day is resumed: one by one the new graduates are called up to receive their scrolls; and the ceremony closes with a formal procession of which Blanche, in her red robes, is part. Then she, Elizabeth, is free for a while to wander among the milling guests, listening in on their chatter.

That chatter turns out to be mainly about the inordinate length of the ceremony. It is only in the foyer that she hears specific mention of Blanche's address. A tall man with an ermine-trimmed gown over his arm is talking heatedly to a woman in black. 'Who does she think she is,' he is saying, 'using the occasion to lecture us! A missionary from the sticks in Zululand – what does she know about the humanities? And this hard Catholic line – what has happened to ecumenicism?'