“AS science makes progress in any subject-matter, poetry recedes from it. The two cannot stand together; they belong respectively to two modes of viewing things, which are contradictory of each other. Reason investigates, analyzes, numbers, weighs, measures, ascertains, locates, the objects of its contemplation, and thus gains a scientific knowledge of them. Science results in system, which is complex unity; poetry delights in the indefinite and various as contrasted with unity, and in the simple as contrasted with system. The aim of science is to get a hold of things, to grasp them, to handle them, to comprehend them; that is (to use the familiar term), to master them, or to be superior to them. Its success lies in being able to draw a line round them, and to tell where each of them is to be found within that circumference, and how each lies relatively to all the rest. Its mission is to destroy ignorance, doubt, surmise, suspense, illusions, fears, deceits, according to the “Felix qui potuit rerum cognoscere causas” of the Poet, whose whole passage, by the way, may be taken as drawing out the contrast between the poetical and the scientific. But as to the poetical, very different is the frame of mind which is necessary for its perception. It demands, as its primary condition, that we should not put ourselves above the objects in which it resides, but at their feet; that we should feel them to be above and beyond us, that we should look up to them, and that, instead of fancying that we can comprehend them, we should take for granted that we are surrounded and comprehended by them ourselves. It implies that we understand them to be vast, immeasurable, impenetrable, inscrutable, mysterious; so that at best we are only forming conjectures about them, not conclusions, for the phenomena which they present admit of many explanations, and we cannot know the true one. Poetry does not address the reason, but the imagination and affections; it leads to admiration, enthusiasm, devotion, love. The vague, the uncertain, the irregular, the sudden, are among its attributes or sources. Hence it is that a child’s mind is so full of poetry, because he knows so little; and an old man of the world so devoid of poetry, because his experience of facts is so wide.”

— Cardinal John Henry Newman, The Mission of St. Benedict, 1858

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