Yet what this obsessive playing with words shows, better than anything, is that beneath the fog and fury of academic politics, Tolkien realised that all discussions of ‘language’ and ‘literature’ were irretrievably poisoned by the very terms they were bound to use. When he was not simply playing for his side, he accepted that ‘lang.’ was just as foolish a rallying-cry as ‘lit.’. In his manifesto of 1930, ‘The Oxford English School’ he even suggested that both terms should be scrapped in favour of ‘A’ and ‘B’ – thus attempting, with something very close to lèse majesté, to introduce the curriculum of a ‘redbrick’ university, Leeds, to the ivory towers of Oxford, with sad if entirely predictable lack of success.5 The same article makes it clear that he thought both ‘linguistic’ and ‘literary’ approaches too narrow for a full response to works of art, especially early works of art, and that furthermore what was needed was not some tame compromise between them (which is all most Schools of English usually manage to provide), but something as it were at right angles to both. This third dimension was the ‘philological’ one: it was from this that he trained himself to see things, from this too that he wrote his works of fiction. ‘Philology’ is indeed the only proper guide to a view of Middle-earth ‘of the sort which its author may be supposed to have desired’. It is not Tolkien’s fault that over the last hundred years ‘philology’ as a term and as a discipline, has been getting itself into even worse tangles than ‘English literature’.
Dictionary definitions are, symptomatically, unhelpful. The OED, though conceived and created by philologists and borne along by the subject’s nineteenth-century prestige, has almost nothing useful to offer. ‘Philology’ it suggests, is: ‘I. Love of learning and literature; the study of literature in a wide sense, including grammar, literary criticism and interpretation … polite learning. Now rare in general sense.’ Under 2 it offers ‘love of talk, speech or argument’ (this is an offensive sense in which philology is mere logic-chopping, the opposite of true philosophy); while 3 recovers any ground abandoned in 1 by saying it is ‘The study of the structure and development of language; the science of language; linguistics. (Really one branch of sense 1.)’ So ‘philology’ is ‘lang.’ and ‘lit.’ too, all very charitable but too vague to be any use. The Deutsches Wörterbuch set in motion by Jacob Grimm (himself perhaps the greatest of all philologists and responsible in true philological style for both ‘Grimm’s Law of Consonants’ and Grimms’ Fairy Tales) could do little better, defining philologie with similar inclusiveness as ‘the learned study of the (especially Classical) languages and literatures’. The illustrative quotation from Grimm’s own work is more interesting in its declaration that ‘none among all the sciences is prouder, nobler, more disputatious than philology, or less merciful to error’; this at least indicates the expectations the study had aroused. Still, if you didn’t know what ‘philology’ was already, the Grimm definition would not enlighten you.
The matter is not cleared up by Holger Pedersen’s assertion of 1924 that philology is ‘a study whose task is the interpretation of the literary monuments in which the spiritual life of a given period has found expression’6 (for this leaves you wondering why ‘spiritual’ has been put in and ‘language’ for once left out); nor by Leonard Bloomfield’s aside a year later, when, proposing the foundation of a Linguistic Society for America, he explicitly rejected the term ‘philological’ and noted that while British scholars tended to use it to mean ‘linguistic’, Americans would prefer to keep the latter term and to revere philology rather more from a distance as ‘that noblest of sciences … the study of national culture … something much greater than a misfit combination of language plus literature’.7 Anyway some Britons were very far removed from his position. John Churton Collins, nineteenth-century man of letters and candidate for an Oxford Chair, had written in 1891 (it was part of his campaign to keep men like Joseph Wright, Tolkien’s tutor, out of any prospective English School at Oxford):
it [i.e. philology] too often induces or confirms that peculiar woodenness and opacity, that singular coarseness of feeling and purblindness of moral and intellectual vision, which has in all ages been the characteristic of mere philologists … [it] too often resembles that rustic who, after listening for several hours to Cicero’s most brilliant conversation, noticed nothing and remembered nothing but the wart on the great orator’s nose.8
Opinions such as this clung on a long time in England. Tolkien wrote in 1924 ‘“Philology” is in some quarters treated as though it were one of the things that the late war was fought to end’ (YWES 4, p. 37). When I first read this I took it to be a joke. However just three years before the British Board of Education had printed a Report on The Teaching of English in England which declared, among much else, that philology ought not to be taught to undergraduates, that it was a ‘German-made’ science, and (this comes in a footnote on p. 286) that by contributing to German arrogance it had led in a direct way to the outbreak of World War I.
Philology was ‘the noblest of sciences’; it was literary; it was linguistic; it was German; it was Classical; it was different in America; it was about warts on noses; it was ‘the special burden of the Northern tongues’ (Tolkien speaking, ‘OES’ p. 780); also ‘the special advantage they possess as a discipline’ (Tolkien once again, in the same sentence). This begins to sound like the Babel of conflicting voices which Tolkien guyed so fiercely in his lecture on Beowulf, except that in this case the final universal chorus of all voices ‘it is worth studying!’ would clearly be somewhat ragged. If no single answer to the question ‘what is philology?’ can be found, at least few authorities would dissent from the view that the redefinition of philology – the moment when it stopped being used in the OED’s vaguest senses of ‘love of talk’ or ‘love of learning’ – came in 1786 when Sir William Jones informed the Bengal Society in Calcutta that Sanskrit resembled Greek and Latin too strongly for this to be the result of chance, but that all three, together with Germanic and Celtic, must have ‘sprung from some common source which, perhaps, no longer exists’.9
Obviously this thought must have crossed many minds before 1786, for even between English and Latin, say, there are enough similarities – one, two, three, unus, duo, tres – to make one think there may be some sort of a connection. But until the turn of the eighteenth century such speculations had foundered immediately on the great reefs of dissimilarity surrounding the occasional identical rocks. After all the main thing anyone knew about languages was that they were so different they had to be learnt one at a time. The great alteration Jones and his successors brought to the problem was the idea of looking not for chance resemblances – which had already been used to ‘prove’ relationships all over the map – but for regular change. Bad in modern Persian had the same sound and sense as ‘bad’ in English (remarked A. E. Pott in 1833), but that was just coincidence. On the other hand xvahar in Persian was originally the same word as xo in Ossetic, and both were related to English ‘sister’; furthermore the intermediate stages could be inferred and on occasion recovered.10