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Excerpt ​

Excerpt from The Compleat Angler, by Izaak Walton

And next let me add this, that he that likes not the book, should like
the excellent picture of the Trout, and some of the other fish, which I
may take a liberty to commend, because they concern not myself.

Next, let me tell the Reader, that in that which is the more useful part
of this Discourse, that is to say, the observations of the nature and
breeding, and seasons, and catching of fish, I am not so simple as not
to know, that a captious reader may find exceptions against something
said of some of these; and therefore I must entreat him to consider,
that experience teaches us to know that several countries alter the
time, and I think, almost the manner, of fishes' breeding, but doubtless
of their being in season; as may appear by three rivers in
Monmouthshire, namely, Severn, Wye, and Usk, where Camden observes, that
in the river Wye, Salmon are in season from September to April; and we
are certain, that in Thames and Trent, and in most other rivers, they be
in season the six hotter months.

Now for the Art of catching fish, that is to say, How to make a man that
was none to be an Angler by a book, he that undertakes it shall
undertake a harder task than Mr. Hales, a most valiant and excellent
fencer, who in a printed book called A Private School of Defence
undertook to teach that art or science, and was laughed at for his
labour. Not but that many useful things might be learned by that book,
but he was laughed at because that art was not to be taught by words,
but practice: and so must Angling. And note also, that in this Discourse
I do not undertake to say all that is known, or may be said of it, but I
undertake to acquaint the Reader with many things that are not usually
known to every Angler; and I shall leave gleanings and observations
enough to be made out of the experience of all that love and practice
this recreation, to which I shall encourage them. For Angling may be
said to be so like the Mathematicks, that it can never be fully learnt;
at least not so fully, but that there will still be more new experiments
left for the trial of other men that succeed us.

Explanation ​

Detailed Explanation of the Excerpt from The Compleat Angler by Izaak Walton ​

Context of the Work ​

The Compleat Angler (1653) is a pastoral and instructional book by Izaak Walton, a 17th-century English writer, biographer, and avid angler. The work is framed as a dialogue between an experienced angler (Piscator), a falconer (Auceps), and a hunter (Venator), blending practical fishing advice with philosophical reflections on nature, morality, and the simple pleasures of life. Though ostensibly a guide to fishing, the book is as much about the contemplative, almost spiritual, joy of angling as it is about technique. It reflects the Renaissance and early modern fascination with nature, leisure, and the harmony between man and the natural world, while also engaging with broader themes of patience, humility, and the limits of human knowledge.

This excerpt comes from Walton’s preface or introductory remarks, where he addresses the reader directly, defending his work’s usefulness while acknowledging its limitations.

Breakdown of the Excerpt ​

1. Defense of the Book’s Merits (First Paragraph) ​

"And next let me add this, that he that likes not the book, should like the excellent picture of the Trout, and some of the other fish, which I may take a liberty to commend, because they concern not myself."

  • Purpose: Walton anticipates criticism and offers an alternative appeal—even if the reader dislikes the text, they may appreciate the illustrations (likely woodcuts or engravings in the original edition).
  • Literary Device:
    • Apologia (defensive preface): Walton preemptively addresses potential detractors, a common strategy in early modern writing.
    • False modesty: He claims he can praise the illustrations because they are not his own work ("concern not myself"), though he likely had a hand in selecting or commissioning them.
  • Themes:
    • Art vs. Utility: The book is both a practical manual and an aesthetic object, blending instruction with beauty.
    • Humility: Walton positions himself as a guide rather than an infallible expert.

2. Acknowledging Variations in Nature (Second Paragraph) ​

"Next, let me tell the Reader, that in that which is the more useful part of this Discourse, that is to say, the observations of the nature and breeding, and seasons, and catching of fish, I am not so simple as not to know, that a captious reader may find exceptions against something said of some of these..."

  • Purpose: Walton admits that his observations on fish behavior may not be universally applicable.
  • Key Points:
    • "Captious reader": A nitpicking or overly critical reader—Walton expects some will challenge his claims.
    • Natural variability: He argues that fish behavior differs by region, using the example of Salmon seasons in different rivers (Wye vs. Thames/Trent).
  • Literary Devices:
    • Appeal to authority: He cites William Camden (a respected antiquarian and geographer) to support his claim about regional differences.
    • Rhetorical concession: By acknowledging imperfections, he disarms criticism.
  • Themes:
    • Empiricism vs. Dogmatism: Walton values observation and experience over rigid rules, reflecting the scientific spirit of the 17th century (e.g., Bacon’s inductive method).
    • Nature’s complexity: Fish do not follow a single, predictable pattern—local conditions matter.

3. The Limits of Teaching Angling by Book (Third Paragraph) ​

"Now for the Art of catching fish, that is to say, How to make a man that was none to be an Angler by a book, he that undertakes it shall undertake a harder task than Mr. Hales, a most valiant and excellent fencer, who in a printed book called A Private School of Defence undertook to teach that art or science, and was laughed at for his labour."

  • Purpose: Walton argues that angling, like fencing, cannot be fully taught through words alone—it requires practice.
  • Key Points:
    • Analogy to fencing: He compares angling to Joseph Hales’ failed attempt to teach fencing via a book (A Private School of Defence, 1614). Both skills demand physical experience.
    • "Laughed at for his labour": The ridicule suggests that some knowledge is tacit—it must be felt, not just read.
  • Literary Devices:
    • Extended metaphor: Angling as a physical, experiential art like fencing.
    • Historical allusion: References to Hales’ book lend credibility to his argument.
  • Themes:
    • The gap between theory and practice: Books can guide, but mastery comes from doing.
    • Humility in expertise: Walton does not claim to make an angler out of anyone—only to share useful insights.

4. The Inexhaustible Nature of Angling (Final Sentence) ​

"For Angling may be said to be so like the Mathematicks, that it can never be fully learnt; at least not so fully, but that there will still be more new experiments left for the trial of other men that succeed us."

  • Purpose: Walton elevates angling to the status of a lifelong pursuit, akin to mathematics.
  • Key Points:
    • Comparison to mathematics: Just as math is infinite and ever-evolving, so is the art of angling—there is always more to discover.
    • "New experiments": Angling is a collaborative, intergenerational endeavor—each angler contributes to a growing body of knowledge.
  • Literary Devices:
    • Simile: Angling is like mathematics in its depth and complexity.
    • Forward-looking tone: He invites future anglers to build on his work, fostering a sense of community.
  • Themes:
    • The joy of lifelong learning: Angling is not just a hobby but a philosophical pursuit.
    • Humanity’s place in nature: Unlike conquest-based hunting, angling is observant, patient, and adaptive—a metaphor for harmony with nature.

Significance of the Passage ​

  1. Early Modern Scientific Attitude:

    • Walton’s emphasis on observation, variability, and experiential learning reflects the emerging scientific method of the 17th century (influenced by Francis Bacon).
    • He rejects dogmatic certainty, instead embracing empirical humility.

  2. Pastoral and Philosophical Tradition:

    • The book is part of a literary tradition (seen in works like Virgil’s Eclogues or Shakespeare’s As You Like It) that idealizes rural simplicity and contemplation.
    • Angling becomes a metaphor for a virtuous, reflective life.

  3. Democratization of Knowledge:

    • Unlike elite pursuits (e.g., falconry, which was aristocratic), angling is accessible to common folk.
    • Walton’s book invites participation, making it both a practical guide and a cultural artifact.

  4. Literary Influence:

    • The Compleat Angler has been continuously printed since 1653, influencing later nature writers like Thoreau, Hemingway, and modern environmentalists.
    • Its blend of instruction, humor, and philosophy makes it a unique hybrid text.

Conclusion: Why This Excerpt Matters ​

This passage is not just about fishing—it is about:

  • The limits of written knowledge (some things must be lived).
  • The beauty of nature’s unpredictability (fish, like life, do not follow rigid rules).
  • The value of patience, humility, and lifelong learning (angling as a metaphor for wisdom).
  • The joy of shared human experience (each generation adds to the collective understanding).

Walton’s charming, conversational tone makes the book feel like a dialogue with a wise friend rather than a dry manual. His work endures because it celebrates the simple, profound pleasures of engaging with the natural world—a message as relevant today as it was in 1653.