First, Trilling is recognizing the importance of history and the present to inform and motivate movement towards the future, something that Snow neglects. Snow seems focused on what the future can be in the light of science.
Also this passage seems to be saying that the value in a work of literature is not to be found entirely in the literary intellectuals or “Luddites,” but instead in the value of the work as it stands in contrast to ourselves and the qualities of life we should have. Snow is focusing on the writers themselves and the messages that they are putting forth, crudely I agree, but the relationship of the work to the reader and their beliefs is being ignored. People have the ability to understand that ideas brought to light by literary geniuses can have faults, as Trilling says: “they happen upon contempt for some idea which they have connected with political virtue, they are not slow to understand that it is not the in its ideal form that is being despised, but the idea as it passes current in specious form, among certain and particular persons.” The literary genius hits on a point of concern or a philosophy, and then it is up to the readers to discern it. Is this the kind of exchange between writer, idea, and reader that needs to be gotten rid of in Snow’s conception of the future? Could a world be constructed where regard for history is ignored?
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Just to lightly elaborate on the importance of literature, I found Trilling's reiteration of Matthew Arnold's statement (which Jared touched on), "literature is the criticism of life" (Trilling II), to be one of the most grounding and important points of Trilling's article, and something that I had been wrestling with myself to try to articulate. The material advantages of the sciences are obvious. Sciences aide our lives every day. However, the advantage of literature is somewhat harder to lay a finger on, and I think that Arnold (and Trilling) have hit it right on. Trilling also mentions Arnold's explanation of criticism: "to see the object as in itself it really is" (Trilling II). Trilling says that the combination of these two phrases from Arnold can be used as an answer to the purpose of modern education.
Can we say that our own education is fulfilling this claim? How does this relate to the education of the sciences, whose necessity is obvious? Is "the purpose of education" perhaps to wide a claim, in other words, should that be limited to literature along with Arnold's first statement?
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