Chapter 3

Again, let us not be too ready to detect an inconsistency in our author, but rather let us teach ourselves to distinguish between inconsistency and having two sides to an opinion. 'Before I admit that two and two are four,' some one said, 'I must first know to what use you are going to put the proposition.' That is to say, even the plainest proposition needs to be stated with a view to the drift of the discussion in hand, or with a view to some special part of the discussion. When the turn of some other part of the matter comes, it will be convenient and often necessary to bring out into full light another side of your opinion, not contradictory, but complementary, and the great distinction of a candid disputant or of a reader of good faith, is his willingness to take pains to see the points of reconciliation among different aspects and different expressions of what is substantially the same judgment.

Then, again, nobody here needs to be reminded that the great successes of the world have been affairs of a second, a third, nay, a fiftieth trial. The history of literature, of science, of art, of industrial achievements, all testify to the truth that success is only the last term of what looked like a series of failures. What is true of the great achievements of history, is true also of the little achievements of the observant cultivator of his own understanding. If a man is despondent about his work, the best remedy that I can prescribe to him is to turn to a good biography; there he will find that other men before him have known the dreary reaction that follows long-sustained effort, and he will find that one of the differences between the first-rate man and the fifth-rate lies in the rigour with which the first-rate man recovers from this reaction, and crushes it down, and again flings himself once more upon the breach. I remember the wisest and most virtuous man I have ever known, or am ever likely to know--Mr. Mill--once saying to me that whenever he had written anything, he always felt profoundly dissatisfied with it, and it was only by reflecting that he had felt the same about other pieces of which the world had thought well, that he could bring himself to send the new production to the printer. The heroism of the scholar and the truth-seeker is not less admirable than the heroism of the man-at-arms.

Finally, you none of you need to be reminded of the most central and important of all the commonplaces of the student--that the stuff of which life is made is Time; that it is better, as Goethe said, to do the most trifling thing in the world than to think half an hour a trifling thing. Nobody means by this that we are to have no pleasures. Where time is lost and wasted is where many people lose and waste their money--in things that are neither pleasure nor business--in those random and officious sociabilities, which neither refresh nor instruct nor invigorate, but only fret and benumb and wear all edge off the mind. All these things, however, you have all of you often thought about; yet, alas, we are so ready to forget, both in these matters and in other and weightier, how irrevocable are our mistakes.

The moving Finger writes, and having writ, Moves on; nor all your piety nor wit Can lure it back to cancel half a line, Nor all your tears wipe out a word of it.

And now I think I cannot ask you to listen any longer. I will only add that these ceremonial anniversaries, when they are over, sometimes slightly tend to depress us, unless we are on our guard. When the prizes of the year are all distributed, and the address is at an end, we perhaps ask ourselves, Well, and what then? It is not to be denied that the expectations of the first fervent promoters of popular instruction by such Institutes as this--of men like Lord Brougham and others, a generation ago--were not fulfilled. The principal reason was that the elementary instruction of the country was not then sufficiently advanced to supply a population ready to take advantage of education in the higher subjects. Well, we are in a fair way for removing that obstacle. It is true that the old world moves tardily on its arduous way, but even if the results of all our efforts in the cause of education were smaller than they are, there are still two considerations that ought to weigh with us and encourage us.

For one thing, you never know what child in rags and pitiful squalor that meets you in the street, may have in him the germ of gifts that might add new treasures to the storehouse of beautiful things or noble acts. In that great storm of terror which swept over France in 1793, a certain man who was every hour expecting to be led off to the guillotine, uttered this memorable sentiment. 'Even at this incomprehensible moment'--he said--'when morality, enlightenment, love of country, all of them only make death at the prison-door or on the scaffold more certain--yes, on the fatal tumbril itself, with nothing free but my voice, I could still cry _Take care_, to a child that should come too near the wheel; perhaps I may save his life, perhaps he may one day save his country.' This is a generous and inspiring thought--one to which the roughest-handed man or woman in Birmingham may respond as honestly and heartily as the philosopher who wrote it. It ought to shame the listlessness with which so many of us see the great phantasmagoria of life pass before us.

There is another thought to encourage us, still more direct, and still more positive. The boisterous old notion of hero-worship, which has been preached by so eloquent a voice in our age, is after all now seen to be a half-truth, and to contain the less edifying and the less profitable half of the truth. The world will never be able to spare its hero, and the man with the rare and inexplicable gift of genius will always be as commanding a figure as he has ever been. What we see every day with increasing clearness is that not only the wellbeing of the many, but the chances of exceptional genius, moral or intellectual, in the gifted few, are highest in a society where the _average_ interest, curiosity, capacity, are all highest. The moral of this for you and for me is plain. We cannot, like Beethoven or Handel, lift the soul by the magic of divine melody into the seventh heaven of ineffable vision and hope incommensurable; we cannot, like Newton, weigh the far-off stars in a balance, and measure the heavings of the eternal flood; we cannot, like Voltaire, scorch up what is cruel and false by a word as a flame, nor, like Milton or Burke, awaken men's hearts with the note of an organ-trumpet; we cannot, like the great saints of the churches and the great sages of the schools, add to those acquisitions of spiritual beauty and intellectual mastery which have, one by one, and little by little, raised man from being no higher than the brute to be only a little lower than the angels. But what we can do--the humblest of us in this great hall--is by diligently using our own minds and diligently seeking to extend our own opportunities to others, to help to swell that common tide, on the force and the set of whose currents depends the prosperous voyaging of humanity. When our names are blotted out, and our place knows us no more, the energy of each social service will remain, and so too, let us not forget, will each social disservice remain, like the unending stream of one of nature's forces. The thought that this is so may well lighten the poor perplexities of our daily life, and even soothe the pang of its calamities; it lifts us from our feet as on wings, opening a larger meaning to our private toil and a higher purpose to our public endeavour; it makes the morning as we awake to it welcome, and the evening like a soft garment as it wraps us about; it nerves our arm with boldness against oppression and injustice, and strengthens our voice with deeper accents against falsehood, while we are yet in the full noon of our days--yes, and perhaps it will shed some ray of consolation, when our eyes are growing dim to it all, and we go down into the Valley of the Dark Shadow.

Footnotes:

[1] Sir Henry Cole, C.B., writes to the _Times_ (Oct. 13) on this suggestion as follows:--'In justice to the Lords President of the Council on Education, I hope you will allow me the opportunity of stating that from 1855 the Science and Art Department has done its very utmost to induce schools of art to receive deposits of works of art for study and popular examination, and to circulate its choicest objects useful to manufacturing industry. In corroboration of this assertion, please to turn to p. 435 of the twenty-second Report of the Department, just issued. You will there find that upwards of 26,907 objects of art, besides 23,911 paintings and drawings, have been circulated since 1855, and in some cases have been left for several months for exhibition in the localities. They have been seen by more than 6,000,000 of visitors, besides having been copied by students, etc., and the localities have taken the great sum of £116,182 for showing them.

'The Department besides has tried every efficient means to induce other public institutions, which are absolutely choked with superfluous specimens, to concur in a general principle of circulating the nation's works of art, but without success.

'The chief of our national storehouses of works of art actually repudiates the idea that its objects are collected for purposes of education, and declares that they are only 'things rare and curious,' the very reverse of what common sense says they are.

'Further, the Department, to tempt Schools of Art to acquire objects permanently for art museums attached to them, offered a grant in aid of 50 per cent of the cost price of the objects.'

[2] A very eminent physicist writes to me on this passage: 'I cannot help smiling when I think of the place of physical science in the endowed schools,' etc. My reference was to the great prevalence of such assertions as that human progress depends upon increase of our knowledge of the conditions of material phenomena (Dr. Draper, for instance, lays this down as a fundamental axiom of history): as if moral advance, the progressive elevation of types of character and ethical ideals were not at least an equally important cause of improvement in civilisation. The type of Saint Vincent de Paul is plainly as indispensable to progress as the type of Newton.

[3] This suggestion has fortunately found favour in a quarter where shrewd and critical common sense is never wanting. The _Economist_ (Oct. 14) writes:--'Such a text-book commented on to a class by a man trained to estimate the value of evidence, would form a most valuable study, and not, we should imagine, at all less fascinating than valuable. Of course the class suggested would not be a class in English law, but in the principles on which evidence should be estimated, and the special errors to which, in common life, average minds are most liable. We regard this suggestion as a most useful one, and as one which would not only greatly contribute to the educational worth of an institute for adults, but also to its popularity.'

Transcriber's Notes:

Passages in italics indicated by underscore _italics_.

Additional spacing after poetic quote on page 33 is intentional to indicate both the end of the quote and the beginning of a new paragraph as is in the original text.

End of Project Gutenberg's Critical Miscellanies (Vol. 3 of 3), by John Morley