Part 11

Modern geography, modern history, modern literature; the English language as a language; the whole circle of the sciences, physical, moral, and social, are even more completely ignored in the higher than in the lower schools. Up till within a few years back a boy might have passed through any one of the great public schools with the greatest distinction and credit, and might never so much as have heard of the subjects I have just mentioned. He might never have heard that the earth goes round the sun; that England underwent a great revolution in 1688, and France another in 1789; that there once lived certain notable men called Chaucer, Shakespeare, Milton, Voltaire, Goethe, Schiller. The first might be a German and the last an Englishman for anything he could tell you to the contrary. And as for science, the only idea the word would suggest to his mind would be dexterity in boxing.

I have said that this was the state of things a few years back, for the sake of the few righteous who are to be found among the educational cities of the plain. But I would not have you too sanguine about the result, if you sound the minds of the existing generation of public schoolboys, on such topics as those I have mentioned.

Now let us pause to consider this wonderful state of affairs; for the time will come when Englishmen will quote it as the stock example of the stolid stupidity of their ancestors in the nineteenth century. The most thoroughly commercial people, the greatest voluntary wanderers and colonists the world has ever seen, are precisely the middle class of this country. If there be a people which has been busy making history on the great scale for the last three hundred years--and the most profoundly interesting history--history which, if it happened to be that of Greece or Rome, we should study with avidity--it is the English. If there be a people which, during the same period, has developed a remarkable literature, it is our own. If there be a nation whose prosperity depends absolutely and wholly upon their mastery over the forces of Nature, upon their intelligent apprehension of and obedience to the laws of the creation and distribution of wealth, and of the stable equilibrium of the forces of society, it is precisely this nation. And yet this is what these wonderful people tell their sons:--"At the cost of from one to two thousand pounds of our hard-earned money, we devote twelve of the most precious years of your lives to school. There you shall toil, or be supposed to toil; but there you shall not learn one single thing of all those you will most want to know directly you leave school and enter upon the practical business of life. You will in all probability go into business, but you shall not know where, or how, any article of commerce is produced, or the difference between an export or an import, or the meaning of the word 'capital.' You will very likely settle in a colony, but you shall not know whether Tasmania is part of New South Wales or _vice versa_.

"Very probably you may become a manufacturer, but you shall not be provided with the means of understanding the working of one of your own steam engines, or of the nature of the raw products you employ; and, when you are asked to buy a patent, you shall not have the slightest means of judging whether the inventor is an impostor who is contravening the elementary principles of science, or a man who will make you as rich as Crœsus.

"You will very likely get into the House of Commons. You will have to take your share in making laws which may prove a blessing or a curse to millions of men. But you shall not hear one word respecting the political organization of your country; the meaning of the controversy between free-traders and protectionists shall never have been mentioned to you; you shall not so much as know that there are any such things as economical laws.

"The mental power which will be of most importance in your daily life will be the power of seeing things as they are without regard to authority; and of drawing accurate general conclusions from particular facts. But at school and at college you shall know of no source of truth but authority; nor exercise your reasoning faculty upon anything but deduction from what is laid down by authority.

"You will have to weary your soul with work, and many a time eat your bread in sorrow and in bitterness, and you shall not have learned to take refuge in the great source of pleasure without alloy, the serene resting-place for worn human nature,--the world of art."

Said I not rightly that we are a wonderful people? I am quite prepared to allow that education entirely devoted to these omitted subjects might not be a completely liberal education. But is an education which ignores them all a liberal education? Nay, is it too much to say that the education which should embrace these subjects and no others would be a real education, though an incomplete one; while an education which omits them is really not an education at all, but a more or less useful course of intellectual gymnastics?

For what does the middle-class school put in the place of all these things which are left out? It substitutes what is usually comprised under the compendious title of the "classics"--that is to say, the languages, the literature and the history of the ancient Greeks and Romans, and the geography of so much of the world as was known to these two great nations of antiquity. Now, do not expect me to depreciate the earnest and enlightened pursuit of classical learning. I have not the least desire to speak ill of such occupations, nor any sympathy with them who run them down. On the contrary, if my opportunities had lain in that direction, there is no investigation into which I could have thrown myself with greater delight than that of antiquity.

What science can present greater attractions than philology? How can a lover of literary excellence fail to rejoice in the ancient masterpieces? And with what consistency could I, whose business lies so much in the attempt to decipher the past and to build up intelligible forms out of the scattered fragments of long-extinct beings, fail to take a sympathetic, though an unlearned, interest in the labours of a Niebuhr, a Gibbon, or a Grote? Classical history is a great section of the palæontology of man; and I have the same double respect for it as for other kinds of palæontology--that is to say, a respect for the facts which it establishes as for all facts, and a still greater respect for it as a preparation for the discovery of a law of progress.

But if the classics were taught as they might be taught--if boys and girls were instructed in Greek and Latin, not merely as languages, but as illustrations of philological science; if a vivid picture of life on the shores of the Mediterranean two thousand years ago were imprinted on the minds of scholars; if ancient history were taught, not as a weary series of feuds and fights, but traced to its causes in such men placed under such conditions; if, lastly, the study of classical books were followed in such a manner as to impress boys with their beauties and with the grand simplicity of their statement of the everlasting problems of human life, instead of with their verbal and grammatical peculiarities; I still think it as little proper that they should form the basis of a liberal education for our contemporaries, as I should think it fitting to make that sort of palæontology with which I am familiar the back-bone of modern education.

It is wonderful how close a parallel to classical training could be made out of that palæontology to which I refer. In the first place I could get up an osteological primer so arid, so pedantic in its terminology, so altogether distasteful to the youthful mind, as to beat the recent famous production of the head-masters out of the field in all these excellences. Next, I could exercise my boys upon easy fossils and bring out all their powers of memory and all their ingenuity in the application of my osteo-grammatical rules to the interpretation, or construing, of those fragments. To those who had reached the higher classes, I might supply odd bones to be built up into animals, giving great honour and reward to him who succeeded in fabricating monsters most entirely in accordance with the rules. That would answer to verse-making and essay-writing in the dead languages.

To be sure, if a great comparative anatomist were to look at these fabrications he might shake his head or laugh. But what then? Would such a catastrophe destroy the parallel? What, think you, would Cicero or Horace say to the production of the best sixth form going? And would not Terence stop his ears and run out if he could be present at an English performance of his own plays? Would Hamlet, in the mouths of a set of French actors, who should insist on pronouncing English after the fashion of their own tongue, be more hideously ridiculous?

But it will be said that I am forgetting the beauty and the human interest which appertain to classical studies. To this I reply that it is only a very strong man who can appreciate the charms of a landscape as he is toiling up a steep hill, along a bad road. What with short-windedness, stones, ruts and a pervading sense of the wisdom of rest and be thankful, most of us have little enough sense of the beautiful under these circumstances. The ordinary schoolboy is precisely in this case. He finds Parnassus uncommonly steep, and there is no chance of his having much time or inclination to look about him till he gets to the top. And nine times out of ten he does not get to the top.

But if this be a fair picture of the results of classical teaching at its best--and I gather from those who have authority to speak on such matters that it is so--what is to be said of classical teaching at its worst, or in other words, of the classics of our ordinary middle-class schools? I will tell you. It means getting up endless forms and rules by heart. It means turning Latin and Greek into English, for the mere sake of being able to do it, and without the smallest regard to the worth, or worthlessness of the author read. It means the learning of innumerable, not always decent, fables in such a shape that the meaning they once had is dried up into utter trash; and the only impression left upon a boy's mind is, that the people who believed such things must have been the greatest idiots the world ever saw. And it means, finally, that after a dozen years spent at this kind of work, the sufferer shall be incompetent to interpret a passage in an author he has not already got up; that he shall loathe the sight of a Greek or Latin book; and that he shall never open, or think of, a classical writer again, until, wonderful to relate, he insists upon submitting his sons to the same process.

Ask the man who is investigating any question profoundly and thoroughly--be it historical, philosophical, philological, physical, literary, or theological; who is trying to make himself master of any abstract subject (except, perhaps, political economy and geology, both of which are intensely Anglican sciences), whether he is not compelled to read half a dozen times as many German as English books? And whether, of these English books, more than one in ten is the work of a fellow of a college, or a professor of an English university?

Is this from any lack of power in the English as compared with the German mind? The countrymen of Grote and of Mill, of Faraday, of Robert Brown, of Lyell and of Darwin, to go no further back than the contemporaries of men of middle age, can afford to smile at such a suggestion. England can show now, as she has been able to show in every generation since civilization spread over the West, individual men who hold their own against the world, and keep alive the old tradition of her intellectual eminence.

But, in the majority of cases, these men are what they are in virtue of their native intellectual force and of a strength of character which will not recognize impediments. They are not trained in the courts of the Temple of Science, but storm the walls of that edifice in all sorts of irregular ways, and with much loss of time and power, in order to obtain their legitimate positions.

Our universities not only do not encourage such men; do not offer them positions in which it should be their highest duty to do, thoroughly, that which they are most capable of doing; but, as far as possible, university training shuts out of the minds of those among them, who are subjected to it, the prospect that there is anything in the world for which they are specially fitted. Imagine the success of the attempt to still the intellectual hunger of any of the men I have mentioned, by putting before him, as the object of existence, the successful mimicry of the measure of a Greek song, or the roll of Ciceronian prose! Imagine how much success would be likely to attend the attempt to persuade such men that the education which leads to perfection in such elegances is alone to be called culture; while the facts of history, the process of thought, the conditions of moral and social existence and the laws of physical nature are left to be dealt with as they may by outside barbarians!

It is not thus that the German universities, from being beneath notice a century ago, have become what they are now--the most intensely cultivated and the most productive intellectual corporations the world has ever seen.

The student who repairs to them sees in the list of classes and of professors a fair picture of the world of knowledge. Whatever he needs to know there is some one ready to teach him, some one competent to discipline him in the way of learning; whatever his special bent, let him but be able and diligent, and in due time he shall find distinction and a career. Among his professors he sees men whose names are known and revered throughout the civilized world; and their living example infects him with a noble ambition and a love for the spirit of work.

The Germans dominate the intellectual world by virtue of the same simple secret as that which made Napoleon the master of old Europe. They have declared that careers shall be open to talents and every Bursch marches with a professor's gown in his knapsack. Let him become a great scholar, or a man of science, and ministers will compete for his services. In Germany, they do not leave the chance of his holding the office he would render illustrious to the mercies of a hot canvass and the final wisdom of a mob of country parsons.

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Moral and social science--one of the greatest and most fruitful of our future classes, I hope--at present lacks only one thing in our programme, and that is a teacher. A considerable want, no doubt; but it must be recollected that it is much better to want a teacher than to want the desire to learn.

Further, we need what, for want of a better name, I must call Physical Geography. What I mean is that which the Germans call "_Erdkunde_." It is a description of the earth, of its place and relation to other bodies; of its general structure and of its great features--winds, tides, mountains, plains: of the chief forms of the vegetable and animal worlds, of the varieties of man. It is the peg upon which the greatest quantity of useful and entertaining scientific information can be suspended.[5]

Literature is not upon the college programme; but I hope some day to see it there. For literature is the greatest of all sources of refined pleasure, and one of the great uses of a liberal education is to enable us to enjoy that pleasure. There is scope enough for the purposes of liberal education in the study of the rich treasures of our own language alone. All that is needed is direction, and the cultivation of a refined taste by attention to sound criticism. But there is no reason why French and German should not be mastered sufficiently to read what is worth reading in those languages with pleasure and with profit.

And finally, by-and-by, we must have history; treated not as a succession of battles and dynasties; not as a series of biographies; not as evidence that Providence has always been on the side of either Whigs or Tories, but as the development of man in times past and in other conditions than our own.

FOOTNOTES:

[5] Professor Huxley's "Physiography," published by D. Appleton & Co., New York, is an excellent text-book for the study he here recommends. It has been drawn upon for two chapters of the first volume of "Masterpieces of Science." Equally to be recommended are "Physical Geography" and "Elementary Physical Geography," by Prof. W. M. Davis, of Harvard University, published by Ginn & Co., Boston.

SCIENCE AND CULTURE

PROFESSOR T. H. HUXLEY

[Sir Josiah Mason's Science College, Birmingham, was opened in 1880 with an address by Professor Huxley which appears in full in the third volume of his essays published by D. Appleton & Co., New York. As here given passages of local and temporary interest have been omitted.]

From the time that the first suggestion to introduce physical science into ordinary education was timidly whispered, until now, the advocates of scientific education have met with opposition of two kinds. On the one hand, they have been pooh-poohed by the men of business who pride themselves on being the representatives of practicality; while, on the other hand, they have been excommunicated by the classical scholars in their capacity of Levites in charge of the ark of culture and monopolists of liberal education.

The practical men believed that the idol whom they worship--rule of thumb--has been the source of the past prosperity and will suffice for the future welfare of the arts and manufactures. They were of opinion that science is speculative rubbish; that theory and practice have nothing to do with one another; and that the scientific habit of mind is an impediment, rather than an aid, in the conduct of ordinary affairs.

I have used the past tense in speaking of the practical men--for although they were very formidable thirty years ago, I am not sure that the pure species has not been extirpated. In fact, so far as mere argument goes, they have been subjected to such a fire from the netherworld that it is a miracle if any have escaped. But I have remarked that your typical practical man has an unexpected resemblance to one of Milton's angels. His spiritual wounds, such as are inflicted by logical weapons, may be as deep as a well and as wide as a church-door, but beyond shedding a few drops of ichor, celestial or otherwise, he is no whit the worse.

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How often have we not been told that the study of physical science is incompetent to confer culture; that it touches none of the higher problems of life; and, what is worse, that the continual devotion to scientific studies tends to generate a narrow and bigoted belief in the applicability of scientific methods to the search after truth of all kinds? How frequently one has reason to observe that no reply to a troublesome argument tells so well as calling its author a "mere scientific specialist." And, as I am afraid it is not permissible to speak of this form of opposition to scientific education in the past tense; may we not expect to be told that this, not only omission, but prohibition, of "mere literary instruction and education" is a patent example of scientific narrow-mindedness?

I am not acquainted with Sir Josiah Mason's reasons for declaring that the college shall make no provision for "mere literary instruction and education," but if, as I apprehend the case, he refers to the ordinary classical course of our schools and universities by the name of "mere literary instruction and education," I venture to offer sundry reasons of my own in support of that action.

For I hold very strongly by two convictions. The first is, that neither the discipline nor the subject-matter of classical education is of such direct value to the student of physical science as to justify the expenditure of valuable time upon either; and the second is, that for the purpose of attaining real culture, an exclusively scientific education is at least as effectual as an exclusively literary education.

I need hardly point out to you that these opinions, especially the latter, are diametrically opposed to those of the great majority of educated Englishmen, influenced as they are by school and university traditions. In their belief, culture is obtainable only by a liberal education; and a liberal education is synonymous, not merely with education and instruction in literature, but in one particular form of literature, namely, that of Greek and Roman antiquity. They hold that the man who has learned Latin and Greek, however little, is educated; while he who is versed in other branches of knowledge, however deeply, is a more or less respectable specialist, not admissible into the cultured caste. The stamp of the educated man, the university degree, is not for him.

I am too well acquainted with the generous catholicity of spirit, the true sympathy with scientific thought, which pervades the writings of our chief apostle of culture to identify him with these opinions; and yet one may cull from one and another of those epistles to the Philistines, which so much delight all who do not answer to that name, sentences which lend them some support.

Mr. Arnold tells us that the meaning of culture is "to know the best that has been thought and said in the world." It is the criticism of life contained in literature. That criticism regards "Europe as being, for intellectual and spiritual purposes, one great confederation, bound to a joint action and working to a common result; and whose members have, for their common outfit, a knowledge of Greek, Roman, and Eastern antiquity, and of one another. Special, local, and temporary advantages being put out of account, that modern nation will in the intellectual and spiritual sphere make most progress, which most thoroughly carries out this program. And what is that but saying that we too, all of us, as individuals, the more thoroughly we carry it out, shall make the more progress?"[6]

We have here to deal with two distinct propositions. The first, that a criticism of life is the essence of culture; the second, that literature contains the materials which suffice for the construction of such criticism.

I think that we must all assent to the first proposition. For culture certainly means something quite different from learning or technical skill. It implies the possession of an ideal, and the habit of critically estimating the value of things by comparison with a theoretic standard. Perfect culture should supply a complete theory of life, based upon a clear knowledge alike of its possibilities and of its limitations.

But we may agree to all this, and yet strongly dissent from the assumption that literature alone is competent to supply this knowledge. After having learnt all that Greek, Roman, and Eastern antiquity have thought and said, and all that modern literature have to tell us, it is not self-evident that we have laid a sufficiently broad and deep foundation for that criticism of life, which constitutes culture.

Indeed, to anyone acquainted with the scope of physical science, it is not at all evident. Considering progress only in the "intellectual and spiritual sphere," I find myself wholly unable to admit that either nations or individuals will really advance if their common outfit draws nothing from the stores of physical science. I should say that an army, without weapons of precision and with no particular base of operations, might more hopefully enter upon a campaign on the Rhine than a man, devoid of a knowledge of what physical science has done in the last century, upon a criticism of life.

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