Chapter 6
Is the change all due to the teaching of the teachers and the preaching of the preachers? I think not entirely. For, after all, the teachers and the preachers are but a little ahead of the age they live in. They see things earlier; they help to lead us up to them; but they do not wholly produce the revolutions they inaugurate. Humanity as a whole develops consistently along certain pre-established and predestined lines. Sooner or later, a certain point must inevitably be reached; but some of us reach it sooner, and most of us later. That's all the difference. Every great change is mainly due to the fact that we have all already attained a certain point in development. A step in advance becomes inevitable after that, and one after another we are sure to take it. In one word, what it needed a man of genius to see dimly thirty years ago, it needs a singular fool not to see clearly nowadays.
XIV.
_THE DECLINE OF MARRIAGE._
Men don't marry nowadays. So everybody tells us. And I suppose we may therefore conclude, by a simple act of inference, that women in turn don't marry either. It takes two, of course, to make a quarrel--or a marriage.
Why is this? "Young people nowadays want to begin where their fathers left off." "Men are made so comfortable at present in their clubs." "College-bred girls have no taste for housekeeping." "Rents are so high and manners so luxurious." Good heavens, what silly trash, what puerile nonsense! Are we all little boys and girls, I ask you, that we are to put one another off with such transparent humbug? Here we have to deal with a primitive instinct--the profoundest and deepest-seated instinct of humanity, save only the instincts of food and drink and of self-preservation. Man, like all other animals, has two main functions: to feed his own organism, and to reproduce his species. Ancestral habit leads him, when mature, to choose himself a mate--because he loves her. It drives him, it urges him, it goads him irresistibly. If this profound impulse is really lacking to-day in any large part of our race, there must be some correspondingly profound and adequate reason for it. Don't let us deceive ourselves with shallow platitudes which may do for drawing-rooms. This is philosophy, even though post-prandial. Let us try to take a philosophic view of the question at issue, from the point of vantage of a biological outlook.
Before you begin to investigate the causes of a phenomenon _quelconque_, 'tis well to decide whether the phenomenon itself is there to investigate.
Taking society throughout--_not_ in the sense of those "forty families" to which the term is restricted by Lady Charles Beresford--I doubt whether marriage is much out of fashion. Statistics show a certain decrease, it is true, but not an alarming one. Among the labouring classes, I imagine men, and also women, still wed pretty frequently. When people say, "Young men won't marry nowadays," they mean young men in a particular stratum of society, roughly bounded by a silk hat on Sundays. Now, when you and I were young (I take it for granted that you and I are approaching the fifties) young men did marry; even within this restricted area, 'twas their wholesome way in life to form an attachment early with some nice girl in their own set, and to start at least with the idea of marrying her. Toward that goal they worked; for that end they endured and sacrificed many things. True, even then, the long engagement was the rule; but the long engagement itself meant some persistent impulse, some strong impetus marriage-wards. The desire of the man to make this woman his own, the longing to make this woman happy--normal and healthy endowments of our race--had still much driving-power. Nowadays, I seriously think I observe in most young men of the middle class around me a distinct and disastrous weakening of the impulse. They don't fall in love as frankly, as honestly, as irretrievably as they used to do. They shilly-shally, they pick and choose, they discuss, they criticise. They say themselves these futile foolish things about the club, and the flat, and the cost of living. They believe in Malthus. Fancy a young man who believes in Malthus! They seem in no hurry at all to get married. But thirty or forty years ago, young men used to rush by blind instinct into the toils of matrimony--because they couldn't help themselves. Such Laodicean luke-warmness betokens in the class which exhibits it a weakening of impulse. That weakening of impulse is really the thing we have to account for.
Young men of a certain type don't marry, because--they are less of young men than formerly.
Wild animals in confinement seldom propagate their kind. Only a few caged birds will continue their species. Whatever upsets the balance of the organism, in an individual or a race tends first of all to affect the rate of reproduction. Civilise the red man, and he begins to decrease at once in numbers. Turn the Sandwich Islands into a trading community, and the native Hawaiian refuses forthwith to give hostages to fortune. Tahiti is dwindling. From the moment the Tasmanians were taken to Norfolk Island, not a single Tasmanian baby was born. The Jesuits made a model community of Paraguay; but they altered the habits of the Paraguayans so fast that the reverend fathers, who were, of course, themselves celibates, were compelled to take strenuous and even grotesque measures to prevent the complete and immediate extinction of their converts. Other cases in abundance I might quote an I would; but I limit myself to these. They suffice to exhibit the general principle involved; any grave upset in the conditions of life affects first and at once the fertility of a species.
"But colonists often increase with rapidity." Ay, marry, do they, where the conditions of life are easy. At the present day most colonists go to fairly civilised regions; they are transported to their new home by steamboat and railway; they find for the most part more abundant provender and more wholesome surroundings than in their native country. There is no real upset. Better food and easier life, as Herbert Spencer has shown, result (other things equal) in increased fertility. His chapters on this subject in the "Principles of Biology" should be read by everybody who pretends to talk on questions of population. But in new and difficult colonies the increase is slight. Whatever compels greater wear and tear of the nervous system proves inimical to the reproductive function. The strain and stress of co-ordination with novel circumstances and novel relations affect most injuriously the organic balance. The African negro has long been accustomed to agricultural toil and to certain simple arts in his own country. Transported to the West Indies and the United States, he found life no harder than of old, if not, indeed, easier. He had abundant food, protection, security, a kind of labour for which he was well adapted. Instead of dying out, therefore, he was fruitful, and multiplied, and replenished the earth amazingly. But the Red Indian, caught blatant in the hunting stage, refused to be tamed, and could not swallow civilisation. He pined and dwined and decreased in his "reservations." The change was too great, too abrupt, too brusque for him. The papoose before long became an extinct animal.
Is not the same thing true of the middle class of England? Civilisation and its works have come too quickly upon us. The strain and stress of correlating and co-ordinating the world we live in are getting too much for us. Railways, telegraphs, the penny post, the special edition, have played havoc at last with our nervous systems. We are always on the stretch, rushing and tearing perpetually. We bolt our breakfasts; we catch the train or 'bus by the skin of our teeth, to rattle us into the City; we run down to Scotland or over to Paris on business; we lunch in London and dine in Glasgow, Belfast, or Calcutta. (Excuse imagination.) The tape clicks perpetually in our ears the last quotation in Eries; the telephone rings us up at inconvenient moments. Something is always happening somewhere to disturb our equanimity; we tear open the _Times_ with feverish haste, to learn that Kimberleys or Jabez Balfour have fallen, that Matabeleland has been painted red, that shares have gone up, or gone down, or evaporated. Life is one turmoil of excitement and bustle. Financially, 'tis a series of dissolving views; personally 'tis a rush; socially, 'tis a mosaic of deftly-fitted engagements. Drop out one piece, and you can never replace it. You are full next week from Monday to Saturday--business all day, what calls itself pleasure (save the mark!) all evening. Poor old Leisure is dead. We hurry and scurry and flurry eternally. One whirl of work from morning till night: then dress and dine: one whirl of excitement from night till morning. A snap of troubled sleep, and again _da capo_. Not an hour, not a minute, we can call our own. A wire from a patient ill abed in Warwickshire! A wire from a client hard hit in Hansards! Endless editors asking for more copy! more copy! Alter to suit your own particular trade, and 'tis the life of all of us.
The first generation after Stephenson and the Rocket pulled through with it somehow. They inherited the sound constitutions of the men who sat on rustic seats in the gardens of the twenties. The second generation--that's you and me--felt the strain of it more severely: new machines had come in to make life still more complicated: sixpenny telegrams, Bell and Edison, submarine cables, evening papers, perturbations pouring in from all sides incessantly; the suburbs growing, the hubbub increasing, Metropolitan railways, trams, bicycles, innumerable: but natheless we still endured, and presented the world all the same with a third generation. That third generation--ah me! there comes the pity of it! One fancies the impulse to marry and rear a family has wholly died out of it. It seems to have died out most in the class where the strain and stress are greatest. I don't think young men of that class to-day have the same feelings towards women of their sort as formerly. Nobody, I trust, will mistake me for a reactionary: in most ways, the modern young man is a vast improvement on you and me at twenty-five. But I believe there is really among young men in towns less chivalry, less devotion, less romance than there used to be. That, I take it, is the true reason why young men don't marry. With certain classes and in certain places a primitive instinct of our race has weakened. They say this weakening is accompanied in towns by an increase in sundry hateful and degrading vices. I don't know if that is so; but at least one would expect it. Any enfeeblement of the normal and natural instinct of virility would show itself first in morbid aberrations. On that I say nothing. I only say this--that I think the present crisis in the English marriage market is due, not to clubs or the comfort of bachelor quarters, but to the cumulative effect of nervous over-excitement.
XV.
_EYE_ VERSUS _EAR_.
It is admitted on all hands by this time, I suppose, that the best way of learning is by eye, not by ear. Therefore the authorities that prescribe for us our education among all classes have decided that we shall learn by ear, not by eye. Which is just what one might expect from a vested interest.
Of course this superiority of sight over hearing is pre-eminently true of natural science--that is to say, of nine-tenths among the subjects worth learning by humanity. The only real way to learn geology, for example, is not to mug it up in a printed text-book, but to go into the field with a geologist's hammer. The only real way to learn zoology and botany is not by reading a volume of natural history, but by collecting, dissecting, observing, preserving, and comparing specimens. Therefore, of course, natural science has never been a favourite study in the eyes of school-masters, who prefer those subjects which can be taught in a room to a row of boys on a bench, and who care a great deal less than nothing for any subject which isn't "good to examine in." Educational value and importance in after life have been sacrificed to the teacher's ease and convenience, or to the readiness with which the pupil's progress can be tested on paper. Not what is best to learn, but what is least trouble to teach in great squads to boys, forms the staple of our modern English education. They call it "education," I observe in the papers, and I suppose we must fall in with that whim of the profession.
But even the subjects which belong by rights to the ear can nevertheless be taught by the eye more readily. Everybody knows how much easier it is to get up the history and geography of a country when you are actually in it than when you are merely reading about it. It lives and moves before you. The places, the persons, the monuments, the events, all become real to you. Each illustrates each, and each tends to impress the other on the memory. Sight burns them into the brain without conscious effort. You can learn more of Egypt and of Egyptian history, culture, hieroglyphics, and language in a few short weeks at Luxor or Sakkarah than in a year at the Louvre and the British Museum. The Tombs of the Kings are worth many papyri. The mere sight of the temples and obelisks and monuments and inscriptions, in the places where their makers originally erected them, gives a sense of reality and interest to them all that no amount of study under alien conditions can possibly equal. We have all of us felt that the only place to observe Flemish art to the greatest advantage is at Ghent and Bruges and Brussels and Antwerp; just as the only place to learn Florentine art as it really was is at the Uffizi and the Bargello.
These things being so, the authorities who have charge of our public education, primary, secondary, and tertiary, have decided in their wisdom--to do and compel the exact contrary. Object-lessons and the visible being admittedly preferable to rote-lessons and the audible, they have prescribed that our education, so called, shall be mainly an education not in things and properties, but in books and reading. They have settled that it shall deal almost entirely and exclusively with language and with languages; that words, not objects, shall be the facts it impresses on the minds of the pupils. In our primary schools they have insisted upon nothing but reading and writing, with just a smattering of arithmetic by way of science. In our secondary schools they have insisted upon nothing but Greek and Latin, with about an equal leaven of algebra and geometry. This mediæval fare (I am delighted that I can thus agree for once with Professor Ray Lankester) they have thrust down the throats of all the world indiscriminately; so much so that nowadays people seem hardly able at last to conceive of any other than a linguistic education as possible. You will hear many good folk who talk with contempt of Greek and Latin; but when you come to inquire what new mental pabulum they would substitute for those quaint and grotesque survivals of the Dark Ages, you find what they want instead is--modern languages. The idea that language of any sort forms no necessary element in a liberal education has never even occurred to them. They take it for granted that when you leave off feeding boys on straw and oats you must supply them instead with hay and sawdust.
Not that I rage against Greek and Latin as such. It is well we should have many specialists among us who understand them, just as it is well we should have specialists in Anglo-Saxon and Sanskrit. I merely mean that they are not the sum and substance of educational method. They are at best but two languages of considerable importance to the student of purely human evolution.
Furthermore, even these comparatively useless linguistic subjects could themselves be taught far better by sight than by hearing. A week at Rome would give your average boy a much clearer idea of the relations of the Capitol with the Palatine than all the pretty maps in Dr. William Smith's Smaller Classical Dictionary. It would give him also a sense of the reality of the Latin language and the Latin literature, which he could never pick up out of a dog-eared Livy or a thumb-marked Æneid. You have only to look across from the top of the Janiculum, towards the white houses of Frascati, to learn a vast deal more about the Alban hills and the site of Tusculum than ever you could mug up from all the geography books in the British Museum. The way to learn every subject on earth, even book-lore included, is not out of books alone, but by actual observation.
And yet it is impossible for any one among us to do otherwise than acquiesce in this vicious circle. Why? Just because no man can dissociate himself outright from the social organism of which he forms a component member. He can no more do so than the eye can dissociate itself from the heart and lungs, or than the legs can shake themselves free from the head and stomach. We have all to learn, and to let our boys learn, what authority decides for us. We can't give them a better education than the average, even if we know what it is and desire to impart it, because the better education, though abstractly more valuable, is now and here the inlet to nothing. Every door is barred with examinations, and opens but to the golden key of the crammer. Not what is of most real use and importance in life, but what "pays best" in examination, is the test of desirability. We are the victims of a system; and our only hope of redress is not by sporadic individual action but by concerted rebellion. We must cry out against the abuse till at last we are heard by dint of our much speaking. In a world so complex and so highly organised as ours, the individual can only do anything in the long run by influencing the mass--by securing the co-operation of many among his fellows.
Meanwhile, I believe it is gradually becoming the fact that our girls, who till lately were so very ill-taught, are beginning to know more of what is really worth knowing than their public-school-bred brothers. For the public school still goes on with the system of teaching it has derived direct from the thirteenth century; while the girls' schools, having started fair and fresh, are beginning to assimilate certain newer ideas belonging to the seventeenth and even the eighteenth. In time they may conceivably come down to the more elementary notions of the present generation. Less hampered by professions and examinations than the boys, the girls are beginning to know something now, not indeed of the universe in which they live, its laws and its properties, but of literature and history, and the principal facts about human development. Yet all the time, the boys go on as ever with Musa, Musæ, like so many parrots, and are turned out at last, in nine cases out of ten, with just enough smattering of Greek and Latin grammar to have acquired a life-long distaste for Horace and an inconquerable incapacity for understanding Æschylus. One year in Italy with their eyes open would be worth more than three at Oxford; and six months in the fields with a platyscopic lens would teach them strange things about the world around them that all the long terms at Harrow and Winchester have failed to discover to them. But that would involve some trouble to the teacher.
What a misfortune it is that we should thus be compelled to let our boys' schooling interfere with their education!
XVI.
_THE POLITICAL PUPA._
I have picked up on the moor the chrysalis of a common English butterfly. As I sit on the heather and turn it over attentively, while it wriggles in my hands, I can't help thinking how closely it resembles the present condition of our British commonwealth. It is a platitude, indeed, to say that "this is an age of transition." But it would be truer and more graphic perhaps to put it that this is an age in which England, and for the matter of that every other European country as well, is passing through something like the chrysalis stage in its evolution.
But, first of all, do you clearly understand what a chrysalis is driving at? It means more than it seems; the change that goes on within that impassive case is a great deal more profound than most people imagine. When the caterpillar is just ready to turn into a butterfly it lies by for a while, full of internal commotion, and feels all its organs slowly melting one by one into a sort of indistinguishable protoplasmic pulp; chaos precedes the definite re-establishment of a fresh form of order. Limbs and parts and nervous system all disappear for a time, and then gradually grow up again in new and altered types. The caterpillar, if it philosophised on its own state at all (which seems to be very little the habit of well-conducted caterpillars, as of well-conducted young ladies), might easily be excused for forming just at first the melancholy impression that a general dissolution was coming over it piecemeal. It must begin by feeling legs and eyes and nervous centres melt away by degrees into a common indistinguishable organic pulp, out of which the new organs only slowly form themselves in obedience to the law of some internal impulse. But when the process is all over, and--hi, presto!--the butterfly emerges at last from the chrysalis condition, what does it find but that instead of having lost everything it has new and stronger legs in place of the old and feeble ones; it has nerves and brain more developed than before; it has wings for flight instead of mere creeping little feet to crawl with? What seemed like chaos was really nothing more than the necessary kneading up of all component parts into a plastic condition which precedes every fresh departure in evolution. The old must fade before the new can replace it.
Now I am not going to work this perhaps somewhat fanciful analogy to death, or pretend it is anything more than a convenient metaphor. Still, taken as such, it is not without its luminosity. For a metaphor, by supplying us with a picturable representation, often enables us really to get at the hang of the thing a vast deal better than the most solemn argument. And I fancy communities sometimes pass through just such a chrysalis stage, when it seems to the timid and pessimistic in their midst as if every component element of the State (but especially the one in which they themselves and their friends are particularly interested) were rushing violently down a steep place to eternal perdition. Chaos appears to be swallowing up everything. "The natural relations of classes" disappear. Faiths melt; churches dissolve; morals fade; bonds fail; a universal magma of emancipated opinion seems to take the place of old-established dogma. The squires and the parsons of the period--call them scribes or augurs--wring their hands in despair, and cry aloud that they don't know what the world is coming to. But, after all, it is only the chrysalis stage of a new system. The old social order must grow disjointed and chaotic before the new social order can begin to evolve from it. The establishment of a plastic consistency in the mass is the condition precedent of the higher development.
Not, of course, that this consideration will ever afford one grain of comfort to the squires and the parsons of each successive epoch; for what _they_ want is not the reasonable betterment of the whole social organism, but the continuance of just this particular type of squiredom and parsonry. That is what they mean by "national welfare;" and any interference with it they criticise in all ages with the current equivalent for the familiar Tory formula that "the country is going to the devil."