Chapter 21

The main business of his life, however, was teaching and writing. Three books stand out as those by which he will be best remembered--his _Methods of Ethics_, his _Principles of Political Economy_, and his _Elements of Politics_. All three have won the admiration of those who are experts in the subjects to which they respectively relate, and they continue to be widely read in universities both in Britain and in America. All three bear alike the peculiar impress of his mind.

It was a mind of singular subtlety, fertility, and ingenuity, which applied to every topic an extremely minute and patient analysis. Never satisfied with the obvious view of a question, it seemed unable to acquiesce in any broad and sweeping statement. It discovered objections to every accepted doctrine, exceptions to every rule. It perceived minute distinctions and qualifications which had escaped the notice of previous writers. These qualities made Sidgwick's books somewhat difficult reading for a beginner, who was apt to ask what, after all, was the conclusion to which he had been led by an author who showed him the subject in various lights, and added not a few minor propositions to that which had seemed to be the governing one. But the student who had already some knowledge of the topic, who, though he apprehended its main principles, had not followed them out in detail or perceived the difficulties in applying them, gained immensely by having so many fresh points presented to him, so many fallacies lurking in currently accepted notions detected, so many conditions indicated which might qualify the amplitude of a general proposition. The method of discussion was stimulating. Sometimes it reminded one of the Socratic method as it appears in Plato, but more frequently it was the method of Aristotle, who discusses a subject first from one side, then from another, throws out a number of remarks, not always reconcilable, but always suggestive, regarding it, and finally arrives at a view which he delivers as being probably the best, but one which must be taken subject to the remarks previously made. The reader often feels in Sidgwick's treatment of a subject as he often feels in Aristotle's, that he would like to be left with something more definite and positive, something that can be easily delivered to learners as an established truth. He desires a bolder and broader sweep of the brush. But he also feels how much he is benefited by the process of sifting and analysing to which every conception or dogma is subjected, and he perceives that he is more able to handle it afterwards in his own way when his attention has been called to all these distinctions and qualifications or antinomies which would have escaped any vision less keen than his author's. For those who, in an age prone to hasty reading and careless thinking, are disposed to underrate the difficulties of economic and political questions, and to walk in a vain conceit of knowledge because they have picked up some large generalisations, no better discipline can be prescribed than to follow patiently such a treatment as Sidgwick gives; nor can any reader fail to profit from the candour and the love of truth which illumine his discussion of a subject.

The love of truth and the sense of duty guided his life as well as his pen. Though always warmly interested in politics, he was of all the persons I have known the least disposed to be warped by partisanship, for he examined each political issue as it arose on its own merits, apart from predilections for either party or for the views of his nearest friends. We used to wonder how such splendid impartiality would have stood a practical test such as that of the House of Commons. His loyalty to civic duty was so strong as on one occasion to bring him, in the middle of his vacation, all the way from Davos, in the easternmost corner of Switzerland, to Cambridge, solely that he might record his vote at a parliamentary election, although the result of the election was already virtually certain.

Sidgwick's attitude toward the Benthamite system of Utilitarianism illustrates the cautiously discriminative habit of mind I have sought to describe. If he had been required to call himself by any name, he would not have refused that of Utilitarian, just as in mental philosophy he leaned to the type of thought represented by the two Mills rather than to the Kantian idealism of his friend and school contemporary, the Oxford professor T. H. Green. But the system of Utility takes in his hands a form so much more refined and delicate than was given to it by Bentham and James Mill, and is expounded with so many qualifications unknown to them, that it has become a very different thing, and is scarcely, if at all, assailable by the arguments which moralists of the idealistic type have brought against the older doctrine. Something similar may be said of his treatment of bimetallism in his book on political economy. While assenting to some of the general propositions on which the bimetallic theory rests, he points out so many difficulties in the application of that theory to the actual conditions of currency that his assent cannot be cited as a deliverance in favour of trying to turn theory into practice. He told me in 1896 that he held the political and other practical objections to an attempt to establish a bimetallic system to be virtually insuperable. When he treats of free trade, he is no less guarded and discriminating. He points out various circumstances or conditions under which a protective tariff may become, at least for a time, justifiable, but never abandons the free trade principle as being generally true and sound, a principle not to be departed from save for strong reasons of a local or temporary kind. His general economic position is equally removed from the "high and dry" school of Ricardo on the one hand, and from the "Katheder-Sozialisten" and the modern "sentimental" school on the other. In all his books one notes a tendency to discover what can be said for the view which is in popular disfavour, even often for that which he does not himself adopt, and to set forth all the objections to the view which is to receive his ultimate adhesion. There is a danger with such a method of losing breadth and force of effect. One is ready to cry, "Do lapse for a moment into dogmatism." Yet it ought to be added that Sidgwick's subtlety is always restrained by practical good sense, as well as by the desire to reconcile opposite views. His arguments, though they often turn on minute distinctions, are not bits of fine-drawn ingenuity, but have weight and substance in them.[52]

One book of his which has not yet (December 1902) been published, but which I have had the privilege of reading in proof, displays his constructive power in another light. It is a course of lectures on the development of political institutions in Europe from early times down to our own. Here, as he is dealing with concrete matter, the treatment is more broad, and the line of exposition and argument more easy to follow, than in the treatises already referred to. It is a masterly piece of work, and reveals a wider range of historical knowledge and a more complete mastery of historical method than had been shown in his earlier books, or indeed than some of his friends had known him to possess.

The tendency to analysis rather than to construction, the abstention from the deliverance of doctrines easy to comprehend and repeat, which belong to his writings on ethics and economics, do not impair the worth of his literary criticisms. In this field his fine perception and discriminative taste had full scope. He was an incessant reader, especially of poetry and novels, with a retentive memory for poetry, as well as a finely modulated and expressive voice in reciting it. His literary judgments had less of a creative quality, if the expression be permissible, than Matthew Arnold's, but are not otherwise inferior to those of that brilliant though sometimes slightly prejudiced critic. No one of his contemporaries has surpassed Sidgwick in catholicity and reasonableness, in the power of delicate appreciation, or in an exquisite precision of expression. His essay on Arthur Hugh Clough, prefixed to the latest edition of Clough's collected poems, is a good specimen of this side of his talent. Clough was one of his favourites, and has indeed been called the pet poet of University men. Sidgwick's literary essays, which appeared occasionally in magazines, were few, but they well deserve to be collected and republished, for this age of ours, though largely occupied in talking about literature, has produced comparatively little criticism of the first order.

Sidgwick did not write swiftly or easily, because he weighed carefully everything he wrote. But his mind was alert and nimble in the highest degree. Thus he was an admirable talker, seeing in a moment the point of an argument, seizing on distinctions which others had failed to perceive, suggesting new aspects from which a question might be regarded, and enlivening every topic by a keen yet sweet and kindly wit. Wit, seldom allowed to have play in his books, was one of the characteristics which made his company charming. Its effect was heightened by a hesitation in his speech which often forced him to pause before the critical word or phrase of the sentence had been reached. When that word or phrase came, it was sure to be the right one. Though fond of arguing, he was so candid and fair, admitting all that there was in his opponent's case, and obviously trying to see the point from his opponent's side, that nobody felt annoyed at having come off second best, while everybody who cared for good talk went away feeling not only that he knew more about the matter than he did before, but that he had enjoyed an intellectual pleasure of a rare and high kind. The keenness of his penetration was not formidable, because it was joined to an indulgent judgment: the ceaseless activity of his intellect was softened rather than reduced by the gaiety of his manner. His talk was conversation, not discourse, for though he naturally became the centre of nearly every company in which he found himself, he took no more than his share. It was like the sparkling of a brook whose ripples seem to give out sunshine.

Though Sidgwick's writings are a mine of careful and suggestive thinking, he was even more remarkable than his books. Though his conversation was delightful, the impression of its fertility and its wit was the least part of the impression which his personality produced. An eminent man is known to the world at large by what he gives them in the way of instruction or of pleasure. A man is prized and remembered by his friends for what he was in the intercourse of life. Few men of our time have influenced so wide or so devoted a circle of friends as did Henry Sidgwick; few could respond to the calls of friendship with a like sympathy or wisdom. His advice was frequently asked in delicate questions of conduct, and he was humorously reminded that, by his own capacity as well as by the title of his chair, he was a professor of casuistry. His stores of knowledge and helpful criticism were always at the service of his pupils or his fellow-workers.

From his earliest college days he had been just, well-balanced, conscientious alike in the pursuit of truth and in the regulation of his own life, appearing to have neither prejudices nor enmities, and when he had to convey censure, choosing the least cutting words in which to convey it. Yet in earlier years there had been in him a touch of austerity, a certain remoteness or air of detachment, which confined to a very few persons the knowledge of his highest qualities. As he grew older his purity lost its coldness, his keenness of discernment mellowed into a sweet and persuasive wisdom. A life excellently conducted, a life which is the expression of fine qualities, and in which the acts done are in harmony with the thoughts and words of the man, is itself a beautiful product, whether of untutored nature or of thought and experience turning every faculty to the best account. In the modern world the two types of excellence which we are chiefly bidden to admire are that of the active philanthropist and that of the saint. The ancient world produced and admired another type, to which some of its noblest characters conformed, and which, in its softer and more benignant aspect, Sidgwick presented. In his indifference to wealth and fame and the other familiar objects of human desire, in the almost ascetic simplicity of his daily life, in his pursuit of none but the purest pleasures, in his habit of subjecting all impulses to the law of reason, the will braced to patience, the soul brought into harmony with the divinely appointed order, he seemed to reproduce one of those philosophers of antiquity who formed a lofty conception of Nature and sought to live in conformity with her precepts. But the gravity of a Stoic was relieved by the humour and vivacity which belonged to his nature, and the severity of a Stoic was softened by the tenderness and sympathy which seemed to grow and expand with every year. In Cambridge, where, though the society is a large one, all the teachers become personally known to one another, and the students have opportunities of familiar intercourse with the teachers, affection as well as admiration gathered round him. His thoughts quickened and his example inspired generation after generation of young men passing through the University out into the life of England, as a light set high upon the bank beams on the waves of a river gliding swiftly to the sea.

It was a life of single-minded devotion to truth and friendship, a life serene and gentle, free alike from vanity and from ambition, bearing without complaint the ill-health which sometimes checked his labours, viewing with calm fortitude those problems of man's life on which his mind was always fixed, untroubled in the presence of death.

Felix qui potuit rerum cognoscere causas Quique metus omnes et inexorabile fatum Subiecit pedibus strepitumque Acherontis avari.

When his friends heard of his departure there rose to mind the words in which the closing scene of the life of Socrates is described by the greatest of his disciples, and we thought that among all those we had known there was none of whom we could more truly say that in him the spirit of philosophy had its perfect work in justice, in goodness, and in wisdom.

[51] It is hoped that a life of Sidgwick, together with a selection from his letters, may before long be published.

[52] It was his aim to avoid as much as possible technical terms or phrases whose meaning was not plain to the average reader. An anecdote was current that once when, in conducting a university examination, he was perusing the papers of a candidate who had darkened the subject by the use of extreme Hegelian phraseology, he turned to his co-examiner and said, "I can see that this is nonsense, but is it the right kind of nonsense?"

EDWARD ERNEST BOWEN[53]

Ever since the publication of Stanley's Life of Dr. Arnold that eminent headmaster has been taken as the model of a great teacher and ruler of boys, the man who, while stimulating the intelligence of his pupils, was even more concerned to discipline and mould their moral natures. Arnold has become the type of what Carlyle might have called "The Hero as Schoolmaster." Though there have been many able men at the head of large schools since his time, including three who afterwards rose to be Archbishops of Canterbury, as well as a good many who have become bishops, his fame remains unrivalled, and the type created by his career, or rather perhaps by his biographer's account of it, still holds the field. Moreover, during the sixty years that have passed since Arnold's death scarcely a word has been said regarding any other masters than the head. During those years the English universities have sent into the great schools a large proportion of their most capable graduates as assistant teachers; and some of the strongest men among these graduates have never, from various causes, and often because they preferred to remain laymen, been raised to the headships of the schools. Every one knows that a school depends for its wellbeing and success more largely on the assistants taken together than it does on the headmaster. Most people also know that individual assistant masters are not unfrequently better scholars, better teachers, and more influential with the boys than is their official superior. Yet the assistant masters have remained unhonoured and unsung in the general chorus of praise of the great schools which has been resounding over England for nearly two generations.

Edward Bowen was all his life an assistant master, and never cared to be anything else. As he had determined not to take orders in the Church of England, he was virtually debarred from many of the chief headmasterships, which are, some few of them by law, many more by custom, confined to Anglican clergymen. But even when other headships to which this condition was not attached were known to be practically open to his acceptance, were, indeed, in one or two instances almost tendered to him, he refused to become a candidate, preferring his own simple and easy way of life to the pomp and circumstance which convention requires a headmaster to maintain. This abstention, however, did not prevent his eminence from becoming known to those who had opportunities of judging. In his later years he would, I think, have been generally recognised by the teaching profession as the most brilliant, and in his own peculiar line the most successful, man among the schoolmasters of Britain.

He was born on 30th March 1836, of an Irish family (originally from Wales) holding property in the county of Mayo. His father was a clergyman of the Church of England; his mother, who survived him a few months (dying at the age of ninety-four) and whom he tended with watchful care during her years of widowhood, was partly of Irish, partly of French extraction. Like his more famous but perhaps not more remarkable elder brother, Charles Bowen, who became Lord Bowen, and is remembered as one of the most acute and subtle judges as well as one of the most winning personalities of our time, he had a gaiety, wit, and versatility which suggested the presence of Celtic blood. He was educated at Blackheath School, and afterwards at King's College in London, whence he proceeded to Trinity College, Cambridge. In 1860, after a career at the University, distinguished both in the way of honours and in respect of the reputation he won among his contemporaries, he became a master at Harrow, and thenceforth remained there, leading an uneventful and externally a monotonous life, but one full of unceasing and untiring activity in play and work. He died on Easter Monday 1901.

Nothing could be less like the traditional Arnoldine methods of teaching and ruling boys than Bowen's method was. The note of those methods was what used to be called moral earnestness. Arnold was grave and serious, distant and awe-inspiring, except perhaps to a few specially favoured pupils. Bowen was light, cheerful, vivacious, humorous, familiar, and, above all things, ingenious and full of variety. His leading principles were two--that the boy must at all hazards be interested in the lessons and that he should be at ease with the teacher.

A Harrow boy once said to his master, "I don't know how it is, sir, but if Mr. Bowen takes a lesson he makes you work twice as hard as other masters, but you like it twice as much and you learn far more." He was the most unexpected man in conversation that could be imagined, always giving a new turn to talk by saying something that seemed remote from the matter in hand until he presently showed the connection. So his teaching kept the boys alert, because its variety was inexhaustible. He seemed to think that it did not greatly matter what the lesson was so long as the pupil could be got to enjoy it. The rules of the school and the requirements of the examinations for which boys had to be prepared would not have permitted him to try to any great extent the experiment of varying subjects to suit individual tastes; but he was fond of giving lessons in topics outside the regular course, on astronomy for instance, of which he had acquired a fair knowledge, and on recent military history, which he knew wonderfully well, better probably than any man in England outside the military profession. When the so-called "modern side" was established at Harrow, in 1869, he became head of it, having taken this post, not from any want of classical taste and learning, for he was an admirable scholar, and to the end of his life wrote charming Latin verses, but because he felt that this line of teaching needed to be developed in a school which had been formerly almost wholly classical. For grammatical minutiæ, for learning rules by heart, and indeed for the old style of grammar-teaching generally, he had an unconcealed contempt. He thought it unkind and wasteful to let a boy go on puzzling over difficulties of language in an author, and permitted, under restrictions, the use of English translations, or (as boys call them) "cribs." Teaching was in his view a special gift of the individual, which depended on the aptitude for getting hold of the pupil's mind, and enlisting his interest in the subject. He had accordingly no faith in the doctrine that teaching is a science which can be systematically studied, or an art in which the apprentice ought to be systematically trained. When he was summoned as a witness before the Secondary Education Commission in 1894 he adhered, under cross-examination, to this view (so far as it affected schools like Harrow or Eton), refusing to be moved by the arguments of those among the Commissioners who cited the practice of Germany, where Pädagogik, as they call it, is elaborately taught in the universities. "I am unable," he said, "to conceive any machinery by which the art of teaching can be given practically to masters. That art is so much a matter of personal power and experience, and of various social and moral gifts, that I cannot conceive a good person made a good master by merely seeing a class of boys taught, unless he was allowed to take a real and serious part in it himself, unless he became a teacher himself. I can understand that at a primary school you can learn by going in and hearing a good teacher at work; but the teaching of a class of older boys is so different, and has so much of the social element in it, and it may vary so much, that I should despair of teaching a young man how to take a class unless he was a long time with me.... A master at a large public school is chiefly a moral and social force; a master is this to a much less extent at a primary school or in the ordinary day-schools, the grammar-schools of the country. To deal with boys when you have them completely under your control for the whole of every day is an altogether different thing, and requires different virtues in the teacher from those that are required in the case of day-schools."