agreed upon knowing, but how much of our study are we bound to give to
the processes by which those results are reached? The results have their
visible bearing on human life. But all the processes, too, all the items
of fact by which those results are reached and established, are
interesting. All knowledge is interesting to a wise man, and the
knowledge of nature is interesting to all men. It is very interesting
to know, that, from the albuminous white of the egg, the chick in the
egg gets the materials for its flesh, bones, blood, and feathers; while,
from the fatty yolk of the egg, it gets the heat and energy which enable
it at length to break its shell and begin the world. It is less
interesting, perhaps, but still it is interesting, to know that when a
taper burns, the wax is converted into carbonic acid and water.
Moreover, it is quite true that the habit of dealing with facts, which
is given by the study of nature, is, as the friends of physical science
praise it for being, an excellent discipline. The appeal, in the study
of nature, is constantly to observation and experiment; not only is it
said that the thing is so, but we can be made to see that it is so. Not
only does a man tell us that when a taper burns the wax is converted
into carbonic acid and water, as a man may tell us, if he likes, that
Charon is punting his ferry boat on the river Styx, or that Victor Hugo
is a sublime poet, or Mr. Gladstone the most admirable of statesmen; but
we are made to see that the conversion into carbonic acid and water does
actually happen. This reality of natural knowledge it is, which makes
the friends of physical science contrast it, as a knowledge of things,
with the humanist's knowledge, which is, they say, a knowledge of words.
And hence Professor Huxley is moved to lay it down that, "for the
purpose of attaining real culture, an exclusively scientific education
is at least as effectual as an exclusively literary education." And a
certain President of the Section for Mechanical Science in the British
Association is, in Scripture phrase, "very bold," and declares that if a
man, in his mental training, "has substituted literature and history for
natural science, he has chosen the less useful alternative." But whether
we go these lengths or not, we must all admit that in natural science
the habit gained of dealing with facts is a most valuable discipline,
and that every one should have some experience of it.
More than this, however, is demanded by the reformers. It is proposed to
make the training in natural science the main part of education, for
the great majority of mankind at any rate. And here, I confess, I part
company with the friends of physical science, with whom up to this point
I have been agreeing. In differing from them, however, I wish to proceed
with the utmost caution and diffidence. The smallness of my own
acquaintance with the disciplines of natural science is ever before my
mind, and I am fearful of doing these disciplines an injustice. The
ability and pugnacity of the partisans of natural science make them
formidable persons to contradict. The tone of tentative inquiry, which
befits a being of dim faculties and bounded knowledge, is the tone I
would wish to take and not to depart from. At present it seems to me,
that those who are for giving to natural knowledge, as they call it, the
chief place in the education of the majority of mankind, leave one
important thing out of their account: the constitution of human nature.
But I put this forward on the strength of some facts not at all
recondite, very far from it; facts capable of being stated in the
simplest possible fashion, and to which, if I so state them, the man of
science will, I am sure, be willing to allow their due weight.
Deny the facts altogether, I think, he hardly can. He can hardly deny,
that when we set ourselves to enumerate the powers which go to the
building up of human life, and say that they are the power of conduct,
the power of intellect and knowledge, the power of beauty, and the power
of social life and manners--he can hardly deny that this scheme, though
drawn in rough and plain lines enough, and not pretending to scientific
exactness, does yet give a fairly true representation of the matter.
Human nature is built up by these powers; we have the need for them all.
When we have rightly met and adjusted the claims of them all, we shall
then be in a fair way for getting soberness and righteousness, with
wisdom. This is evident enough, and the friends of physical science
would admit it.
But perhaps they may not have sufficiently observed another thing:
namely, that the several powers just mentioned are not isolated, but
there is, in the generality of mankind, a perpetual tendency to relate
them one to another in divers ways. With one such way of relating them I
am particularly concerned now. Following our instinct for intellect and
knowledge, we acquire pieces of knowledge; and presently, in the
generality of men, there arises the desire to relate these pieces of
knowledge to our sense for conduct, to our sense for beauty,--and there
is weariness and dissatisfaction if the desire is balked. Now in this
desire lies, I think, the strength of that hold which letters have upon
us.
All knowledge is, as I said just now, interesting; and even items of
knowledge which from the nature of the case cannot well be related, but
must stand isolated in our thoughts, have their interest. Even lists of
exceptions have their interest. If we are studying Greek accents, it is
interesting to know that _pais_ and _pas_, and some other monosyllables
of the same form of declension, do not take the circumflex upon the last
syllable of the genitive plural, but vary, in this respect, from the
common rule. If we are studying physiology, it is interesting to know
that the pulmonary artery carries dark blood and the pulmonary vein
carries bright blood, departing in this respect from the common rule,
for the division of labour between the veins and the arteries. But every
one knows how we seek naturally to combine the pieces of our knowledge
together, to bring them under general rules, to relate them to
principles; and how unsatisfactory and tiresome it would be to go on
forever learning lists of exceptions, or accumulating items of fact
which must stand isolated.
Well, that same need of relating our knowledge, which operates here
within the sphere of our knowledge itself, we shall find operating,
also, outside that sphere. We experience, as we go on learning and
knowing,--the vast majority of us experience,--the need of relating what
we have learned and known to the sense which we have in us for conduct,
to the sense which we have in us for beauty.
A certain Greek prophetess of Mantineia in Arcadia, Diotima by name,
once explained to the philosopher Socrates that love, and impulse, and
bent of all kinds, is, in fact, nothing else but the desire in men that
good should forever be present to them. This desire for good, Diotima
assured Socrates, is our fundamental desire, of which fundamental desire
every impulse in us is only some one particular form. And therefore this
fundamental desire it is, I suppose,--this desire in men that good
should be forever present to them,--which acts in us when we feel the
impulse for relating our knowledge to our sense for conduct and to our
sense for beauty. At any rate, with men in general the instinct exists.
Such is human nature. And the instinct, it will be admitted, is
innocent, and human nature is preserved by our following the lead of its
innocent instincts. Therefore, in seeking to gratify this instinct in
question, we are following the instinct of self-preservation in
humanity.
But, no doubt, some kinds of knowledge cannot be made to directly serve
the instinct in question, cannot be directly related to the sense for
beauty, to the sense for conduct. These are instrument-knowledges; they
lead on to other knowledges, which can. A man who passes his life in
instrument-knowledges is a specialist. They may be invaluable as
instruments to something beyond, for those who have the gift thus to
employ them; and they may be disciplines in themselves wherein it is
useful for every one to have some schooling. But it is inconceivable
that the generality of men should pass all their mental life with Greek
accents or with formal logic. My friend Professor Sylvester, who is one
of the first mathematicians in the world, holds transcendental doctrines
as to the virtue of mathematics, but those doctrines are not for common
men. In the very Senate House and heart of our English Cambridge I once
ventured, though not without an apology for my profaneness, to hazard
the opinion that for the majority of mankind a little of mathematics,
even, goes a long way. Of course this is quite consistent with their
being of immense importance as an instrument to something else; but it
is the few who have the aptitude for thus using them, not the bulk of
mankind.
The natural sciences do not, however, stand on the same footing with
these instrument-knowledges. Experience shows us that the generality of
men will find more interest in learning that, when a taper burns, the
wax is converted into carbonic acid and water, or in learning the
explanation of the phenomenon of dew, or in learning how the circulation
of the blood is carried on, than they find in learning that the genitive
plural of _pais_ and _pas_ does not take the circumflex on the
termination. And one piece of natural knowledge is added to another, and
others are added to that, and at last we come to propositions so
interesting as Mr. Darwin's famous proposition that "our ancestor was a
hairy quadruped furnished with a tail and pointed ears, probably
arboreal in his habits." Or we come to propositions of such reach and
magnitude as those which Professor Huxley delivers, when he says that
the notions of our forefathers about the beginning and the end of the
world were all wrong and that nature is the expression of a definite
order with which nothing interferes.
Interesting, indeed, these results of science are, important they are,
and we should all of us be acquainted with them. But what I now wish you
to mark is, that we are still, when they are propounded to us and we
receive them, we are still in the sphere of intellect and knowledge. And
for the generality of men there will be found, I say, to arise, when
they have duly taken in the proposition that their ancestor was "a hairy
quadruped furnished with a tail and pointed ears, probably arboreal in
his habits," there will be found to arise an invincible desire to relate
this proposition to the sense in us for conduct, and to the sense in us
for beauty. But this the men of science will not do for us, and will
hardly even profess to do. They will give us other pieces of knowledge,
other facts, about other animals and their ancestors, or about plants,
or about stones, or about stars; and they may finally bring us to those
great "general conceptions of the universe, which are forced upon us
all," says Professor Huxley, "by the progress of physical science." But
still it will be _knowledge_ only which they give us; knowledge not put
for us into relation with our sense for conduct, our sense for beauty,
and touched with emotion by being so put; not thus put for us, and
therefore, to the majority of mankind, after a certain while,
unsatisfying, wearying.
Not to the born naturalist, I admit. But what do we mean by a born
naturalist? We mean a man in whom the zeal for observing nature is so
uncommonly strong and eminent, that it marks him off from the bulk of
mankind. Such a man will pass his life happily in collecting natural
knowledge and reasoning upon it, and will ask for nothing, or hardly
anything, more. I have heard it said that the sagacious and admirable
naturalist whom we lost not very long ago, Mr. Darwin, once owned to a
friend that for his part he did not experience the necessity for two
things which most men find so necessary to them,--religion and poetry;
science and the domestic affections, he thought, were enough. To a born
naturalist, I can well understand that this should seem so. So absorbing
is his occupation with nature, so strong his love for his occupation,
that he goes on acquiring natural knowledge and reasoning upon it, and
has little time or inclination for thinking about getting it related to
the desire in man for conduct, the desire in man for beauty. He relates
it to them for himself as he goes along, so far as he feels the need;
and he draws from the domestic affections all the additional solace
necessary. But then Darwins are extremely rare. Another great and
admirable master of natural knowledge, Faraday, was a Sandemanian. That
is to say, he related his knowledge to his instinct for conduct and to
his instinct for beauty, by the aid of that respectable Scottish
sectary, Robert Sandeman. And so strong, in general, is the demand of
religion and poetry to have their share in a man, to associate
themselves with his knowing, and to relieve and rejoice it, that
probably, for one man amongst us with the disposition to do as Darwin
did in this respect, there are at least fifty with the disposition to do
as Faraday.
Education lays hold upon us, in fact, by satisfying this demand.
Professor Huxley holds up to scorn mediaeval education, with its neglect
of the knowledge of nature, its poverty even of literary studies, its
formal logic devoted to "showing how and why that which the Church said
was true must be true." But the great mediaeval universities were not
brought into being, we may be sure, by the zeal for giving a jejune and
contemptible education. Kings have been their nursing fathers, and
queens have been their nursing mothers, but not for this. The mediaeval
universities came into being, because the supposed knowledge, delivered
by Scripture and the Church, so deeply engaged men's hearts, by so
simply, easily, and powerfully relating itself to their desire for
conduct, their desire for beauty. All other knowledge was dominated by
this supposed knowledge and was subordinated to it, because of the
surpassing strength of the hold which it gained upon the affections of
men, by allying itself profoundly with their sense for conduct, their
sense for beauty.
But now, says Professor Huxley, conceptions of the universe fatal to the
notions held by our forefathers have been forced upon us by physical
science. Grant to him that they are thus fatal, that the new conceptions
must and will soon become current everywhere, and that every one will
finally perceive them to be fatal to the beliefs of our forefathers. The
need of humane letters, as they are truly called, because they serve the
paramount desire in men that good should be forever present to
them,--the need of humane letters to establish a relation between the
new conceptions, and our instinct for beauty, our instinct for conduct,
is only the more visible. The middle age could do without humane
letters, as it could do without the study of nature, because its
supposed knowledge was made to engage its emotions so powerfully. Grant
that the supposed knowledge disappears, its power of being made to
engage the emotions will of course disappear along with it,--but the
emotions themselves, and their claim to be engaged and satisfied, will
remain. Now if we find by experience that humane letters have an
undeniable power of engaging the emotions, the importance of humane
letters in a man's training becomes not less, but greater, in proportion
to the success of modern science in extirpating what it calls "mediaeval
thinking."
Have humane letters, then, have poetry and eloquence, the power here
attributed to them of engaging the emotions, and do they exercise it?
And if they have it and exercise it, _how_ do they exercise it, so as to
exert an influence upon man's sense for conduct, his sense for beauty?
Finally, even if they both can and do exert an influence upon the senses
in question, how are they to relate to them the results,--the modern
results,--of natural science? All these questions may be asked. First,
have poetry and eloquence the power of calling out the emotions? The
appeal is to experience. Experience shows that for the vast majority of
men, for mankind in general, they have the power. Next, do they exercise
it? They do. But then, _how_ do they exercise it so as to affect man's
sense for conduct, his sense for beauty? And this is perhaps a case for
applying the Preacher's words: "Though a man labor to seek it out, yet
he shall not find it; yea, further, though a wise man think to know it,
yet shall he not be able to find it."[21] Why should it be one thing, in
its effect upon the emotions, to say, "Patience is a virtue," and quite
another thing, in its effect upon the emotions, to say with Homer,
[Greek: tlaeton gar Moirai thumon thesan anthropoisin--[22]]
"for an enduring heart have the destinies appointed to the children of
men"? Why should it be one thing, in its effect upon the emotions, to
say with philosopher Spinoza, _Felicitas in eo consistit quod homo suum
esse conservare potest_--"Man's happiness consists in his being able to
preserve his own essence," and quite another thing, in its effect upon
the emotions, to say with the Gospel, "What is a man advantaged, if he
gain the whole world, and lose himself, forfeit himself?" How does this
difference of effect arise? I cannot tell, and I am not much concerned
to know; the important thing is that it does arise, and that we can
profit by it. But how, finally, are poetry and eloquence to exercise the
power of relating the modern results of natural science to man's
instinct for conduct, his instinct for beauty? And here again I answer
that I do not know _how_ they will exercise it, but that they can and
will exercise it I am sure. I do not mean that modern philosophical
poets and modern philosophical moralists are to come and relate for us,
in express terms, the results of modern scientific research to our
instinct for conduct, our instinct for beauty. But I mean that we shall
find, as a matter of experience, if we know the best that has been
thought and uttered in the world, we shall find that the art and poetry
and eloquence of men who lived, perhaps, long ago, who had the most
limited natural knowledge, who had the most erroneous conceptions about
many important matters, we shall find that this art, and poetry, and
eloquence, have in fact not only the power of refreshing and delighting
us, they have also the power,--such is the strength and worth, in
essentials, of their authors' criticism of life,--they have a
fortifying, and elevating, and quickening, and suggestive power, capable
of wonderfully helping us to relate the results of modern science to our
need for conduct, our need for beauty. Homer's conceptions of the
physical universe were, I imagine, grotesque; but really, under the
shock of hearing from modern science that "the world is not subordinated
to man's use, and that man is not the cynosure of things terrestrial," I
could, for my own part, desire no better comfort than Homer's line which
I quoted just now,
[Greek: tlaeton gar Moirai thumon thesan anthropoisin--]
"for an enduring heart have the destinies appointed to the children of
men!"
And the more that men's minds are cleared, the more that the results of
science are frankly accepted, the more that poetry and eloquence come to
be received and studied as what in truth they really are,--the criticism
of life by gifted men, alive and active with extraordinary power at an
unusual number of points;--so much the more will the value of humane
letters, and of art also, which is an utterance having a like kind of
power with theirs, be felt and acknowledged, and their place in
education be secured.
Let us therefore, all of us, avoid indeed as much as possible any
invidious comparison between the merits of humane letters, as means of
education, and the merits of the natural sciences. But when some
President of a Section for Mechanical Science insists on making the
comparison, and tells us that "he who in his training has substituted
literature and history for natural science has chosen the less useful
alternative," let us make answer to him that the student of humane
letters only, will, at least, know also the great general conceptions
brought in by modern physical science; for science, as Professor Huxley
says, forces them upon us all. But the student of the natural sciences
only, will, by our very hypothesis, know nothing of humane letters; not
to mention that in setting himself to be perpetually accumulating
natural knowledge, he sets himself to do what only specialists have in
general the gift for doing genially. And so he will probably be
unsatisfied, or at any rate incomplete, and even more incomplete than
the student of humane letters only.
I once mentioned in a school report, how a young man in one of our
English training colleges having to paraphrase the passage in _Macbeth_
beginning,
Canst thou not minister to a mind diseased?
turned this line into, "Can you not wait upon the lunatic?" And I
remarked what a curious state of things it would be, if every pupil of
our national schools knew, let us say, that the moon is two thousand one
hundred and sixty miles in diameter, and thought at the same time that a
good paraphrase for
Canst thou not minister to a mind diseased?
was, "Can you not wait upon the lunatic?" If one is driven to choose, I
think I would rather have a young person ignorant about the moon's
diameter, but aware that "Can you not wait upon the lunatic?" is bad,
than a young person whose education had been such as to manage things
the other way.
Or to go higher than the pupils of our national schools. I have in my
mind's eye a member of our British Parliament who comes to travel here
in America, who afterwards relates his travels, and who shows a really
masterly knowledge of the geology of this great country and of its
mining capabilities, but who ends by gravely suggesting that the United
States should borrow a prince from our Royal Family, and should make him
their king, and should create a House of Lords of great landed
proprietors after the pattern of ours; and then America, he thinks,
would have her future happily and perfectly secured. Surely, in this
case, the President of the Section for Mechanical Science would himself
hardly say that our member of Parliament, by concentrating himself upon
geology and mineralogy, and so on, and not attending to literature and
history, had "chosen the more useful alternative."
If then there is to be separation and option between humane letters on
the one hand, and the natural sciences on the other, the great majority
of mankind, all who have not exceptional and overpowering aptitudes for
the study of nature, would do well, I cannot but think, to choose to be
educated in humane letters rather than in the natural sciences. Letters
will call out their being at more points, will make them live more.
I said that before I ended I would just touch on the question of
classical education, and I will keep my word. Even if literature is to
retain a large place in our education, yet Latin and Greek, say the
friends of progress, will certainly have to go. Greek is the grand
offender in the eyes of these gentlemen. The attackers of the
established course of study think that against Greek, at any rate, they
have irresistible arguments. Literature may perhaps be needed in
education, they say; but why on earth should it be Greek literature? Why
not French or German? Nay, "has not an Englishman models in his own
literature of every kind of excellence?" As before, it is not on any
weak pleadings of my own that I rely for convincing the gainsayers; it
is on the constitution of human nature itself, and on the instinct of
self-preservation in humanity. The instinct for beauty is set in human
nature, as surely as the instinct for knowledge is set there, or the
instinct for conduct. If the instinct for beauty is served by Greek
literature and art as it is served by no other literature and art, we
may trust to the instinct of self-preservation in humanity for keeping
Greek as part of our culture. We may trust to it for even making the
study of Greek more prevalent than it is now. Greek will come, I hope,
some day to be studied more rationally than at present; but it will be
increasingly studied as men increasingly feel the need in them for
beauty, and how powerfully Greek art and Greek literature can serve this
need. Women will again study Greek, as Lady Jane Grey did; I believe
that in that chain of forts, with which the fair host of the Amazons are
now engirdling our English universities,--I find that here in America,
in colleges like Smith College in Massachusetts, and Vassar College in
the State of New York, and in the happy families of the mixed
universities out West,--they are studying it already.