Science and Education: Essays Part 6

5. A certain amount of regularity, attentive obedience, respect for others: obtained by fear, if the master be incompetent or foolish; by love and reverence, if he be wise.

So far as this school course embraces a training in the theory and practice of obedience to the moral laws of Nature, I gladly admit, not only that it contains a valuable educational element, but that, so far, it deals with the most valuable and important part of all education.

Yet, contrast what is done in this direction with what might be done; with the time given to matters of comparatively no importance; with the absence of any attention to things of the highest moment; and one is tempted to think of Falstaff's bill and "the halfpenny worth of bread to all that quant.i.ty of sack."

Let us consider what a child thus "educated" knows, and what it does not know. Begin with the most important topic of all--morality, as the guide of conduct. The child knows well enough that some acts meet with approbation and some with disapprobation. But it has never heard that there lies in the nature of things a reason for every moral law, as cogent and as well defined as that which underlies every physical law; that stealing and lying are just as certain to be followed by evil consequences, as putting your hand in the fire, or jumping out of a garret window. Again, though the scholar may have been made acquainted, in dogmatic fashion, with the broad laws of morality, he has had no training in the application of those laws to the difficult problems which result from the complex conditions of modern civilisation. Would it not be very hard to expect any one to solve a problem in conic sections who had merely been taught the axioms and definitions of mathematical science?

A workman has to bear hard labour, and perhaps privation, while he sees others rolling in wealth, and feeding their dogs with what would keep his children from starvation. Would it not be well to have helped that man to calm the natural promptings of discontent by showing him, in his youth, the necessary connection of the moral law which prohibits stealing with the stability of society--by proving to him, once for all, that it is better for his own people, better for himself, better for future generations, that he should starve than steal? If you have no foundation of knowledge, or habit of thought, to work upon, what chance have you of persuading a hungry man that a capitalist is not a thief "with a circ.u.mbendibus?" And if he honestly believes that, of what avail is it to quote the commandment against stealing, when he proposes to make the capitalist disgorge?

Again, the child learns absolutely nothing of the history or the political organisation of his own country. His general impression is, that everything of much importance happened a very long while ago; and that the Queen and the gentlefolks govern the country much after the fashion of King David and the elders and n.o.bles of Israel--his sole models. Will you give a man with this much information a vote? In easy times he sells it for a pot of beer. Why should he not? It is of about as much use to him as a chignon, and he knows as much what to do with it, for any other purpose. In bad times, on the contrary, he applies his simple theory of government, and believes that his rulers are the cause of his sufferings--a belief which sometimes bears remarkable practical fruits.

Least of all, does the child gather from this primary "education" of ours a conception of the laws of the physical world, or of the relations of cause and effect therein. And this is the more to be lamented, as the poor are especially exposed to physical evils, and are more interested in removing them than any other cla.s.s of the community.

If any one is concerned in knowing the ordinary laws of mechanics one would think it is the hand-labourer, whose daily toil lies among levers and pulleys; or among the other implements of artisan work. And if any one is interested in the laws of health, it is the poor workman, whose strength is wasted by ill-prepared food, whose health is sapped by bad ventilation and bad drainage, and half whose children are ma.s.sacred by disorders which might be prevented. Not only does our present primary education carefully abstain from hinting to the workman that some of his greatest evils are traceable to mere physical agencies, which could be removed by energy, patience, and frugality; but it does worse--it renders him, so far as it can, deaf to those who could help him, and tries to subst.i.tute an Oriental submission to what is falsely declared to be the will of G.o.d, for his natural tendency to strive after a better condition.

What wonder, then, if very recently an appeal has been made to statistics for the profoundly foolish purpose of showing that education is of no good--that it diminishes neither misery nor crime among the ma.s.ses of mankind? I reply, why should the thing which has been called education do either the one or the other? If I am a knave or a fool, teaching me to read and write won't make me less of either one or the other--unless somebody shows me how to put my reading and writing to wise and good purposes.

Suppose any one were to argue that medicine is of no use, because it could be proved statistically, that the percentage of deaths was just the same among people who had been taught how to open a medicine chest, and among those who did not so much as know the key by sight. The argument is absurd; but it is not more preposterous than that against which I am contending. The only medicine for suffering, crime, and all the other woes of mankind, is wisdom. Teach a man to read and write, and you have put into his hands the great keys of the wisdom box. But it is quite another matter whether he ever opens the box or not. And he is as likely to poison as to cure himself, if, without guidance, he swallows the first drug that comes to hand. In these times a man may as well be purblind, as unable to read--lame, as unable to write. But I protest that, if I thought the alternative were a necessary one, I would rather that the children of the poor should grow up ignorant of both these mighty arts, than that they should remain ignorant of that knowledge to which these arts are means.

It may be said that all these animadversions may apply to primary schools, but that the higher schools, at any rate, must be allowed to give a liberal education. In fact they professedly sacrifice everything else to this object.

Let us inquire into this matter. What do the higher schools, those to which the great middle cla.s.s of the country sends its children, teach, over and above the instruction given in the primary schools? There is a little more reading and writing of English. But, for all that, every one knows that it is a rare thing to find a boy of the middle or upper cla.s.ses who can read aloud decently, or who can put his thoughts on paper in clear and grammatical (to say nothing of good or elegant) language. The "ciphering" of the lower schools expands into elementary mathematics in the higher; into arithmetic, with a little algebra, a little Euclid. But I doubt if one boy in five hundred has ever heard the explanation of a rule of arithmetic, or knows his Euclid otherwise than by rote.

Of theology, the middle cla.s.s schoolboy gets rather less than poorer children, less absolutely and less relatively, because there are so many other claims upon his attention. I venture to say that, in the great majority of cases, his ideas on this subject when he leaves school are of the most shadowy and vague description, and a.s.sociated with painful impressions of the weary hours spent in learning collects and catechism by heart.

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 pa.s.sed through any one of the great public schools with the greatest distinction and credit, and might never so much as have heard of one 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 cla.s.ses 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 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 Croesus.

"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 organisation 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 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 that which 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-cla.s.s school put in the place of all these things which are left out? It subst.i.tutes what is usually comprised under the compendious t.i.tle of the "cla.s.sics"--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 cla.s.sical learning. I have not the least desire to speak ill of such occupations, nor any sympathy with those 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? Cla.s.sical history is a great section of the palaeontology of man; and I have the same double respect for it as for other kinds of palaeontology--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 cla.s.sics were taught as they might be taught--if boys and girls were instructed in Greek and Latin, not merely as languages, but as ill.u.s.trations of philological science; if a vivid picture of life on the sh.o.r.es 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 the cla.s.sical 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 palaeontology with which I am familiar the back-bone of modern education.

It is wonderful how close a parallel to cla.s.sical training could be made out of that palaeontology 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 cla.s.ses, 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 p.r.o.nouncing 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 cla.s.sical 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 circ.u.mstances. The ordinary schoolboy is precisely in this case. He finds Parna.s.sus 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 cla.s.sical 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 cla.s.sical teaching at its worst, or in other words, of the cla.s.sics of our ordinary middle-cla.s.s schools? [1] 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 pa.s.sage 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 cla.s.sical writer again, until, wonderful to relate, he insists upon submitting his sons to the same process.

These be your G.o.ds, O Israel! For the sake of this net result (and respectability) the British father denies his children all the knowledge they might turn to account in life, not merely for the achievement of vulgar success, but for guidance in the great crises of human existence. This is the stone he offers to those whom he is bound by the strongest and tenderest ties to feed with bread.

If primary and secondary education are in this unsatisfactory state, what is to be said to the universities? This is an awful subject, and one I almost fear to touch with my unhallowed hands; but I can tell you what those say who have authority to speak.

The Rector of Lincoln College, in his lately published valuable "Suggestions for Academical Organisation with especial reference to Oxford," tells us (p. 127):--

"The colleges were, in their origin, endowments, not for the elements of a general liberal education, but for the prolonged study of special and professional faculties by men of riper age. The universities embraced both these objects. The colleges, while they incidentally aided in elementary education, were specially devoted to the highest learning....

"This was the theory of the middle-age university and the design of collegiate foundations in their origin. Time and circ.u.mstances have brought about a total change. The colleges no longer promote the researches of science, or direct professional study. Here and there college walls may shelter an occasional student, but not in larger proportions than may be found in private life. Elementary teaching of youths under twenty is now the only function performed by the university, and almost the only object of college endowments. Colleges were homes for the life-study of the highest and most abstruse parts of knowledge. They have become boarding schools in which the elements of the learned languages are taught to youths."

If Mr. Pattison's high position, and his obvious love and respect for his university, be insufficient to convince the outside world that language so severe is yet no more than just, the authority of the Commissioners who reported on the University of Oxford in 1850 is open to no challenge. Yet they write:--

"It is generally acknowledged that both Oxford and the country at large suffer greatly from the absence of a body of learned men devoting their lives to the cultivation of science, and to the direction of academical education.

"The fact that so few books of profound research emanate from the University of Oxford, materially impairs its character as a seat of learning, and consequently its hold on the respect of the nation."

Cambridge can claim no exemption from the reproaches addressed to Oxford. And thus there seems no escape from the admission that what we fondly call our great seats of learning are simply "boarding schools"

for bigger boys; that learned men are not more numerous in them than out of them; that the advancement of knowledge is not the object of fellows of colleges; that, in the philosophic calm and meditative stillness of their greenswarded courts, philosophy does not thrive, and meditation bears few fruits.

It is my great good fortune to reckon amongst my friends resident members of both universities, who are men of learning and research, zealous cultivators of science, keeping before their minds a n.o.ble ideal of a university, and doing their best to make that ideal a reality; and, to me, they would necessarily typify the universities, did not the authoritative statements I have quoted compel me to believe that they are exceptional, and not representative men. Indeed, upon calm consideration, several circ.u.mstances lead me to think that the Rector of Lincoln College and the Commissioners cannot be far wrong.

I believe there can be no doubt that the foreigner who should wish to become acquainted with the scientific, or the literary, activity of modern England, would simply lose his time and his pains if he visited our universities with that object.

And, as for works of profound research on any subject, and, above all, in that cla.s.sical lore for which the universities profess to sacrifice almost everything else, why, a third-rate, poverty-stricken German university turns out more produce of that kind in one year, than our vast and wealthy foundations elaborate in ten.

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 civilisation 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 recognise 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 cla.s.ses 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 civilised world; and their living example infects him with a n.o.ble 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 _la carriere ouverte aux talents_, and every Bursch marches with a professor's gown in his knapsack. Let him become a great scholar, or 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 ill.u.s.trious to the tender mercies of a hot canva.s.s, and the final wisdom of a mob of country parsons.