Science and Education: Essays Part 9

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

When a biologist meets with an anomaly, he instinctively turns to the study of development to clear it up. The rationale of contradictory opinions may with equal confidence be sought in history.

It is, happily, no new thing that Englishmen should employ their wealth in building and endowing inst.i.tutions for educational purposes. But, five or six hundred years ago, deeds of foundation expressed or implied conditions as nearly as possible contrary to those which have been thought expedient by Sir Josiah Mason. That is to say, physical science was practically ignored, while a certain literary training was enjoined as a means to the acquirement of knowledge which was essentially theological.

The reason of this singular contradiction between the actions of men alike animated by a strong and disinterested desire to promote the welfare of their fellows, is easily discovered.

At that time, in fact, if any one desired knowledge beyond such as could be obtained by his own observation, or by common conversation, his first necessity was to learn the Latin language, inasmuch as all the higher knowledge of the western world was contained in works written in that language. Hence, Latin grammar, with logic and rhetoric, studied through Latin, were the fundamentals of education.

With respect to the substance of the knowledge imparted through this channel, the Jewish and Christian Scriptures, as interpreted and supplemented by the Romish Church, were held to contain a complete and infallibly true body of information.

Theological dicta were, to the thinkers of those days, that which the axioms and definitions of Euclid are to the geometers of these. The business of the philosophers of the middle ages was to deduce from the data furnished by the theologians, conclusions in accordance with ecclesiastical decrees. They were allowed the high privilege of showing, by logical process, how and why that which the Church said was true, must be true. And if their demonstrations fell short of or exceeded this limit, the Church was maternally ready to check their aberrations; if need were by the help of the secular arm.

Between the two, our ancestors were furnished with a compact and complete criticism of life. They were told how the world began and how it would end; they learned that all material existence was but a base and insignificant blot upon the fair face of the spiritual world, and that nature was, to all intents and purposes, the play-ground of the devil; they learned that the earth is the centre of the visible universe, and that man is the cynosure of things terrestrial; and more especially was it inculcated that the course of nature had no fixed order, but that it could be, and constantly was, altered by the agency of innumerable spiritual beings, good and bad, according as they were moved by the deeds and prayers of men. The sum and substance of the whole doctrine was to produce the conviction that the only thing really worth knowing in this world was how to secure that place in a better which, under certain conditions, the Church promised.

Our ancestors had a living belief in this theory of life, and acted upon it in their dealings with education, as in all other matters.

Culture meant saintliness--after the fashion of the saints of those days; the education that led to it was, of necessity, theological; and the way to theology lay through Latin.

That the study of nature--further than was requisite for the satisfaction of everyday wants--should have any bearing on human life was far from the thoughts of men thus trained. Indeed, as nature had been cursed for man's sake, it was an obvious conclusion that those who meddled with nature were likely to come into pretty close contact with Satan. And, if any born scientific investigator followed his instincts, he might safely reckon upon earning the reputation, and probably upon suffering the fate, of a sorcerer.

Had the western world been left to itself in Chinese isolation, there is no saying how long this state of things might have endured. But, happily, it was not left to itself. Even earlier than the thirteenth century, the development of Moorish civilisation in Spain and the great movement of the Crusades had introduced the leaven which, from that day to this, has never ceased to work. At first, through the intermediation of Arabic translations, afterwards by the study of the originals, the western nations of Europe became acquainted with the writings of the ancient philosophers and poets, and, in time, with the whole of the vast literature of antiquity.

Whatever there was of high intellectual aspiration or dominant capacity in Italy, France, Germany, and England, spent itself for centuries in taking possession of the rich inheritance left by the dead civilisations of Greece and Rome. Marvellously aided by the invention of printing, cla.s.sical learning spread and flourished. Those who possessed it prided themselves on having attained the highest culture then within the reach of mankind.

And justly. For, saving Dante on his solitary pinnacle, there was no figure in modern literature at the time of the Renascence to compare with the men of antiquity; there was no art to compete with their sculpture; there was no physical science but that which Greece had created. Above all, there was no other example of perfect intellectual freedom--of the unhesitating acceptance of reason as the sole guide to truth and the supreme arbiter of conduct.

The new learning necessarily soon exerted a profound influence upon education. The language of the monks and schoolmen seemed little better than gibberish to scholars fresh from Virgil and Cicero, and the study of Latin was placed upon a new foundation. Moreover, Latin itself ceased to afford the sole key to knowledge. The student who sought the highest thought of antiquity, found only a second-hand reflection of it in Roman literature, and turned his face to the full light of the Greeks. And after a battle, not altogether dissimilar to that which is at present being fought over the teaching of physical science, the study of Greek was recognised as an essential element of all higher education.

Thus the Humanists, as they were called, won the day; and the great reform which they effected was of incalculable service to mankind. But the Nemesis of all reformers is finality; and the reformers of education, like those of religion, fell into the profound, however common, error of mistaking the beginning for the end of the work of reformation.

The representatives of the Humanists, in the nineteenth century, take their stand upon cla.s.sical education as the sole avenue to culture, as firmly us if we were still in the age of Renascence. Yet, surely, the present intellectual relations of the modern and the ancient worlds are profoundly different from those which obtained three centuries ago.

Leaving aside the existence of a great and characteristically modern literature, of modern painting, and, especially, of modern music, there is one feature of the present state of the civilised world which separates it more widely from the Renascence, than the Renascence was separated from the middle ages.

This distinctive character of our own times lies in the vast and constantly increasing part which is played by natural knowledge. Not only is our daily life shaped by it, not only does the prosperity of millions of men depend upon it, but our whole theory of life has long been influenced, consciously or unconsciously, by the general conceptions of the universe, which have been forced upon us by physical science.

In fact, the most elementary acquaintance with the results of scientific investigation shows us that they offer a broad and striking contradiction to the opinion so implicitly credited and taught in the middle ages.

The notions of the beginning and the end of the world entertained by our forefathers are no longer credible. It is very certain that the earth is not the chief body in the material universe, and that the world is not subordinated to man's use. It is even more certain that nature is the expression of a definite order with which nothing interferes, and that the chief business of mankind is to learn that order and govern themselves accordingly. Moreover this scientific "criticism of life" presents itself to us with different credentials from any other. It appeals not to authority, nor to what anybody may have thought or said, but to nature. It admits that all our interpretations of natural fact are more or less imperfect and symbolic, and bids the learner seek for truth not among words but among things. It warns us that the a.s.sertion which outstrips evidence is not only a blunder but a crime.

The purely cla.s.sical education advocated by the representatives of the Humanists in our day, gives no inkling of all this. A man may be a better scholar than Erasmus, and know no more of the chief causes of the present intellectual fermentation than Erasmus did. Scholarly and pious persons, worthy of all respect, favour us with allocutions upon the sadness of the antagonism of science to their mediaeval way of thinking, which betray an ignorance of the first principles of scientific investigation, an incapacity for understanding what a man of science means by veracity, and an unconsciousness of the weight of established scientific truths, which is almost comical.

There is no great force in the _tu quoque_ argument, or else the advocates of scientific education might fairly enough retort upon the modern Humanists that they may be learned specialists, but that they possess no such sound foundation for a criticism of life as deserves the name of culture. And, indeed, if we were disposed to be cruel, we might urge that the Humanists have brought this reproach upon themselves, not because they are too full of the spirit of the ancient Greek, but because they lack it.

The period of the Renascence is commonly called that of the "Revival of Letters," as if the influences then brought to bear upon the mind of Western Europe had been wholly exhausted in the field of literature. I think it is very commonly forgotten that the revival of science, effected by the same agency, although less conspicuous, was not less momentous.

In fact, the few and scattered students of nature of that day picked up the clue to her secrets exactly as it fell from the hands of the Greeks a thousand years before. The foundations of mathematics were so well laid by them, that our children learn their geometry from a book written for the schools of Alexandria two thousand years ago. Modern astronomy is the natural continuation and development of the work of Hipparchus and of Ptolemy; modern physics of that of Democritus and of Archimedes; it was long before modern biological science outgrew the knowledge bequeathed to us by Aristotle, by Theophrastus, and by Galen.

We cannot know all the best thoughts and sayings of the Greeks unless we know what they thought about natural phaenomena. We cannot fully apprehend their criticism of life unless we understand the extent to which that criticism was affected by scientific conceptions. We falsely pretend to be the inheritors of their culture, unless we are penetrated, as the best minds among them were, with an unhesitating faith that the free employment of reason, in accordance with scientific method, is the sole method of reaching truth.

Thus I venture to think that the pretensions of our modern Humanists to the possession of the monopoly of culture and to the exclusive inheritance of the spirit of antiquity must be abated, if not abandoned. But I should be very sorry that anything I have said should be taken to imply a desire on my part to depreciate the value of cla.s.sical education, as it might be and as it sometimes is. The native capacities of mankind vary no less than their opportunities; and while culture is one, the road by which one man may best reach it is widely different from that which is most advantageous to another. Again, while scientific education is yet inchoate and tentative, cla.s.sical education is thoroughly well organised upon the practical experience of generations of teachers. So that, given ample time for learning and destination for ordinary life, or for a literary career, I do not think that a young Englishman in search of culture can do better than follow the course usually marked out for him, supplementing its deficiencies by his own efforts.

But for those who mean to make science their serious occupation; or who intend to follow the profession of medicine; or who have to enter early upon the business of life; for all these, in my opinion, cla.s.sical education is a mistake; and it is for this reason that I am glad to see "mere literary education and instruction" shut out from the curriculum of Sir Josiah Mason's College, seeing that its inclusion would probably lead to the introduction of the ordinary smattering of Latin and Greek.

Nevertheless, I am the last person to question the importance of genuine literary education, or to suppose that intellectual culture can be complete without it. An exclusively scientific training will bring about a mental twist as surely as an exclusively literary training. The value of the cargo does not compensate for a ship's being out of trim; and I should be very sorry to think that the Scientific College would turn out none but lop-sided men.

There is no need, however, that such a catastrophe should happen.

Instruction in English, French, and German is provided, and thus the three greatest literatures of the modern world are made accessible to the student.

French and German, and especially the latter language, are absolutely indispensable to those who desire full knowledge in any department of science. But even supposing that the knowledge of these languages acquired is not more than sufficient for purely scientific purposes, every Englishman has, in his native tongue, an almost perfect instrument of literary expression; and, in his own literature, models of every kind of literary excellence. If an Englishman cannot get literary culture out of his Bible, his Shakespeare, his Milton, neither, in my belief, will the profoundest study of Homer and Sophocles, Virgil and Horace, give it to him.

Thus, since the const.i.tution of the College makes sufficient provision for literary as well as for scientific education, and since artistic instruction is also contemplated, it seems to me that a fairly complete culture is offered to all who are willing to take advantage of it.

But I am not sure that at this point the "practical" man, scotched but not slain, may ask what all this talk about culture has to do with an Inst.i.tution, the object of which is defined to be "to promote the prosperity of the manufactures and the industry of the country." He may suggest that what is wanted for this end is not culture, nor even a purely scientific discipline, but simply a knowledge of applied science.

I often wish that this phrase, "applied science," had never been invented. For it suggests that there is a sort of scientific knowledge of direct practical use, which can be studied apart from another sort of scientific knowledge, which is of no practical utility, and which is termed "pure science." But there is no more complete fallacy than this.

What people call applied science is nothing but the application of pure science to particular cla.s.ses of problems. It consists of deductions from those general principles, established by reasoning and observation, which const.i.tute pure science. No one can safely make these deductions until he has a firm grasp of the principles; and he can obtain that grasp only by personal experience of the operations of observation and of reasoning on which they are founded.

Almost all the processes employed in the arts and manufactures fall within the range either of physics or of chemistry. In order to improve them, one must thoroughly understand them; and no one has a chance of really understanding them, unless he has obtained that mastery of principles and that habit of dealing with facts, which is given by long-continued and well-directed purely scientific training in the physical and the chemical laboratory. So that there really is no question as to the necessity of purely scientific discipline, even if the work of the College were limited by the narrowest interpretation of its stated aims.

And, as to the desirableness of a wider culture than that yielded by science alone, it is to be recollected that the improvement of manufacturing processes is only one of the conditions which contribute to the prosperity of industry. Industry is a means and not an end; and mankind work only to get something which they want. What that something is depends partly on their innate, and partly on their acquired, desires.

If the wealth resulting from prosperous industry is to be spent upon the gratification of unworthy desires, if the increasing perfection of manufacturing processes is to be accompanied by an increasing debas.e.m.e.nt of those who carry them on, I do not see the good of industry and prosperity.

Now it is perfectly true that men's views of what is desirable depend upon their characters; and that the innate proclivities to which we give that name are not touched by any amount of instruction. But it does not follow that even mere intellectual education may not, to an indefinite extent, modify the practical manifestation of the characters of men in their actions, by supplying them with motives unknown to the ignorant. A pleasure-loving character will have pleasure of some sort; but, if you give him the choice, he may prefer pleasures which do not degrade him to those which do. And this choice is offered to every man, who possesses in literary or artistic culture a never-failing source of pleasures, which are neither withered by age, nor staled by custom, nor embittered in the recollection by the pangs of self-reproach.

If the Inst.i.tution opened to-day fulfils the intention of its founder, the picked intelligences among all cla.s.ses of the population of this district will pa.s.s through it. No child born in Birmingham, henceforward, if he have the capacity to profit by the opportunities offered to him, first in the primary and other schools, and afterwards in the Scientific College, need fail to obtain, not merely the instruction, but the culture most appropriate to the conditions of his life.

Within these walls, the future employer and the future artisan may sojourn together for a while, and carry, through all their lives, the stamp of the influences then brought to bear upon them. Hence, it is not beside the mark to remind you, that the prosperity of industry depends not merely upon the improvement of manufacturing processes, not merely upon the enn.o.bling of the individual character, but upon a third condition, namely, a clear understanding of the conditions of social life, on the part of both the capitalist and the operative, and their agreement upon common principles of social action. They must learn that social phaenomena are as much the expression of natural laws as any others; that no social arrangements can be permanent unless they harmonise with the requirements of social statics and dynamics; and that, in the nature of things, there is an arbiter whose decisions execute themselves.

But this knowledge is only to be obtained by the application of the methods of investigation adopted in physical researches to the investigation of the phaenomena of society. Hence, I confess, I should like to see one addition made to the excellent scheme of education propounded for the College, in the shape of provision for the teaching of Sociology. For though we are all agreed that party politics are to have no place in the instruction of the College; yet in this country, practically governed as it is now by universal suffrage, every man who does his duty must exercise political functions. And, if the evils which are inseparable from the good of political liberty are to be checked, if the perpetual oscillation of nations between anarchy and despotism is to be replaced by the steady march of self-restraining freedom; it will be because men will gradually bring themselves to deal with political, as they now deal with scientific questions; to be as ashamed of undue haste and partisan prejudice in the one case as in the other; and to believe that the machinery of society is at least as delicate as that of a spinning-jenny, and as little likely to be improved by the meddling of those who have not taken the trouble to master the principles of its action.

In conclusion, I am sure that I make myself the mouthpiece of all present in offering to the venerable founder of the Inst.i.tution, which now commences its beneficent career, our congratulations on the completion of his work; and in expressing the conviction, that the remotest posterity will point to it as a crucial instance of the wisdom which natural piety leads all men to ascribe to their ancestors.

Footnotes:

[1] See the first essay in this volume.

[2] The advocacy of the introduction of physical science into general education by George Combe and others commenced a good deal earlier; but the movement had acquired hardly any practical force before the time to which I refer.

[3] _Essays in Criticism_, p. 37.

VII