Time and Tide by Weare and Tyne Part 5

The first two of these means of obtaining riches are, in some forms and within certain limits, lawful, and advantageous to the State. The third is entirely detrimental to it; for in all cases of profit derived from speculation, at best, what one man gains another loses; and the net results to the State is zero, (pecuniarily,) with the loss of the time and ingenuity spent in the transaction; besides the disadvantage involved in the discouragement of the losing party, and the corrupted moral natures of both. This is the result of speculation at its best. At its worst, not only B loses what A gains (having taken his fair risk of such loss for his fair chance of gain), but C and D, who never had any chance at all, are drawn in by B's fall, and the final result is that A sets up his carriage on the collected sum which was once the means of living to a dozen families.

83. Nor is this all. For while real commerce is founded on real necessities or uses, and limited by these, speculation, of which the object is merely gain, seeks to excite imaginary necessities and popular desires, in order to gather its temporary profit from the supply of them. So that not only the persons who lend their money to it will be finally robbed, but the work done with their money will be, for the most part, useless, and thus the entire body of the public injured as well as the persons concerned in the transaction. Take, for instance, the architectural decorations of railways throughout the kingdom,--representing many millions of money for which no farthing of dividend can ever be forthcoming. The public will not be induced to pay the smallest fraction of higher fare to Rochester or Dover because the ironwork of the bridge which carries them over the Thames is covered with floral c.o.c.kades, and the piers of it edged with ornamental cornices. All that work is simply put there by the builders that they may put the percentage upon it into their own pockets; and, the rest of the money being thrown into that floral form, there is an end of it, as far as the shareholders are concerned. Millions upon millions have thus been spent, within the last twenty years, on ornamental arrangements of zigzag bricks, black and blue tiles, cast-iron foliage, and the like; of which millions, as I said, not a penny can ever return into the shareholders' pockets, nor contribute to public speed or safety on the line. It is all sunk forever in ornamental architecture, and (trust me for this!) _all that architecture is bad_. As such, it had incomparably better not have been built. Its only result will be to corrupt what capacity of taste or right pleasure in such work we have yet left to us! And consider a little, what other kind of result than that might have been attained if all those millions had been spent usefully: say, in buying land for the people, or building good houses for them, or (if it had been imperatively required to be spent decoratively) in laying out gardens and parks for them,--or buying n.o.ble works of art for their permanent possession,--or, best of all, establishing frequent public schools and libraries. Count what those lost millions would have so accomplished for you! But you left the affair to "supply and demand," and the British public had not brains enough to "demand" land, or lodging, or books. It "demanded" cast-iron c.o.c.kades and zigzag cornices, and is "supplied" with them, to its beat.i.tude for evermore.

84. Now, the theft we first spoke of, by falsity of workmanship or material, is, indeed, so far worse than these thefts by dishonest acquisition, that there is no possible excuse for it on the ground of self-deception; while many speculative thefts are committed by persons who really mean to do no harm, but think the system on the whole a fair one, and do the best they can in it for themselves. But in the real fact of the crime, when consciously committed, in the numbers reached by its injury, in the degree of suffering it causes to those whom it ruins, in the baseness of its calculated betrayal of implicit trust, in the yet more perfect vileness of the obtaining such trust by misrepresentation, only that it may be betrayed, and in the impossibility that the crime should be at all committed, except by persons of good position and large knowledge of the world--what manner of theft is so wholly unpardonable, so inhuman, so contrary to every law and instinct which binds or animates society?

And then consider farther, how many of the carriages that glitter in our streets are driven, and how many of the stately houses that gleam among our English fields are inhabited, by this kind of thief!

85. I happened to be reading this morning (29th March) some portions of the Lent services, and I came to a pause over the familiar words, "And with Him they crucified two thieves." Have you ever considered (I speak to you now as a professing Christian), why, in the accomplishment of the "numbering among transgressors," the transgressors chosen should have been especially thieves--not murderers, nor, as far as we know, sinners by any gross violence? Do you observe how the sin of theft is again and again indicated as the chiefly antagonistic one to the law of Christ? "This he said, not that he cared for the poor, but because he was a thief, and had the bag"

(of Judas). And again, though Barabbas was a leader of sedition, and a murderer besides,--(that the popular election might be in all respects perfect)--yet St. John, in curt and conclusive account of him, fastens again on the theft. "Then cried they all again saying, Not this man, but Barabbas. Now Barabbas was a robber." I believe myself the reason to be that theft is indeed, in its subtle forms, the most complete and excuseless of human crimes. Sins of violence usually are committed under sudden or oppressive temptation: they may be the madness of moments; or they may be apparently the only means of extrication from calamity. In other cases, they are the diseased acts or habits of lower and brutified natures.[A] But theft involving deliberative intellect, and absence of pa.s.sion, is the purest type of wilful iniquity, in persons capable of doing right. Which being so, it seems to be fast becoming the practice of modern society to crucify its Christ indeed, as willingly as ever, in the persons of His poor; but by no means now to crucify its thieves beside Him! It elevates its thieves after another fashion; sets them upon a hill, that their light may shine before men and that all may see their good works, and glorify their Father, in--the Opposite of Heaven.

[A] See the a.n.a.lysis of the moral system of Dante, respecting punishment, given in 'Fors Clavigera,' Letter XXIII.

86. I think your trade parliament will have to put an end to this kind of business somehow! But it cannot be done by laws merely, where the interests and circ.u.mstances are so extended and complex. Nay, even as regards lower and more defined crimes, the a.s.signed punishment is not to be thought of as a preventive means; but only as the seal of opinion set by society on the fact. Crime cannot be hindered by punishment; it will always find some shape and outlet, unpunishable or unclosed. Crime can only be truly hindered by letting no man grow up a criminal--by taking away the _will_ to commit sin; not by mere punishment of its commission. Crime, small and great, can only be truly stayed by education--not the education of the intellect only, which is, on some men, wasted, and for others mischievous; but education of the heart, which is alike good and necessary for all. So, on this matter, I will try in my next letter to say one or two things of which the silence has kept my own heart heavy this many a day.

LETTER XVI.

OF PUBLIC EDUCATION IRRESPECTIVE OF CLa.s.s-DISTINCTION. IT CONSISTS ESSENTIALLY IN GIVING HABITS OF MERCY, AND HABITS OF TRUTH.

(GENTLENESS[A] AND JUSTICE.)

_March 30th, 1867._

87. Thank you for sending me the pamphlet containing the account of the meeting of clergy and workmen, and of the reasonings which there took place. I cannot promise you that I shall read much of them, for the question to my mind most requiring discussion and explanation is not, why workmen don't go to church, but--why other people do.

However, this I know, that if among our many spiritual teachers, there are indeed any who heartily and literally believe that the wisdom they have to teach "is more precious than rubies, and all the things thou canst desire are not to be compared unto her," and if, so believing, they will further dare to affront their congregations by the a.s.sertion; and plainly tell them they are not to hunt for rubies or gold any more, at their peril, till they have gained that which cannot be gotten for gold, nor silver weighed for the price thereof,--such believers, so preaching, and refusing to preach otherwise till they are in that attended to, will never want congregations, both of working men, and every other kind of men.

[A] "Mercy," in its full sense, means delight in perceiving n.o.bleness, or in doing kindness. Compare -- 50.

88. Did you ever hear of anything else so ill-named as the phantom called the "Philosopher's Stone"? A talisman that shall turn base metal into precious metal, nature acknowledges not; nor would any but fools seek after it. But a talisman to turn base souls into n.o.ble souls, nature has given us! and that is a "Philosopher's Stone"

indeed, but it is a stone which the builders refuse.

89. If there were two valleys in California or Australia, with two different kinds of gravel in the bottom of them; and in the one stream bed you could dig up, occasionally and by good fortune, nuggets of gold; and in the other stream bed, certainly and without hazard, you could dig up little caskets, containing talismans which gave length of days and peace; and alabaster vases of precious balms, which were better than the Arabian Dervish's ointment, and made not only the eyes to see, but the mind to know, whatever it would--I wonder in which of the stream beds there would be most diggers?

90. "Time is money"--so say your practised merchants and economists.

None of them, however, I fancy, as they draw towards death, find that the reverse is true, and that "money is time"? Perhaps it might be better for them, in the end, if they did not turn so much of their time into money, lest, perchance, they also turn Eternity into it!

There are other things, however, which in the same sense are money, or can be changed into it, as well as time. Health is money, wit is money, knowledge is money; and all your health, and wit, and knowledge may be changed for gold; and the happy goal so reached, of a sick, insane, and blind, auriferous old age; but the gold cannot be changed in its turn back into health and wit.

91. "Time is money;" the words tingle in my ears so that I can't go on writing. Is it nothing better, then? If we could thoroughly understand that time was--_itself_,--would it not be more to the purpose? A thing of which loss or gain was absolute loss, and perfect gain. And that it was expedient also to buy health and knowledge with money, if so purchasable; but not to buy money with _them_?

And purchasable they are at the beginning of life, though not at its close. Purchasable, always, for others, if not for ourselves. You can buy, and cheaply, life, endless life, according to your Christian's creed--(there's a bargain for you!) but--long years of knowledge, and peace, and power, and happiness of love--these a.s.suredly and irrespectively of any creed or question,--for all those desolate and haggard children about your streets.

92. "That is not political economy, however." Pardon me; the all-comfortable saying, "What he layeth out, it shall be paid him again," is quite literally true in matters of education; no money seed can be sown with so sure and large return at harvest-time as that; only of this money-seed, more than of flesh-seed, it is utterly true, "That which thou sowest is not quickened except it _die_." You must forget your money, and every other material interest, and educate for education's sake only! or the very good you try to bestow will become venomous, and that and your money will be lost together.

93. And this has been the real cause of failure in our efforts for education hitherto--whether from above or below. There is no honest desire for the thing itself. The cry for it among the lower orders is because they think that, when once they have got it, they must become upper orders. There is a strange notion in the mob's mind now-a-days (including all our popular economists and educators, as we most justly may, under that brief term "mob"), that _everybody_ can be uppermost; or at least, that a state of general scramble, in which everybody in his turn should come to the top, is a proper Utopian const.i.tution; and that, once give every lad a good education, and he cannot but come to ride in his carriage (the methods of supply of coachmen and footmen not being contemplated). And very sternly I say to you--and say from sure knowledge--that a man had better not know how to read and write, than receive education on such terms.

94. The first condition under which it can be given usefully is, that it should be clearly understood to be no means of getting on in the world, but a means of staying pleasantly in your place there. And the first elements of State education should be calculated equally for the advantage of every order of person composing the State. From the lowest to the highest cla.s.s, every child born in this island should be required by law to receive these general elements of human discipline, and to be baptized--not with a drop of water on its forehead--but in the cloud and sea of heavenly wisdom and of earthly power.

And the elements of this general State education should be briefly these:

95. First--The body must be made as beautiful and perfect in its youth as it can be, wholly irrespective of ulterior purpose. If you mean afterwards to set the creature to business which will degrade its body and shorten its life, first, I should say, simply,--you had better let such business alone;--but if you must have it done, somehow, yet let the living creature, whom you mean to kill, get the full strength of its body first, and taste the joy, and bear the beauty of youth. After that, poison it, if you will. Economically, the arrangement is a wiser one, for it will take longer in the killing than if you began with it younger; and you will get an excess of work out of it which will more than pay for its training.

Therefore, first teach--as I have said in the preface to 'Unto this Last'--"The Laws of Health, and exercises enjoined by them;" and, to this end, your schools must be in fresh country, and amidst fresh air, and have great extents of land attached to them in permanent estate.

Riding, running, all the honest, personal exercises of offense and defense, and music, should be the primal heads of this bodily education.

96. Next to these bodily accomplishments, the two great mental graces should be taught, Reverence and Compa.s.sion: not that these are in a literal sense to be "taught," for they are innate in every well-born human creature, but they have to be developed exactly as the strength of the body must be, by deliberate and constant exercise. I never understood why Goethe (in the plan of education in 'Wilhelm Meister') says that reverence is not innate, but must be taught from without; it seems to me so fixedly a function of the human spirit, that if men can get nothing else to reverence they will worship a fool, or a stone, or a vegetable.[A] But to teach reverence rightly is to attach it to the right persons and things; first, by setting over your youth masters whom they cannot but love and respect; next, by gathering for them, out of past history, whatever has been most worthy in human deeds and human pa.s.sion; and leading them continually to dwell upon such instances, making this the princ.i.p.al element of emotional excitement to them; and, lastly, by letting them justly feel, as far as may be, the smallness of their own powers and knowledge, as compared with the attainments of others.

[A] By steady preaching against it, one may quench reverence, and bring insolence to its height; but the instinct cannot be wholly uprooted.

97. Compa.s.sion, on the other hand, is to be taught chiefly by making it a point of honor, collaterally with courage, and in the same rank (as indeed the complement and evidence of courage), so that, in the code of unwritten school law, it shall be held as shameful to have done a cruel thing as a cowardly one. All infliction of pain on weaker creatures is to be stigmatized as unmanly crime; and every possible opportunity taken to exercise the youths in offices of some practical help, and to acquaint them with the realities of the distress which, in the joyfulness of entering into life, it is so difficult, for those who have not seen home suffering, to conceive.

98. Reverence, then, and compa.s.sion, we are to teach primarily, and with these, as the bond and guardian of them, truth of spirit and word, of thought and sight. Truth, earnest and pa.s.sionate, sought for like a treasure, and kept like a crown.

This teaching of truth as a habit will be the chief work the master has to do; and it will enter into all parts of education. First, you must accustom the children to close accuracy of statement; this both as a principle of honor, and as an accomplishment of language, making them try always who shall speak truest, both as regards the fact he has to relate or express (not concealing or exaggerating), and as regards the precision of the words he expresses it in, thus making truth (which, indeed, it is) the test of perfect language, and giving the intensity of a moral purpose to the study and art of words: then carrying this accuracy into all habits of thought and observation also, so as always to _think_ of things as they truly are, and to see them as they truly are, as far as in us rests. And it does rest much in our power, for all false thoughts and seeings come mainly of our thinking of what we have no business with, and looking for things we want to see, instead of things that ought to be seen.

99. "Do not talk but of what you know; do not think but of what you have materials to think justly upon; and do not look for things only that you like, when there are others to be seen"--this is the lesson to be taught to our youth, and inbred in them; and that mainly by our own example and continence. Never teach a child anything of which you are not yourself sure; and, above all, if you feel anxious to force anything into its mind in tender years, that the virtue of youth and early a.s.sociation may fasten it there, be sure it is no lie which you thus sanctify. There is always more to be taught of absolute, incontrovertible knowledge, open to its capacity, than any child can learn; there is no need to teach it anything doubtful. Better that it should be ignorant of a thousand truths, than have consecrated in its heart a single lie.

100. And for this, as well as for many other reasons, the princ.i.p.al subjects of education, after history, ought to be natural science and mathematics; but with respect to these studies, your schools will require to be divided into three groups: one for children who will probably have to live in cities, one for those who will live in the country, and one for those who will live at sea; the schools for these last, of course, being always placed on the coast. And for children whose life is to be in cities, the subjects of study should be, as far as their disposition will allow of it, mathematics and the arts; for children who are to live in the country, natural history of birds, insects, and plants, together with agriculture taught practically; and for children who are to be seamen, physical geography, astronomy, and the natural history of sea-fish and sea-birds.

101. This, then, being the general course and material of education for all children, observe farther, that in the preface to 'Unto this Last' I said that every child, besides pa.s.sing through this course, was at school to learn "the calling by which it was to live." And it may perhaps appear to you that after, or even in the early stages of education such as this above described, there are many callings which, however much called to them, the children might not willingly determine to learn or live by. "Probably," you may say, "after they have learned to ride, and fence, and sing, and know birds and flowers, it will be little to their liking to make themselves into tailors, carpenters, shoemakers, blacksmiths, and the like." And I cannot but agree with you as to the exceeding probability of some such reluctance on their part, which will be a very awkward state of things indeed, (since we can by no means get on without tailoring and shoemaking,) and one to be meditated upon very seriously in next letter.

102. P.S.--Thank you for sending me your friend's letter about Gustave Dore; he is wrong, however, in thinking there is any good in those ill.u.s.trations of 'Elaine.' I had intended to speak of them afterwards, for it is to my mind quite as significant--almost as awful--a sign of what is going on in the midst of us, that our great English poet should have suffered his work to be thus contaminated, as that the lower Evangelicals, never notable for sense in the arts, should have got their Bibles dishonored. Those 'Elaine' ill.u.s.trations are just as impure as anything else that Dore has done; but they are also vapid, and without any one merit whatever in point of art. The ill.u.s.trations to the 'Contes Drolatiques' are full of power and invention; but those to 'Elaine' are merely and simply stupid; theatrical betises, with the taint of the charnel-house on them besides.

LETTER XVII.

THE RELATIONS OF EDUCATION TO POSITION IN LIFE.

_April 3, 1867._

103. I am not quite sure that you will feel the awkwardness of the dilemma I got into at the end of last letter, as much as I do myself.

You working men have been crowing and peac.o.c.king at such a rate lately; and setting yourselves forth so confidently for the cream of society, and the top of the world, that perhaps you will not antic.i.p.ate any of the difficulties which suggest themselves to a thoroughbred Tory and Conservative, like me. Perhaps you will expect a youth properly educated--a good rider--musician--and well-grounded scholar in natural philosophy, to think it a step of promotion when he has to go and be made a tailor of, or a coalheaver? If you do, I should very willingly admit that you might be right, and go on to the farther development of my notions without pausing at this stumbling-block, were it not that, unluckily, all the wisest men whose sayings I ever heard or read, agree in expressing (one way or another) just such contempt for those useful occupations, as I dread on the part of my foolishly refined scholars. Shakespeare and Chaucer,--Dante and Virgil,--Horace and Pindar,--Homer, aeschylus, and Plato,--all the men of any age or country who seem to have had Heaven's music on their lips, agree in their scorn of mechanic life. And I imagine that the feeling of prudent Englishmen, and sensible as well as sensitive Englishwomen, on reading my last letter, would mostly be--"Is the man mad, or laughing at us, to propose educating the working cla.s.ses this way? He could not, if his wild scheme were possible, find a better method of making them acutely wretched."

104. It may be so, my sensible and polite friends; and I am heartily willing, as well as curious, to hear you develop your own scheme of operative education, so only that it be universal, orderly, and careful. I do not say that I shall be prepared to advocate my athletics and philosophies instead. Only, observe what you admit, or imply, in bringing forward your possibly wiser system. You imply that a certain portion of mankind must be employed in degrading work; and that, to fit them for this work, it is necessary to limit their knowledge, their active powers, and their enjoyments, from childhood upwards, so that they may not be able to conceive of any state better than the one they were born in, nor possess any knowledge or acquirements inconsistent with the coa.r.s.eness, or disturbing the monotony, of their vulgar occupation. And by their labor in this contracted state of mind, we superior beings are to be maintained; and always to be curtseyed to by the properly ignorant little girls, and capped by the properly ignorant little boys, whenever we pa.s.s by.

105. Mind, I do not say that this is _not_ the right state of things.

Only, if it be, you need not be so over-particular about the slave-trade, it seems to me. What is the use of arguing so pertinaciously that a black's skull will hold as much as a white's, when you are declaring in the same breath that a white's skull must not hold as much as it can, or it will be the worse for him? It does not appear to me at all a profound state of slavery to be whipped into doing a piece of low work that I don't like; but it is a very profound state of slavery to be kept, myself, low in the forehead, that I may not dislike low work.

106. You see, my friend, the dilemma is really an awkward one, whichever way you look at it. But, what is still worse, I am not puzzled only, at this part of my scheme, about the boys I shall have to make _workmen_ of; I am just as much puzzled about the boys I shall have to make _nothing_ of! Grant, that by hook or crook, by reason or rattan, I persuade a certain number of the roughest ones into some serviceable business, and get coats and shoes made for the rest,--what is the business of "the rest" to be? Naturally, according to the existing state of things, one supposes they are to belong to some of the gentlemanly professions; to be soldiers, lawyers, doctors, or clergymen. But alas, I shall not want any soldiers of special skill or pugnacity. _All_ my boys will be soldiers. So far from wanting any lawyers, of the kind that live by talking, I shall have the strongest possible objection to their appearance in the country. For doctors, I shall always entertain a profound respect; but when I get my athletic education fairly established, of what help to them will my respect be?

They will all starve! And for clergymen, it is true, I shall have a large number of episcopates--one over every hundred families--(and many positions of civil authority also, for civil officers, above them and below), but all these places will involve much hard work, and be anything but covetable; while, of clergymen's usual work, admonition, theological demonstration, and the like, I shall want very little done indeed, and that little done for nothing! for I will allow no man to admonish anybody, until he has previously earned his own dinner by more productive work than admonition.

Well, I wish, my friend, you would write me a word or two in answer to this, telling me your own ideas as to the proper issue out of these difficulties. I should like to know what you think, and what you suppose others will think, before I tell you my own notions about the matter.