One of the most convincing aspects of the mystic illumination is the apparent revelation of the oneness of all things, giving rise to pantheism in religion and to monism in philosophy. An elaborate logic, beginning with Parmenides, and culminating in Hegel and his followers, has been gradually developed, to prove that the universe is one indivisible Whole, and that what seem to be its parts, if considered as substantial andself-existing, are mere illusion. The conception of a Reality quite other than the world of appearance, a reality one, indivisible, and unchanging, was introduced into Western philosophy by Parmenides, not, nominally at least, for mystical or religious reasons, but on the basis of a logical argument as to the impossibility of not-being, and most subsequent metaphysical systems are the outcome of this fundamental idea.
The logic used in defence of mysticism seems to be faulty as logic, and open to technical criticisms, which I have explained elsewhere. I shall not here repeat these criticisms, since they are lengthy and difficult, but shall instead attempt an analysis of the state of mind from which mystical logic has arisen.
Belief in a reality quite different from what appears to the senses arises with irresistible force in certain moods, which are the source of most mysticism, and of most metaphysics. While such a mood is dominant, the need of logic is not felt, and accordingly the more thoroughgoing mystics do not employ logic, but appeal directly to the immediate deliverance of their insight. But such fully developed mysticism is rare in the West. When the intensity of emotional conviction subsides, a man who is in the habit of reasoning will search for logical grounds in favour of the belief which he finds in himself. But since the belief already exists, he will be very hospitable to any ground that suggests itself. The paradoxes apparently proved by his logic are really the paradoxes of mysticism, and are the goal which he feels his logic must reach if it is to be in accordance with insight. The resulting logic has rendered most philosophers incapable of giving any account of the world of science and daily life. If they had been anxious to give such an account, they would probably have discovered the errors of theirlogic; but most of them were less anxious to understand the world of science and daily life than to convict it of unreality in the interests of a super-sensible "real" world.
It is in this way that logic has been pursued by those of the great philosophers who were mystics. But since they usually took for granted the supposed insight of the mystic emotion, their logical doctrines were presented with a certain dryness, and were believed by their disciples to be quite independent of the sudden illumination from which they sprang. Nevertheless their origin clung to them, and they remained—to borrow a useful word from Mr. Santayana—"malicious" in regard to the world of science and common sense. It is only so that we can account for the complacency with which philosophers have accepted the inconsistency of their doctrines with all the common and scientific facts which seem best established and most worthy of belief.
The logic of mysticism shows, as is natural, the defects which are inherent in anything malicious. The impulse to logic, not felt while the mystic mood is dominant, reasserts itself as the mood fades, but with a desire to retain the vanishing insight, or at least to prove that itwasinsight, and that what seems to contradict it is illusion. The logic which thus arises is not quite disinterested or candid, and is inspired by a certain hatred of the daily world to which it is to be applied. Such an attitude naturally does not tend to the best results. Everyone knows that to read an author simply in order to refute him is not the way to understand him; and to read the book of Nature with a conviction that it is all illusion is just as unlikely to lead to understanding. If our logic is to find the common world intelligible, it must not be hostile, but must be inspired by a genuineacceptance such as is not usually to be found among metaphysicians.
The unreality of time is a cardinal doctrine of many metaphysical systems, often nominally based, as already by Parmenides, upon logical arguments, but originally derived, at any rate in the founders of new systems, from the certainty which is born in the moment of mystic insight. As a Persian Sufi poet says:
"Past and future are what veil God from our sight.Burn up both of them with fire! How longWilt thou be partitioned by these segments as a reed?"[5]
"Past and future are what veil God from our sight.Burn up both of them with fire! How longWilt thou be partitioned by these segments as a reed?"[5]
The belief that what is ultimately real must be immutable is a very common one: it gave rise to the metaphysical notion of substance, and finds, even now, a wholly illegitimate satisfaction in such scientific doctrines as the conservation of energy and mass.
It is difficult to disentangle the truth and the error in this view. The arguments for the contention that time is unreal and that the world of sense is illusory must, I think, be regarded as fallacious. Nevertheless there is some sense—easier to feel than to state—in which time is an unimportant and superficial characteristic of reality. Past and future must be acknowledged to be as real as the present, and a certain emancipation from slavery to time is essential to philosophic thought. The importance of time is rather practical than theoretical, rather in relation to our desires than in relation to truth. A truer image of the world, I think, is obtained by picturing things as entering into the stream of time from an eternal world outside, than from a view which regards time as the devouring tyrant of all that is. Both inthought and in feeling, even though time be real, to realise the unimportance of time is the gate of wisdom.
That this is the case may be seen at once by asking ourselves why our feelings towards the past are so different from our feelings towards the future. The reason for this difference is wholly practical: our wishes can affect the future but not the past, the future is to some extent subject to our power, while the past is unalterably fixed. But every future will some day be past: if we see the past truly now, it must, when it was still future, have been just what we now see it to be, and what is now future must be just what we shall see it to be when it has become past. The felt difference of quality between past and future, therefore, is not an intrinsic difference, but only a difference in relation to us: to impartial contemplation, it ceases to exist. And impartiality of contemplation is, in the intellectual sphere, that very same virtue of disinterestedness which, in the sphere of action, appears as justice and unselfishness. Whoever wishes to see the world truly, to rise in thought above the tyranny of practical desires, must learn to overcome the difference of attitude towards past and future, and to survey the whole stream of time in one comprehensive vision.
The kind of way in which, as it seems to me, time ought not to enter into our theoretic philosophical thought, may be illustrated by the philosophy which has become associated with the idea of evolution, and which is exemplified by Nietzsche, pragmatism, and Bergson. This philosophy, on the basis of the development which has led from the lowest forms of life up to man, sees inprogressthe fundamental law of the universe, and thus admits the difference betweenearlierandlaterinto the very citadel of its contemplative outlook. With its past and futurehistory of the world, conjectural as it is, I do not wish to quarrel. But I think that, in the intoxication of a quick success, much that is required for a true understanding of the universe has been forgotten. Something of Hellenism, something, too, of Oriental resignation, must be combined with its hurrying Western self-assertion before it can emerge from the ardour of youth into the mature wisdom of manhood. In spite of its appeals to science, the true scientific philosophy, I think, is something more arduous and more aloof, appealing to less mundane hopes, and requiring a severer discipline for its successful practice.
Darwin'sOrigin of Speciespersuaded the world that the difference between different species of animals and plants is not the fixed immutable difference that it appears to be. The doctrine of natural kinds, which had rendered classification easy and definite, which was enshrined in the Aristotelian tradition, and protected by its supposed necessity for orthodox dogma, was suddenly swept away for ever out of the biological world. The difference between man and the lower animals, which to our human conceit appears enormous, was shown to be a gradual achievement, involving intermediate being who could not with certainty be placed either within or without the human family. The sun and the planets had already been shown by Laplace to be very probably derived from a primitive more or less undifferentiated nebula. Thus the old fixed landmarks became wavering and indistinct, and all sharp outlines were blurred. Things and species lost their boundaries, and none could say where they began or where they ended.
But if human conceit was staggered for a moment by its kinship with the ape, it soon found a way to reassert itself, and that way is the "philosophy" of evolution.A process which led from the am[oe]ba to Man appeared to the philosophers to be obviously a progress—though whether the am[oe]ba would agree with this opinion is not known. Hence the cycle of changes which science had shown to be the probable history of the past was welcomed as revealing a law of development towards good in the universe—an evolution or unfolding of an idea slowly embodying itself in the actual. But such a view, though it might satisfy Spencer and those whom we may call Hegelian evolutionists, could not be accepted as adequate by the more whole-hearted votaries of change. An ideal to which the world continuously approaches is, to these minds, too dead and static to be inspiring. Not only the aspiration, but the ideal too, must change and develop with the course of evolution: there must be no fixed goal, but a continual fashioning of fresh needs by the impulse which is life and which alone gives unity to the process.
Life, in this philosophy, is a continuous stream, in which all divisions are artificial and unreal. Separate things, beginnings and endings, are mere convenient fictions: there is only smooth unbroken transition. The beliefs of to-day may count as true to-day, if they carry us along the stream; but to-morrow they will be false, and must be replaced by new beliefs to meet the new situation. All our thinking consists of convenient fictions, imaginary congealings of the stream: reality flows on in spite of all our fictions, and though it can be lived, it cannot be conceived in thought. Somehow, without explicit statement, the assurance is slipped in that the future, though we cannot foresee it, will be better than the past or the present: the reader is like the child which expects a sweet because it has been told to open its mouth and shut its eyes. Logic, mathematics,physics disappear in this philosophy, because they are too "static"; what is real is no impulse and movement towards a goal which, like the rainbow, recedes as we advance, and makes every place different when it reaches it from what it appeared to be at a distance.
I do not propose to enter upon a technical examination of this philosophy. I wish only to maintain that the motives and interests which inspire it are so exclusively practical, and the problems with which it deals are so special, that it can hardly be regarded as touching any of the questions that, to my mind, constitute genuine philosophy.
The predominant interest of evolutionism is in the question of human destiny, or at least of the destiny of Life. It is more interested in morality and happiness than in knowledge for its own sake. It must be admitted that the same may be said of many other philosophies, and that a desire for the kind of knowledge which philosophy can give is very rare. But if philosophy is to attain truth, it is necessary first and foremost that philosophers should acquire the disinterested intellectual curiosity which characterises the genuine man of science. Knowledge concerning the future—which is the kind of knowledge that must be sought if we are to know about human destiny—is possible within certain narrow limits. It is impossible to say how much the limits may be enlarged with the progress of science. But what is evident is that any proposition about the future belongs by its subject-matter to some particular science, and is to be ascertained, if at all, by the methods of that science. Philosophy is not a short cut to the same kind of results as those of the other sciences: if it is to be a genuine study, it must have a province of its own, and aim at results which the other sciences can neither prove nor disprove.
Evolutionism, in basing itself upon the notion ofprogress, which is change from the worse to the better, allows the notion of time, as it seems to me, to become its tyrant rather than its servant, and thereby loses that impartiality of contemplation which is the source of all that is best in philosophic thought and feeling. Metaphysicians, as we saw, have frequently denied altogether the reality of time. I do not wish to do this; I wish only to preserve the mental outlook which inspired the denial, the attitude which, in thought, regards the past as having the same reality as the present and the same importance as the future. "In so far," says Spinoza,[6]"as the mind conceives a thing according to the dictate of reason, it will be equally affected whether the idea is that of a future, past, or present thing." It is this "conceiving according to the dictate of reason" that I find lacking in the philosophy which is based on evolution.
Mysticism maintains that all evil is illusory, and sometimes maintains the same view as regards good, but more often holds that all Reality is good. Both views are to be found in Heraclitus: "Good and ill are one," he says, but again, "To God all things are fair and good and right, but men hold some things wrong and some right." A similar twofold position is to be found in Spinoza, but he uses the word "perfection" when he means to speak of the good that is not merely human. "By reality and perfection I mean the same thing," he says;[7]but elsewhere we find the definition: "BygoodI shall mean that which we certainly know to be useful to us."[8]Thus perfection belongs to Reality in its own nature, butgoodness is relative to ourselves and our needs, and disappears in an impartial survey. Some such distinction, I think, is necessary in order to understand the ethical outlook of mysticism: there is a lower mundane kind of good and evil, which divides the world of appearance into what seem to be conflicting parts; but there is also a higher, mystical kind of good, which belongs to Reality and is not opposed by any correlative kind of evil.
It is difficult to give a logically tenable account of this position without recognising that good and evil are subjective, that what is good is merely that towards which we have one kind of feeling, and what is evil is merely that towards which we have another kind of feeling. In our active life, where we have to exercise choice, and to prefer this to that of two possible acts, it is necessary to have a distinction of good and evil, or at least of better and worse. But this distinction, like everything pertaining to action, belongs to what mysticism regards as the world of illusion, if only because it is essentially concerned with time. In our contemplative life, where action is not called for, it is possible to be impartial, and to overcome the ethical dualism which action requires. So long as we remainmerelyimpartial, we may be content to say that both the good and the evil of action are illusions. But if, as we must do if we have the mystic vision, we find the whole world worthy of love and worship, if we see
"The earth, and every common sight....Apparell'd in celestial light,"
"The earth, and every common sight....Apparell'd in celestial light,"
we shall say that there is a higher good than that of action, and that this higher good belongs to the whole world as it is in reality. In this way the twofold attitude and the apparent vacillation of mysticism are explained and justified.
The possibility of this universal love and joy in all that exists is of supreme importance for the conduct and happiness of life, and gives inestimable value to the mystic emotion, apart from any creeds which may be built upon it. But if we are not to be led into false beliefs, it is necessary to realise exactlywhatthe mystic emotion reveals. It reveals a possibility of human nature—a possibility of a nobler, happier, freer life than any that can be otherwise achieved. But it does not reveal anything about the non-human, or about the nature of the universe in general. Good and bad, and even the higher good that mysticism finds everywhere, are the reflections of our own emotions on other things, not part of the substance of things as they are in themselves. And therefore an impartial contemplation, freed from all pre-occupation with Self, will not judge things good or bad, although it is very easily combined with that feeling of universal love which leads the mystic to say that the whole world is good.
The philosophy of evolution, through the notion of progress, is bound up with the ethical dualism of the worse and the better, and is thus shut out, not only from the kind of survey which discards good and evil altogether from its view, but also from the mystical belief in the goodness of everything. In this way the distinction of good and evil, like time, becomes a tyrant in this philosophy, and introduces into thought the restless selectiveness of action. Good and evil, like time, are, it would seem, not general or fundamental in the world of thought, but late and highly specialised members of the intellectual hierarchy.
Although, as we saw, mysticism can be interpreted so as to agree with the view that good and evil are not intellectually fundamental, it must be admitted that herewe are no longer in verbal agreement with most of the great philosophers and religious teachers of the past. I believe, however, that the elimination of ethical considerations from philosophy is both scientifically necessary and—though this may seem a paradox—an ethical advance. Both these contentions must be briefly defended.
The hope of satisfaction to our more human desires—the hope of demonstrating that the world has this or that desirable ethical characteristic—is not one which, so far as I can see, a scientific philosophy can do anything whatever to satisfy. The difference between a good world and a bad one is a difference in the particular characteristics of the particular things that exist in these worlds: it is not a sufficiently abstract difference to come within the province of philosophy. Love and hate, for example, are ethical opposites, but to philosophy they are closely analogous attitudes towards objects. The general form and structure of those attitudes towards objects which constitute mental phenomena is a problem for philosophy, but the difference between love and hate is not a difference of form or structure, and therefore belongs rather to the special science of psychology than to philosophy. Thus the ethical interests which have often inspired philosophers must remain in the background: some kind of ethical interest may inspire the whole study, but none must obtrude in the detail or be expected in the special results which are sought.
If this view seems at first sight disappointing, we may remind ourselves that a similar change has been found necessary in all the other sciences. The physicist or chemist is not now required to prove the ethical importance of his ions or atoms; the biologist is not expected to prove the utility of the plants or animalswhich he dissects. In pre-scientific ages this was not the case. Astronomy, for example, was studied because men believed in astrology: it was thought that the movements of the planets had the most direct and important bearing upon the lives of human beings. Presumably, when this belief decayed and the disinterested study of astronomy began, many who had found astrology absorbingly interesting decided that astronomy had too little human interest to be worthy of study. Physics, as it appears in Plato's Timæus for example, is full of ethical notions: it is an essential part of its purpose to show that the earth is worthy of admiration. The modern physicist, on the contrary, though he has no wish to deny that the earth is admirable, is not concerned, as physicist, with its ethical attributes: he is merely concerned to find out facts, not to consider whether they are good or bad. In psychology, the scientific attitude is even more recent and more difficult than in the physical sciences: it is natural to consider that human nature is either good or bad, and to suppose that the difference between good and bad, so all-important in practice, must be important in theory also. It is only during the last century that an ethically neutral psychology has grown up; and here too, ethical neutrality has been essential to scientific success.
In philosophy, hitherto, ethical neutrality has been seldom sought and hardly ever achieved. Men have remembered their wishes, and have judged philosophies in relation to their wishes. Driven from the particular sciences, the belief that the notions of good and evil must afford a key to the understanding of the world has sought a refuge in philosophy. But even from this last refuge, if philosophy is not to remain a set of pleasing dreams, this belief must be driven forth. It is a commonplace thathappiness is not best achieved by those who seek it directly; and it would seem that the same is true of the good. In thought, at any rate, those who forget good and evil and seek only to know the facts are more likely to achieve good than those who view the world through the distorting medium of their own desires.
We are thus brought back to our seeming paradox, that a philosophy which does not seek to impose upon the world its own conceptions of good and evil is not only more likely to achieve truth, but is also the outcome of a higher ethical standpoint than one which, like evolutionism and most traditional systems, is perpetually appraising the universe and seeking to find in it an embodiment of present ideals. In religion, and in every deeply serious view of the world and of human destiny, there is an element of submission, a realisation of the limits of human power, which is somewhat lacking in the modern world, with its quick material successes and its insolent belief in the boundless possibilities of progress. "He that loveth his life shall lose it"; and there is danger lest, through a too confident love of life, life itself should lose much of what gives it its highest worth. The submission which religion inculcates in action is essentially the same in spirit as that which science teaches in thought; and the ethical neutrality by which its victories have been achieved is the outcome of that submission.
The good which it concerns us to remember is the good which it lies in our power to create—the good in our own lives and in our attitude towards the world. Insistence on belief in an external realisation of the good is a form of self-assertion, which, while it cannot secure the external good which it desires, can seriously impair the inward good which lies within our power, and destroy that reverence towards fact which constitutes both what isvaluable in humility and what is fruitful in the scientific temper.
Human beings cannot, of course, wholly transcend human nature; something subjective, if only the interest that determines the direction of our attention, must remain in all our thought. But scientific philosophy comes nearer to objectivity than any other human pursuit, and gives us, therefore, the closest constant and the most intimate relation with the outer world that it is possible to achieve. To the primitive mind, everything is either friendly or hostile; but experience has shown that friendliness and hostility are not the conceptions by which the world is to be understood. Scientific philosophy thus represents, though as yet only in a nascent condition, a higher form of thought than any pre-scientific belief or imagination, and, like every approach to self-transcendence, it brings with it a rich reward in increase of scope and breadth and comprehension. Evolutionism, in spite of its appeals to particular scientific facts, fails to be a truly scientific philosophy because of its slavery to time, its ethical preoccupations, and its predominant interest in our mundane concerns and destiny. A truly scientific philosophy will be more humble, more piecemeal, more arduous, offering less glitter of outward mirage to flatter fallacious hopes, but more indifferent to fate, and more capable of accepting the world without the tyrannous imposition of our human and temporary demands.
[1]All the above quotations are from Burnet'sEarly Greek Philosophy, (2nd ed., 1908), pp. 146-156.
[1]All the above quotations are from Burnet'sEarly Greek Philosophy, (2nd ed., 1908), pp. 146-156.
[2]Republic, 514, translated by Davies and Vaughan.
[2]Republic, 514, translated by Davies and Vaughan.
[3]This section, and also one or two pages in later sections, have been printed in a course of Lowell lecturesOn our knowledge of the external world, published by the Open Court Publishing Company. But I have left them here, as this is the context for which they were originally written.
[3]This section, and also one or two pages in later sections, have been printed in a course of Lowell lecturesOn our knowledge of the external world, published by the Open Court Publishing Company. But I have left them here, as this is the context for which they were originally written.
[4]Introduction to Metaphysics, p. 1.
[4]Introduction to Metaphysics, p. 1.
[5]Whinfield's translation of theMasnavi(Trübner, 1887), p. 34.
[5]Whinfield's translation of theMasnavi(Trübner, 1887), p. 34.
[6]Ethics, Bk. IV, Prop. LXII.
[6]Ethics, Bk. IV, Prop. LXII.
[7]Ib., Pt. IV, Df. I.
[7]Ib., Pt. IV, Df. I.
[8]Ethics. Pt. II. Df. VI.
[8]Ethics. Pt. II. Df. VI.
Science, to the ordinary reader of newspapers, is represented by a varying selection of sensational triumphs, such as wireless telegraphy and aeroplanes, radio-activity and the marvels of modern alchemy. It is not of this aspect of science that I wish to speak. Science, in this aspect, consists of detached up-to-date fragments, interesting only until they are replaced by something newer and more up-to-date, displaying nothing of the systems of patiently constructed knowledge out of which, almost as a casual incident, have come the practically useful results which interest the man in the street. The increased command over the forces of nature which is derived from science is undoubtedly an amply sufficient reason for encouraging scientific research, but this reason has been so often urged and is so easily appreciated that other reasons, to my mind quite as important, are apt to be overlooked. It is with these other reasons, especially with the intrinsic value of a scientific habit of mind in forming our outlook on the world, that I shall be concerned in what follows.
The instance of wireless telegraphy will serve to illustrate the difference between the two points of view. Almost all the serious intellectual labour required for thepossibility of this invention is due to three men—Faraday, Maxwell, and Hertz. In alternating layers of experiment and theory these three men built up the modern theory of electromagnetism, and demonstrated the identity of light with electromagnetic waves. The system which they discovered is one of profound intellectual interest, bringing together and unifying an endless variety of apparently detached phenomena, and displaying a cumulative mental power which cannot but afford delight to every generous spirit. The mechanical details which remained to be adjusted in order to utilise their discoveries for a practical system of telegraphy demanded, no doubt, very considerable ingenuity, but had not that broad sweep and that universality which could give them intrinsic interest as an object of disinterested contemplation.
From the point of view of training the mind, of giving that well-informed, impersonal outlook which constitutes culture in the good sense of this much-misused word, it seems to be generally held indisputable that a literary education is superior to one based on science. Even the warmest advocates of science are apt to rest their claims on the contention that culture ought to be sacrificed to utility. Those men of science who respect culture, when they associate with men learned in the classics, are apt to admit, not merely politely, but sincerely, a certain inferiority on their side, compensated doubtless by the services which science renders to humanity, but none the less real. And so long as this attitude exists among men of science, it tends to verify itself: the intrinsically valuable aspects of science tend to be sacrificed to the merely useful, and little attempt is made to preserve that leisurely, systematic survey by which the finer quality of mind is formed and nourished.
But even if there be, in present fact, any such inferiority as is supposed in the educational value of science, this is, I believe, not the fault of science itself, but the fault of the spirit in which science is taught. If its full possibilities were realised by those who teach it, I believe that its capacity of producing those habits of mind which constitute the highest mental excellence would be at least as great as that of literature, and more particularly of Greek and Latin literature. In saying this I have no wish whatever to disparage a classical education. I have not myself enjoyed its benefits, and my knowledge of Greek and Latin authors is derived almost wholly from translations. But I am firmly persuaded that the Greeks fully deserve all the admiration that is bestowed upon them, and that it is a very great and serious loss to be unacquainted with their writings. It is not by attacking them, but by drawing attention to neglected excellences in science, that I wish to conduct my argument.
One defect, however, does seem inherent in a purely classical education—namely, a too exclusive emphasis on the past. By the study of what is absolutely ended and can never be renewed, a habit of criticism towards the present and the future is engendered. The qualities in which the present excels are qualities to which the study of the past does not direct attention, and to which, therefore, the student of Greek civilisation may easily become blind. In what is new and growing there is apt to be something crude, insolent, even a little vulgar, which is shocking to the man of sensitive taste; quivering from the rough contact, he retires to the trim gardens of a polished past, forgetting that they were reclaimed from the wilderness by men as rough and earth-soiled as those from whom he shrinks in his own day. The habit of being unable to recognise merituntil it is dead is too apt to be the result of a purely bookish life, and a culture based wholly on the past will seldom be able to pierce through everyday surroundings to the essential splendour of contemporary things, or to the hope of still greater splendour in the future.
"My eyes saw not the men of old;And now their age away has rolled.I weep—to think I shall not seeThe heroes of posterity."
"My eyes saw not the men of old;And now their age away has rolled.I weep—to think I shall not seeThe heroes of posterity."
So says the Chinese poet; but such impartiality is rare in the more pugnacious atmosphere of the West, where the champions of past and future fight a never-ending battle, instead of combining to seek out the merits of both.
This consideration, which militates not only against the exclusive study of the classics, but against every form of culture which has become static, traditional, and academic, leads inevitably to the fundamental question: What is the true end of education? But before attempting to answer this question it will be well to define the sense in which we are to use the word "education." For this purpose I shall distinguish the sense in which I mean to use it from two others, both perfectly legitimate, the one broader and the other narrower than the sense in which I mean to use the word.
In the broader sense, education will include not only what we learn through instruction, but all that we learn through personal experience—the formation of character through the education of life. Of this aspect of education, vitally important as it is, I will say nothing, since its consideration would introduce topics quite foreign to the question with which we are concerned.
In the narrower sense, education may be confined to instruction, the imparting of definite information onvarious subjects, because such information, in and for itself, is useful in daily life. Elementary education—reading, writing, and arithmetic—is almost wholly of this kind. But instruction, necessary as it is, does notper seconstitute education in the sense in which I wish to consider it.
Education, in the sense in which I mean it, may be defined asthe formation, by means of instruction, of certain mental habits and a certain outlook on life and the world. It remains to ask ourselves, what mental habits, and what sort of outlook, can be hoped for as the result of instruction? When we have answered this question we can attempt to decide what science has to contribute to the formation of the habits and outlook which we desire.
Our whole life is built about a certain number—not a very small number—of primary instincts and impulses. Only what is in some way connected with these instincts and impulses appears to us desirable or important; there is no faculty, whether "reason" or "virtue" or whatever it may be called, that can take our active life and our hopes and fears outside the region controlled by these first movers of all desire. Each of them is like a queen-bee, aided by a hive of workers gathering honey; but when the queen is gone the workers languish and die, and the cells remain empty of their expected sweetness. So with each primary impulse in civilised man: it is surrounded and protected by a busy swarm of attendant derivative desires, which store up in its service whatever honey the surrounding world affords. But if the queen-impulse dies, the death-dealing influence, though retarded a little by habit, spreads slowly through all the subsidiary impulses, and a whole tract of life becomes inexplicably colourless. What was formerly full of zest, and so obviously worth doing that it raisedno questions, has now grown dreary and purposeless: with a sense of disillusion we inquire the meaning of life, and decide, perhaps, that all is vanity. The search for an outside meaning that cancompelan inner response must always be disappointed: all "meaning" must be at bottom related to our primary desires, and when they are extinct no miracle can restore to the world the value which they reflected upon it.
The purpose of education, therefore, cannot be to create any primary impulse which is lacking in the uneducated; the purpose can only be to enlarge the scope of those that human nature provides, by increasing the number and variety of attendant thoughts, and by showing where the most permanent satisfaction is to be found. Under the impulse of a Calvinistic horror of the "natural man," this obvious truth has been too often misconceived in the training of the young; "nature" has been falsely regarded as excluding all that is best in what is natural, and the endeavour to teach virtue has led to the production of stunted and contorted hypocrites instead of full-grown human beings. From such mistakes in education a better psychology or a kinder heart is beginning to preserve the present generation; we need, therefore, waste no more words on the theory that the purpose of education is to thwart or eradicate nature.
But although nature must supply the initial force of desire, nature is not, in the civilised man, the spasmodic, fragmentary, and yet violent set of impulses that it is in the savage. Each impulse has its constitutional ministry of thought and knowledge and reflection, through which possible conflicts of impulses are foreseen, and temporary impulses are controlled by the unifying impulse which may be called wisdom. In this wayeducation destroys the crudity of instinct, and increases through knowledge the wealth and variety of the individual's contacts with the outside world, making him no longer an isolated fighting unit, but a citizen of the universe, embracing distant countries, remote regions of space, and vast stretches of past and future within the circle of his interests. It is this simultaneous softening in the insistence of desire and enlargement of its scope that is the chief moral end of education.
Closely connected with this moral end is the more purely intellectual aim of education, the endeavour to make us see and imagine the world in an objective manner, as far as possible as it is in itself, and not merely through the distorting medium of personal desire. The complete attainment of such an objective view is no doubt an ideal, indefinitely approachable, but not actually and fully realisable. Education, considered as a process of forming our mental habits and our outlook on the world, is to be judged successful in proportion as its outcome approximates to this ideal; in proportion, that is to say, as it gives us a true view of our place in society, of the relation of the whole human society to its non-human environment, and of the nature of the non-human world as it is in itself apart from our desires and interests. If this standard is admitted, we can return to the consideration of science, inquiring how far science contributes to such an aim, and whether it is in any respect superior to its rivals in educational practice.
Two opposite and at first sight conflicting merits belong to science as against literature and art. The one, which is not inherently necessary, but is certainly trueat the present day, is hopefulness as to the future of human achievement, and in particular as to the useful work that may be accomplished by any intelligent student. This merit and the cheerful outlook which it engenders prevent what might otherwise be the depressing effect of another aspect of science, to my mind also a merit, and perhaps its greatest merit—I mean the irrelevance of human passions and of the whole subjective apparatus where scientific truth is concerned. Each of these reasons for preferring the study of science requires some amplification. Let us begin with the first.
In the study of literature or art our attention is perpetually riveted upon the past: the men of Greece or of the Renaissance did better than any men do now; the triumphs of former ages, so far from facilitating fresh triumphs in our own age, actually increase the difficulty of fresh triumphs by rendering originality harder of attainment; not only is artistic achievement not cumulative, but it seems even to depend upon a certain freshness andnaïvetéof impulse and vision which civilisation tends to destroy. Hence comes, to those who have been nourished on the literary and artistic productions of former ages, a certain peevishness and undue fastidiousness towards the present, from which there seems no escape except into the deliberate vandalism which ignores tradition and in the search after originality achieves only the eccentric. But in such vandalism there is none of the simplicity and spontaneity out of which great art springs: theory is still the canker in its core, and insincerity destroys the advantages of a merely pretended ignorance.
The despair thus arising from an education which suggests no pre-eminent mental activity except that of artistic creation is wholly absent from an educationwhich gives the knowledge of scientific method. The discovery of scientific method, except in pure mathematics, is a thing of yesterday; speaking broadly, we may say that it dates from Galileo. Yet already it has transformed the world, and its success proceeds with ever-accelerating velocity. In science men have discovered an activity of the very highest value in which they are no longer, as in art, dependent for progress upon the appearance of continually greater genius, for in science the successors stand upon the shoulders of their predecessors; where one man of supreme genius has invented a method, a thousand lesser men can apply it. No transcendent ability is required in order to make useful discoveries in science; the edifice of science needs its masons, bricklayers, and common labourers as well as its foremen, master-builders, and architects. In art nothing worth doing can be done without genius; in science even a very moderate capacity can contribute to a supreme achievement.
In science the man of real genius is the man who invents a new method. The notable discoveries are often made by his successors, who can apply the method with fresh vigour, unimpaired by the previous labour of perfecting it; but the mental calibre of the thought required for their work, however brilliant, is not so great as that required by the first inventor of the method. There are in science immense numbers of different methods, appropriate to different classes of problems; but over and above them all, there is something not easily definable, which may be calledthemethod of science. It was formerly customary to identify this with the inductive method, and to associate it with the name of Bacon. But the true inductive method was not discovered by Bacon, and the true method of scienceis something which includes deduction as much as induction, logic and mathematics as much as botany and geology. I shall not attempt the difficult task of stating what the scientific method is, but I will try to indicate the temper of mind out of which the scientific method grows, which is the second of the two merits that were mentioned above as belonging to a scientific education.
The kernel of the scientific outlook is a thing so simple, so obvious, so seemingly trivial, that the mention of it may almost excite derision. The kernel of the scientific outlook is the refusal to regard our own desires, tastes, and interests as affording a key to the understanding of the world. Stated thus baldly, this may seem no more than a trite truism. But to remember it consistently in matters arousing our passionate partisanship is by no means easy, especially where the available evidence is uncertain and inconclusive. A few illustrations will make this clear.
Aristotle, I understand, considered that the stars must move in circles because the circle is the most perfect curve. In the absence of evidence to the contrary, he allowed himself to decide a question of fact by an appeal to æsthetico-moral considerations. In such a case it is at once obvious to us that this appeal was unjustifiable. We know now how to ascertain as a fact the way in which the heavenly bodies move, and we know that they do not move in circles, or even in accurate ellipses, or in any other kind of simply describable curve. This may be painful to a certain hankering after simplicity of pattern in the universe, but we know that in astronomy such feelings are irrelevant. Easy as this knowledge seems now, we owe it to the courage and insight of the first inventors of scientific method, and more especially of Galileo.
We may take as another illustration Malthus's doctrine of population. This illustration is all the better for the fact that his actual doctrine is now known to be largely erroneous. It is not his conclusions that are valuable, but the temper and method of his inquiry. As everyone knows, it was to him that Darwin owed an essential part of his theory of natural selection, and this was only possible because Malthus's outlook was truly scientific. His great merit lies in considering man not as the object of praise or blame, but as a part of nature, a thing with a certain characteristic behaviour from which certain consequences must follow. If the behaviour is not quite what Malthus supposed, if the consequences are not quite what he inferred, that may falsify his conclusions, but does not impair the value of his method. The objections which were made when his doctrine was new—that it was horrible and depressing, that people ought not to act as he said they did, and so on—were all such as implied an unscientific attitude of mind; as against all of them, his calm determination to treat man as a natural phenomenon marks an important advance over the reformers of the eighteenth century and the Revolution.
Under the influence of Darwinism the scientific attitude towards man has now become fairly common, and is to some people quite natural, though to most it is still a difficult and artificial intellectual contortion. There is however, one study which is as yet almost wholly untouched by the scientific spirit—I mean the study of philosophy. Philosophers and the public imagine that the scientific spirit must pervade pages that bristle with allusions to ions, germ-plasms, and the eyes of shell-fish. But as the devil can quote Scripture, so the philosopher can quote science. The scientific spirit is not an affair ofquotation, of externally acquired information, any more than manners are an affair of the etiquette-book. The scientific attitude of mind involves a sweeping away of all other desires in the interests of the desire to know—it involves suppression of hopes and fears, loves and hates, and the whole subjective emotional life, until we become subdued to the material, able to see it frankly, without preconceptions, without bias, without any wish except to see it as it is, and without any belief that what it is must be determined by some relation, positive or negative, to what we should like it to be, or to what we can easily imagine it to be.
Now in philosophy this attitude of mind has not as yet been achieved. A certain self-absorption, not personal, but human, has marked almost all attempts to conceive the universe as a whole. Mind, or some aspect of it—thought or will or sentience—has been regarded as the pattern after which the universe is to be conceived, for no better reason, at bottom, than that such a universe would not seem strange, and would give us the cosy feeling that every place is like home. To conceive the universe as essentially progressive or essentially deteriorating, for example, is to give to our hopes and fears a cosmic importance whichmay, of course, be justified, but which we have as yet no reason to suppose justified. Until we have learnt to think of it in ethically neutral terms, we have not arrived at a scientific attitude in philosophy; and until we have arrived at such an attitude, it is hardly to be hoped that philosophy will achieve any solid results.
I have spoken so far largely of the negative aspect of the scientific spirit, but it is from the positive aspect that its value is derived. The instinct of constructiveness, which is one of the chief incentives to artistic creation, can findin scientific systems a satisfaction more massive than any epic poem. Disinterested curiosity, which is the source of almost all intellectual effort, finds with astonished delight that science can unveil secrets which might well have seemed for ever undiscoverable. The desire for a larger life and wider interests, for an escape from private circumstances, and even from the whole recurring human cycle of birth and death, is fulfilled by the impersonal cosmic outlook of science as by nothing else. To all these must be added, as contributing to the happiness of the man of science, the admiration of splendid achievement, and the consciousness of inestimable utility to the human race. A life devoted to science is therefore a happy life, and its happiness is derived from the very best sources that are open to dwellers on this troubled and passionate planet.