# Civics: as Applied Sociology/Part 2/K—The City Proper

Now, "at long last," we are ready to enter the city proper. This is not merely the Town of place and work and folk, even were this at their economic best. It is not enough to add the School, even at its completest; nor the cloister, though with this a yet greater step towards the city proper is made. For though this is not itself the City, its ideals of human relations, its theory of the universe and man, its artistic expression and portrayal of all these, ever sooner or later react upon the general view and conduct of life. Hence the Academe of Plato and the Lyceum of Aristotle, the mediaeval cloister and the modern Research Institute, have been so fertile, so creative in their influence upon the city's life, from which they seemed to be retired. Hence it is ever some new combination of the threefold product of the cloister—ideal, idea, and image—which transforms the world, which opens each new epoch. Each new revelation and vision, each system of thought, each new outburst of poetry and song, has moved the men of its age by no mere mechanical pressure of economic need or external force, by no mere scholastic instruction, but in a far subtler way, and into new and unexpected groupings, as the sand upon Chladon's vibrating plate leaps into a new figure with each thrill of the violinist's bow.
Instead of simply developing our morals from custom, and therefore codifying them into law as in the school they are now boldly criticised, as in part if not in whole, hindrances to a better state of things. As this becomes more and more clearly formulated as an ideal, its ethic transcendence of convention and law not only becomes clear, but the desire for its realisation becomes expressed. This may be with all degrees of clearness of reason and vividness of imagery, yet may remain long or altogether in the plane of literature, as has Plato's Republic or More's Utopia—standard and characteristic types of the cloister library as we may call it, one of inestimable value to the world in the past, and perhaps in our time needed as much as ever to help us to see somewhat beyond the output of the busy presses of town and school. Yet our ideal, our "Civitas Dei," "Civitas Solis," need not remain unrealised: it may be not only seriously planned towards realisation, as was Platonopolis of old, but bravely founded, as has been done in cases without number, from the ancient world to modern communities, by no means wholly unsuccessful. Though in our great industrial towns, our long settled regions, such new departures seem less easy, the principle remains valid—that it is in our ideal of polity and citizenship, and in our power of realising this, that the city proper has its conception and its birth. Again, instead of simply deriving our thought from experience we now project our clarified thought into action and into education; so that from cloister of philosophy, and from its long novitiate of silence, there grows up the brotherhood of culture, the culture city itself. Similarly in art, we no longer imitate nature, nor copy traditional designs. Art proper appears, shaping bronze and marble into images of the gods, and on a burnt and ruined hill-fort renewing the Parthenon. In general terms, instead of simply adjusting, as in the school, our mental picture to the outward facts, we reverse the process; and with a new art conception, be it good or bad, we transform the outward world, like wax under the seal. Thus from the cloister and chapel of the musician, the studio-cell of the artist, the scriptorium of the poet, comes forth the architect, remodelling the city around his supreme material expression and home of its moral and material reorganisation, its renewed temporal and spiritual powers. Of this, the city proper, the Acropolis of Athens, the Temple of Jerusalem, the Capitol and Forum of Rome are classic and central examples, and in the mediaeval city, pre-eminently the cathedral; though beside this we must not forget the town house and its belfry, the guild houses, the colleges, the great place, the fountains, the city cross, and if last, still best if good at all, the streets and courts and homes. Returning once more to the history of educational development, we have here a means of unravelling the apparently perplexing history of universities. For the university past or present has but its foundations in the school, with its local and its general tradition, whatever may be the accordance of these with well-ascertained fact, its true novitiate can only be afforded in the cloister of reflection and research, of interpretation and synthesis; while for its full development it needs the perpetual renewal of that generous social life—that inspiring intercourse "of picked adolescents and picked senescents"—which has marked the vital periods of every university worthy of the name.
In summary then, to the town has been added the school, with its advantages, its increasingly obvious limitations also, which it is for the cloister to remedy—even the advantages of the barrack finding a main element of its claim in this no less than in its professed training as regards citizenship. But here also it is for few to remain, albeit free for each to return at will. Ideals, to survive, must surely live, that is, be realised; hence for full life one needs "to meditate with the free solitary; yet to live secular, and serve mankind."