# Under Dispute/The Battle-field of Education

READERS of Jane Austen will remember how Mr. Darcy and Miss Bingley defined to their own satisfaction the requirements of an accomplished woman. Such a one, said Miss Bingley, must add to ease of manner and address "a thorough knowledge of music, singing, drawing, dancing, and the modern languages." To which Mr. Darcy subjoined: "All this she must possess, and she must have something more substantial in the improvement of her mind by extensive reading." Whereupon Elizabeth Bennet stoutly affirmed that she had never met a woman in whom "capacity, taste, application and elegance" were so admirably and so formidably united.
Between an accomplished woman in Miss Austen's day and an educated ​man in ours, there are many steps to climb; but the impression conveyed by those who now seek to define the essentials of education is that, like Miss Bingley and Mr. Darcy, they ask too much. Also that they are unduly influenced by the nature of the things they themselves chance to know. Hence the delight of agitators in drawing up lists of ascertainable facts, and severely catechizing the public. They forget, or perhaps they never read, the serene words of Addison (an educated man) concerning the thousand and one matters with which he would not burden his mind "for a Vatican."
With every century that rolls over the world there is an incalculable increase of knowledge. It ranges backward and forward, from the latest deciphering of an Assyrian tablet to the latest settling of a Balkan boundary-line; from a disconcerting fossil dug out of its prehistoric mud to a new ​explosive warranted to destroy a continent. Obviously an educated man, even a very highly educated man, must be content, in the main, with a "modest and wise ignorance." Intelligence, energy, leisure, opportunity—these things are doled out to him in niggardly fashion; and with his beggar's equipment he confronts the vastness of time and space, the years the world has run, the forces which have sped her on her way, and the hoarded thinking of humanity.
Compared with this huge area of "general information," how firm and final were the educational limits of a young Athenian in the time of Plato! The things he did not have to know fill our encyclopædias. Copra and celluloid were as remote from his field of vision as were the Reformation and the battle of Gettysburg. But ivory he had, and the memory of Marathon, and the noble pages of Thucydides. That there ​were Barbarians in the world, he knew as well as we do. Some, like the Ethiops, dwelt so far away that Homer called them "blameless." Some were so perilously near that the arts of war grew with the arts of peace. For books he had a certain delicate scorn, caught from his master, Plato, who never forgave their lack of reticence, their fashion of telling everything to every reader. But the suave and incisive conversation of other Athenians taught him intellectual lucidity, and the supreme beauty of the spoken word. "Late and laboriously," says Josephus, "did the Greeks acquire their knowledge of Greek." That they acquired it to some purpose is evidenced by the fact that the graduate of an American college must have some knowledge of Plato's thinking, if he is to be called educated. Where else shall he see the human intellect, trained to strength and symmetry like the body of an ​athlete, exercising its utmost potency and its utmost charm? Where else shall he find a philosophy which has "in all ages ravished the hearts of men"?
A curious symptom of our own day is that we have on one hand a strong and deep dissatisfaction with the mental equipment of young Americans, and on the other an ever-increasing demand for freedom, for self-development, for doing away with serious and severe study. The ideal school is one in which the pupil is at liberty to get up and leave the class if it becomes irksome, and in which the teacher is expected to comport himself like the kind-hearted captain of the Mantelpiece. The ideal college is one which prepares its students for remunerative positions, which teaches them how to answer the kind of questions that captains of industry may ask. One of the many critics of our educational system has recently com​plained that college professors are not practical. "The undergraduate," he says, "sits during the four most impressionable years of his life under the tuition and influence of highly trained, greatly devoted, and sincere men, who are financial incompetents, who have as little interest in, or understanding of, business as has the boy himself."
It does not seem to occur to this gentleman that if college professors knew anything about finance, they would probably not remain college professors. Learning and wealth have never run in harness since Cadmus taught Thebes the alphabet. It would be a brave man who should say which was the better gift; but one thing is sure: unless we are prepared to grant the full value of scholarship which adds nothing to the wealth of nations, or to the practical utilities of life, we shall have only partial results from education. And such scholarship can never ​be generally approved. It is, and must forever remain, says Augustine Birrell, "in the best and noblest sense of a good and noble word, essentially unpopular."
The educational substitutes, now in vogue, are many, and varied, and, of their kind, good. They can show results, and results that challenge competition. Mr. Samuel Gompers, for example, writes with pardonable complacency of himself: "When I think of the education I got in the London streets, the training acquired by work in the shop, the discipline growing out of attempts to build an organization to accomplish definite results, of the rich cultural opportunities through human contacts, I know that my educational opportunities have been very unusual."
This is, in a measure, true, and it is not the first time that such opportunities have been lauded to the skies. "If a lad does not learn in the streets," ​said Robert Louis Stevenson, "it is because he has no faculty of learning."—"Books! Don't talk to me of books!" said Sarah, Duchess of Marlborough. "My books are cards and men." It will even be remembered that old Weller boasted to Mr. Pickwick of the tuition he had afforded Sam by turning him at a tender age into the London gutters, to learn what lessons they could teach.
Nevertheless, there is an education that owes nothing to streets, or to work-shops, or to games of chance. It was not in the "full, vivid, instructive hours of truancy" that Stevenson acquired his knowledge of the English language, which he wrote with unexampled vigour and grace. It is not "human contact" that can be always trusted to teach men how to pronounce that language correctly. This is an educational nicety disregarded by a practical and busy world. One of the best-informed women I ever knew, who had been honoured ​by several degrees, and who had turned her knowledge to good account, could never pronounce the test word, America. One of the ablest and most influential lawyers I ever knew, a college man with an imposing library, came no nearer to success. The lady said "Armorica," as if she were speaking of ancient Brittany. The gentleman said "Amurrica," probably to make himself intelligible to the large and patriotic audiences which he addressed so frequently and so successfully. The license allowed to youth may be held accountable for such Puck's tricks as these, as well as for grammatical lapses. A superintendent of public schools in Illinois has decided on his own authority that common usage may supplant time-worn rules of speech; and that such a sentence as "It is I," being "outlawed" by common usage, need no longer be forced upon children who prefer to say "It is me."
​Because the direct products of education are so limited, and the by-products of such notable importance, we permit ourselves to speak contemptuously concerning things which must be learned from books, without any deep understanding of things which must be learned from people armed with books, and backed by the authority of tradition. When Goethe said that the education of an Englishman gave him courage to be what nature had made him, he illuminated, after his wont, a somewhat shadowy subject. William James struck the same note, and amplified it, not too exhaustively, in "Talks to Teachers": "An English gentleman is a bundle of specifically qualified reactions, a creature who, for all the emergencies of life, has his line of behaviour distinctly marked out for him in advance."
If this be the result of a system which, to learned Germans, lucid Frenchmen, ​and progressive Americans, has seemed inadequate, they may revise, or at least suspend, their judgment. And Englishmen who have humorously lamented the wasted years of youth ("May I be taught Greek in the next world if I know what I did learn at school!" said the novelist, James Payn), need no longer be under the obligation of expressing more dissatisfaction than they feel.
In the United States the educational by-products are less clear-cut, because the force of tradition is weaker, and because too many boys are taught too long by women. The difficulty of obtaining male teachers has accustomed us to this anomaly, and we have even been heard to murmur sweet phrases concerning the elevating nature of feminine influence. But the fact remains that a boy is destined to grow into a man, and for this contingency no woman can prepare him. Only men, ​and men of purpose and principle, can harden him into the mould of manhood. It is a question of character, which great by-product of education cannot be safely undervalued even in a busy and clever age. "It was always through enfeeblement of character," says Gustave Le Bon, "and not through enfeeblement of intellect, that the great peoples disappeared from history."
And this truth paves the way for an assertion which, however controvertible, is not without strong support. Of all the direct products of education (of education as an end in itself, and not as an approach to something else), a knowledge of history is most essential. So, at least, it seems to me, though I speak with diffidence, being well aware that makers of history, writers of history, and teachers of history, have agreed that it is an elusive, deceptive and disputable study. Yet it is the heart of all things, and every intel​lectual by-path leads to this central theme. Most firmly do I believe with "the little Queen-Anne man" that
and how shall we reach him save through the pages of history? It is the foundation upon which are reared the superstructures of sociology, psychology, philosophy and ethics. It is our clue to the problems of the race. It is the gateway through which we glimpse the noble and terrible things which have stirred the human soul.
A cultivated American poet has said that men of his craft "should know history inside out, and take as much interest in the days of Nebuchadnezzar as in the days of Pierpont Morgan." This is a spacious demand. The vast sweep of time is more than one man can master, and the poet is absolved by the terms of his art from severe study. He may know as much history as Matthew ​Arnold, or as little as Herrick, who lived through great episodes, and did not seem to be aware of them. But Mr. Benét is wise in recognizing the inspiration of history, its emotional and imaginative appeal. New York and Pierpont Morgan have their tale to tell; and so has the dark shadow of the Babylonian conqueror, who was so feared that, while he lived, his subjects dared not laugh; and when he died, and went to his appointed place, the poor inmates of Hell trembled lest he had come to rule over them in place of their master, Satan.
"The study of Plutarch and ancient historians," says George Trevelyan, "rekindled the breath of liberty and of civic virtue in modern Europe." The mental freedom of the Renaissance was the gift of the long-ignored and reinstated classics, of a renewed and generous belief in the vitality of human thought, the richness of human experi​ence. Apart from the intellectual precision which this kind of knowledge confers, it is indirectly as useful as a knowledge of mathematics or of chemistry. How shall one nation deal with another in this heaving and turbulent world unless it knows something of more importance than its neighbour's numerical and financial strength—namely, the type of men it breeds. This is what history teaches, if it is studied carefully and candidly.
How did it happen that the Germans, so well informed on every other point, wrought their own ruin because they failed to understand the mental and moral make-up of Frenchmen, Englishmen and Americans? What kind of histories did they have, and in what spirit did they study them? The Scarborough raid proved them as ignorant as children of England's temper and reactions. The inhibitions imposed upon the port of New York, and the ​semi-occasional ship which they granted us leave to send from it, proved them more ignorant than kittens of America's liveliest idiosyncrasies.
In the United States an impression prevails that the annals of Asia and of Europe are too long and too complicated for our consideration. Every now and then some educator, or some politician who controls educators, makes the "practical" suggestion that no history prior to the American Revolution shall be taught in the public schools. Every now and then some able financier affirms that he would not give a fig for any history, and marshals the figures of his income to prove its uselessness.
Yet our vast heterogeneous population is forever providing problems which call for an historical solution; and our foreign relations would be clarified by a greater accuracy of knowledge. To the ignorance of the average Congressman and of the average Sena​tor must be traced their most conspicuous blunders. Back of every man lies the story of his race. The Negro is more than a voter. He has a history which may be ascertained without undue effort. Haiti, San Domingo, Liberia, all have their tales to tell. The Irishman is more than a voter. He has a long, interesting and instructive history. It pays us to be well informed about these things. "The passionate cry of ignorance for power" rises in our ears like the death-knell of civilization. Down through the ages it has sounded, now covetous and threatening, now irrepressible and triumphant. We know what every one of its conquests has cost the human race; yet we are content to rest our security upon oratorical platitudes and generalities, upon the dim chance of a man being reborn in the sacrament of citizenship.
In addition to the things that it is useful to know, there are things that it ​is pleasant to know, and pleasure is a very important by-product of education. It has been too long the fashion to deny, or at least to decry, this species of enjoyment. "He that increaseth knowledge increaseth sorrow," says Ecclesiastes; and Sir Thomas Browne musically bewails the dark realities with which "the unhappiness of our knowledge too nearly acquainteth us." But it was probably the things he did, rather than the things he knew, which soured the taste of life in the Hebrew's mouth; and as for Sir Thomas Browne, no man ever derived a more lasting satisfaction from scholarship. His erudition, like his religion, was pure profit. His temperament saved him from the loudness of controversy. His life was rich within.
This mental ease is not so much an essential of education as the reward of education. It makes smooth the reader's path; it involves the capacity to ​think, and to take delight in thinking; it is the keynote of subtle and animated talk. It presupposes a somewhat varied list of acquirements; but it has no official catalogue, and no market value. It emphatically does not consist in knowing inventories of things, useful or otherwise; still less in imparting this knowledge to the world. Macaulay, Croker, and Lord Brougham were men who knew things on a somewhat grand scale, and imparted them with impressive accuracy; yet they were the blight rather than the spur of conversation. Even the "more cultivated portion of the ignorant," to borrow a phrase of Stevenson's, is hostile to lectures, unless the lecturer has the guarantee of a platform, and his audience sits before him in serried and somnolent rows.
The decline and fall of the classics has not been unattended by controversy. No other educational system was ever so valiantly and nobly de​fended. For no other have so many masterly arguments been marshalled in vain. There was a pride and a splendour in the long years' study of Greek. It indicated in England that the nation had reached a height which permitted her this costly inutility, this supreme intellectual indulgence. Greek was an adornment to the minds of her men, as jewels were an adornment to the bodies of her women. No practical purpose was involved. Sir Walter Scott put the case with his usual simplicity and directness in a letter to his second son, Charles, who had little aptitude for study: "A knowledge of the classical languages has been fixed upon, not without good reason, as the mark of a well-educated young man; and though people may scramble into distinction without it, it is always with difficulty, just like climbing over a wall instead of giving your ticket at the door."
​In the United States we have never been kindly disposed towards extravagance of this order. During the years of our comparative poverty, when few citizens aspired to more than a competence, there was still money enough for Latin, and now and then for Greek. There was still a race of men with slender incomes and wide acquirements, to whom scholarship was a dearly bought but indestructible delight. Now that we have all the money there is, it is universally understood that Americans cannot afford to spend any of it on the study of "the best that has been known and thought in the world."
Against this practical decision no argument avails. Burke's plea for the severity of the foundation upon which rest the principles of taste carries little weight, because our standard of taste is genial rather than severe. The influence of Latinity upon English literature concerns us even less, because ​prose and verse are emancipated from the splendid shackles they wore with such composure. But the mere reader, who is not an educational economist, asks himself now and then in what fashion Milton and Dryden would have written, if vocational training had supplanted the classics in their day. And to come nearer to our time, and closer to our modern and moderate appreciations, how would the "Elegy Written in a Country Churchyard," and the lines "On the Death of a Favourite Cat" have been composed, had Gray not spent all his life in the serene company of the Latins?
It was easy to define the requirements of an educated man in the year 1738, when Gray, a bad mathematician and an admirable classicist, left Cambridge. It is uncommonly difficult to define them to-day. Dr. Goodnow, speaking a few years ago to the graduating class of Johns Hopkins University, summed ​up collegiate as well as professional education as the acquisition of the capacity to do work of a specific character. "Knowledge can come only as the result of experience. What is learned in any other way seldom has such reality as to make it an actual part of our lives."
A doctor cannot afford to depend too freely on experience, valuable though it may be, because the high prices it asks are paid by his patients. But so far as professional training goes, Dr. Goodnow stood on firm ground. All it undertakes to do is to enable students to work along chosen lines—to turn them into doctors, lawyers, priests, mining engineers, analytical chemists, expert accountants. They may or may not be educated men in the liberal sense of the word. They may or may not understand allusions which are current in the conversation of educated people. Such conversation is far from encyclo​pædic; but it is interwoven with knowledge, and rich in agreeable disclosures. An adroit participant can avoid obvious pitfalls; but it is not in dodging issues and concealing deficits that the pleasures of companionship lie. I once heard a sparkling and animated lady ask Mr. Henry James (who abhorred being questioned) if he did not think American women talked better than English women. "Yes," said the great novelist gently, "they are more ready and much more brilliant. They rise to every suggestion. But"—as if moved by some strain of recollection—"English women so often know what they are talking about."
Vocational training and vocational guidance are a little like intensive farming. They are obvious measures for obvious results; they economize effort; they keep their goal in view. If they "pander to cabbages," they produce as many and as fine cabbages as ​the soil they till can yield. Their exponents are most convincing when they are least imaginative. The Dean of Harvard's Graduate School of Business Administration says bluntly that it is hard for a young man to see any good in a college education, when he finds he has nothing to offer which business men want.
This is an intelligible point of view. It shows, as I have said, that the country does not feel itself rich enough for intellectual luxuries. But when I see it asserted that vocational training is necessary for the safety of Democracy (the lusty nursling which we persist in feeding from the bottle), I feel that I am asked to credit an absurdity. When the reason given for this dependence is the altruism of labour,—"In a democracy the activity of the people is directed towards the good of the whole number,"—I know that common sense has been violated by an assertion which ​no one is expected to take seriously. A life-career course may be established in every college in the land, and students carefully guarded from the inroads of distracting and unremunerative knowledge; but this praiseworthy thrift will not be practised in the interests of the public. The mechanical education, against which Mr. Lowell has protested sharply, is preëminently selfish. Its impelling motive is not "going over," but getting on.
"It takes a much better quality of mind for self-education than for education in the ordinary sense," says Mrs. Gerould; and no one will dispute this truth. Franklin had two years of schooling, and they were over and done with before he was twelve. His "cultural opportunities" were richer than those enjoyed by Mr. Gompers, and he had a consuming passion for knowledge. Vocational training was a simple thing in his day; but he glimpsed its possi​bilities, and fitted it into place. He would have made an admirable "vocational counsellor" in the college he founded, had his counsels not been needed on weightier matters, and in wider spheres. As for industrial education, those vast efficiency courses given by leading manufacturers to their employees, which embrace an astonishing variety of marketable attainments, they would have seemed to him like the realization of a dream—a dream of diffused light and general intelligence.
We stand to-day on an educational no man's land, exposed to double fires, and uncertain which way to turn for safety. The elimination of Greek from the college curriculum blurred the high light, the supreme distinction, of scholarship. The elimination of Latin as an essential study leaves us without any educational standard save a correct knowledge of English, a partial knowledge of modern languages, and some ​acquaintance, never clearly defined, with precise academic studies. The scientist discards many of these studies as not being germane to his subject. The professional student deals with them as charily as possible. The future financier fears to embarrass his mind with things he does not need to know.
Yet back of every field of labour lies the story of the labourer, and back of every chapter in the history of civilization lie the chapters that elucidate it. "Wisdom," says Santayana, "is the funded experience which mankind has gathered by living." Education gives to a student that fraction of knowledge which sometimes leads to understanding and a clean-cut basis of opinions. The process is engrossing, and, to certain minds, agreeable and consolatory. Man contemplates his fellow man with varied emotions, but never with unconcern. "The world," observed Bagehot tersely, "has a vested interest in itself."