Let us deal, then, first with the finally less important and more formal portion of the third stage in the educational process; that is to say, with the University Course. One may conceive that so far as positive teaching and learning go, a considerable proportion of the population will never pass beyond the second stage at all. They will fail to keep up in the course of that stage, or they will branch off into the special development of some special aptitude. The failures will gravitate into positions a little better perhaps, but analogous to those taken up by the failures of the Schooling phase. The common clerks and common shop-hands, for example, would come out here. The others, who fall out without completing their College course, but who may not be College failures at all, will be all sorts of artists and specializing persons of that type. A great many girls, for economic and other reasons, will probably never get beyond the College stage. They will pass from the Biological and Historical courses into employment, or marry, or enter domestic life. But what may finally become a much larger proportion of New Republican citizens will either from the beginning, taking the College course in the evening, or after a year or so of full attendance at the College course, start also upon the third-grade work, the preparation for the upper ranks of some technical and commercial employment, for the systematic and liberal instruction that will replace the old rule-of-thumb apprenticeship. One can imagine a great variety of methods of combining the apprenticeship phase of serious occupation with the College course. Many waking up to the demands of life may do better for themselves with a desperately clutched College course of evening classes than others who will have progressed comfortably in day Colleges. There should be opportunity by means of scholarship openings for such cases of a late awakening to struggle back into the higher education. There may be every gradation from such students to those who will go completely and exhaustively through the College and who will then go on at one and twenty or two and twenty to equally complete and exhaustive work in the third grade. One imagines the third grade in its completeness as a most varied choice of thorough studies carried on for three or four years after eighteen or twenty-one, special schools of medicine, law, engineering, psychology, and educational science, economics and political science, economics and commercial science, philosophy and theology, and physical science. Quite apart from the obvious personal limitation, the discussion of the method of dealing specifically with each of these subjects would be too diversified and special a theme to occupy me now. The larger fact to which attention has to be given is this: that all these studies and all the technical study and such like preparation at lower levels of the third stage must be as it were floating in a common body of Thought, which is the unifying principle, the common initiative, the real common life of the truly civilized state, and that this body of Thought is no longer to be contained within the form of a University. It is the larger of the two things. And the last question, therefore, in these speculations is the general organization of that body of Thought, that is to say of contemporary literature, using the word in its widest sense to cover all that is good in journalism, all untechnical speculative, philosophical writing, all that is true and new in the drama, in poetry, fiction or any other distinctly literary form, and all scientific publication that is not purely a matter of recording or technical working out, all scientific publication that is, that deals with general ideas.
There was a time when the higher education was conceived of as entirely a matter of learning. To endow chairs and teachers, and to enable promising scholars to come and hear the latter was the complete organization of the higher education. It is within quite recent years that the conception of endowing research for its own sake, leaving the Research Professor free altogether from direct teaching or with only a few good pupils whose work consisted chiefly in assimilating his ideas and helping with his researches, has become at all widely acceptable. Indirectly, of course, the Research Professor is just as much a teacher as the Teaching Professor, because his results become accessible as he writes them. Our work now is to broaden both the conception of research and of teaching, to recognize that whatever imports fresh and valid ideas, fresh and valid aspects – not simply of chemical and physical matters, but of aesthetic, social, and political matters, partakes of the honour and claims of research – and that whatever conveys ideas and aspects vividly and clearly and invigoratingly, not simply by word of mouth but by book or picture or article, is teaching. The publication of books, the whole business of bringing the contemporary book most efficiently home to the general reader, the business of contemporary criticism, the encouragement and support of contemporary writers, is just as vitally important in the modern state as the organisation of Colleges and Schools, and just as little to be left to the enterprise of isolated individuals working primarily upon commercial lines for gain.
There are two aspects of this question. There is the simpler one of getting an abundance of good books, classical and contemporary, and of good publications distributed everywhere through the English-speaking world, and there is the more subtle and complex problem of getting, stimulating, and sustaining the original writers and the original critics and investigators upon whom the general development of contemporary thought, upon whom indeed the progress of the world finally depends. The latter problem may be reserved for the next paper, and here we will deal simply with the question of access and distribution.
For the present we must assume the quality of the books; all that sort of question must be deferred for our final discussion. We will simply speak of good books, serious books, on the one hand, and of light and merely amusing books on the other, in an intentionally vague way. The former sort of books is our present concern; pleasure as an end, pleasure except as necessary recuperation, is no affair for the state.
Books are either bought or borrowed for reading, and we have to consider what can be done to secure the utmost efficiency in the announcement, lending and selling of books. We have also to consider the best possible means of distributing periodicals. We have particularly to consider how books specifically “good,” or “thorough,” or “serious,” and periodicals that are “sound” and “stimulating” are to be made as widely and invitingly accessible as possible. The machinery we have in hand are the booksellers and the newsvendors, the circulating libraries, the post-office, and the free public libraries that are now being energetically spread throughout the land [by men who, in this aspect, answer very closely to the conception of New Republicans as it is here unfolded], and to bring and keep all this machinery to the very highest level of efficiency is integral to the New Republican scheme of activity.
It may be objected that the organization of bookselling and publishing is the discussion of trivial details in the intellectual life of a people, but indeed that is not so. It is a constant trouble, a perpetual drain upon the time and energy of every man who participates in that life, to get the books that are necessary to the development of his thoughts. The high price of books, burthensome as it is, is the lesser evil, the great trouble is the trouble of access. There are a great number of people now who read nothing at all, or only promiscuous fiction, who would certainly become real readers were books of any other sort attractively available. These things are not trivial. The question of book distribution is as vitally important to the intellectual health of a modern people as are open windows in cases of phthisis. No nation can live under modern conditions unless its whole population is mentally aerated with books.
That allusion to the predominance of fiction brings one round to the question of the Public Library. One is constantly reading attacks on these new and most promising institutions, and always these attacks base themselves on the fact that the number of novels taken out was so many times, so many hundred times greater than the number of “serious books.” Follows nonsense about “scrappy” reading, shallowness of the public mind, and so forth. In Great Britain public pomposities take up the strain and deliver large vague, foolish discourses on our intellectual decline. It occurs to none of these people – nothing, indeed, ever does seem to occur to this sort of people – to inquire if a man or woman can get serious reading from a public library. An inspection of a Public Library Catalogue reveals, no doubt, a certain proportion of “serious” books available, but, as a rule, that “serious side” is a quite higgledy-piggledy heap of fragments. Suppose, for example, an intelligent mechanic has a proclivity for economic questions, he will find no book whatever to guide him to what literature there may be upon those questions. He will plunge into the catalogue, and discover perhaps a few publications of the Cobden Club, Henry George’s Progress and Poverty, J. S. Mill’s Autobiography, Ruskin’s Unto This Last, The Statesman’s Year Book for 1895, and a text-book specially adapted to such and such an examination by the tutors of some Correspondence College. What can you expect from such a supply but a pitiful mental hash? What is the most intelligent of mechanics likely to secure for himself from this bran pie? Serious subjects are not to be read in this wild disorderly way. But fiction can be. A novel is fairly complete in itself, and in sticking to novels, the Public Library readers show, I submit, a better literary sense and a finer intellectual feeling than the muddle-headed, review-inspired, pretentious people who blame them.
But manifestly the Public Libraries ought to be equipped for serious reading. Too many of them are covers without meat, or, at least, with nothing to satisfy a respectable mind hunger. And the obvious direct method to equip them is to organize an Association, to work, if possible, with the Librarians, and get this “serious” side of the Libraries, this vitally important side, into better order. A few men with a little money to spend could do what is wanted for the whole English-speaking world. The first business of such an Association would be to get “Guides” to various fields of human interest written, guides that should be clear, explicit Bibliographies, putting all the various writers into their relationships one to another, advising what books should be first taken by the beginner in the field, indicating their trend, pointing out the less technical ones and those written obscurely. Differential type might stamp the more or less important works. These Guides ought to go to every Public Library, and I think also that all sorts of people would be eager to buy them if they were known to be comprehensive, intelligent, and inclusive. They might even “pay.” Then I would suggest this Association should make up lists of books to present an outline course or a full course corresponding to each Guide. Where books were already published in a cheap edition, the Association would merely negotiate with the publisher for the special supply of a few thousand copies of each. Where books were modern and dear the Association would negotiate with publisher and author, for the printing of a special Public Library Edition. They would then distribute these sets of books either freely or at special rates, three or four sets or more to each Library. In many cases the Association would probably find it preferable to print its editions afresh, with specially written introductions, defining the relationship of each book to the general literature of the subject. [Footnote: In America Mr. George Iles is already organizing the general appraisement of books for the public library reader in a most promising manner. The Bibliography of the Literature of American History, with an appraisal of each book, which has appeared under his direction, is edited by Mr. Larned, and is a most efficient performance; it is to be kept up to date by Mr. P. P. Wells, librarian of the Yale Law School. It includes an appendix by Professor Channing, of Harvard, which is on the lines of the “Guides” I suggest, though scarcely so full as I should like them. This appendix is reprinted separately for five cents, and it is almost all English public librarians and libraries need so far as American history goes. The English Fabian Society, I may note, publishes a sixpenny bibliography of social and economic science, but it is a mere list for local librarians, and of little use to the uninitiated reader.]
Such an Association in the present state of publishing would become – in Great Britain, at any rate – quite inevitably a Publishing Association. A succession of vigorous, well-endowed Voluntary Publishing Associations is a quite vital necessity in the modern state. A succession is needed because each age has its unexpected new needs and new methods, and it would not be a bad idea to endow such associations with a winding-up clause that would plump them, stock, unspent capital, and everything except perhaps a pension fund for the older employés, into the funds of some great Public Library at the end of thirty or forty years. Several such Associations have played, or are still playing a useful part in British affairs, but most of them have lost the elasticity of youth. Lord Brougham’s Society for the Diffusion of Useful Knowledge was one of the earliest, and we have today, for example, the Society for the Promotion of Christian Knowledge, the Catholic Truth Society, the Rationalist Press Association, and the Fabian Society. There is a real need to-day for one – indeed there is room for several – Publishing Associations that would set themselves to put bright modern lights into these too often empty lanterns, the Public Libraries. So lit, Great Britain and America would have in them an instrument of public education unparalleled in the world, infinitely better adapted to the individualistic idiosyncracy of our peoples than any imitation of German colleges can possibly be. Propaganda of all sorts could be diverted to this purpose. Persons of imperialistic tendencies might well consider the advisability of Guides to good geographical and historical reading and sets of travel books, and of geographical and historical works. Americanisers might consider the possibility of sets that would help the common British to a clearer idea of America, and Americans to a realization that the British Islands are something more than three obscure patches of land entirely covered by a haughty peerage and a slightly absurd but historically interesting Crown… Indeed, whatever you want thought or believed, I would say, give books!
But the good New Republican would have a wider scope for his Publishing Association than to subdue it to this specific doctrine or that. It is not the opinion makes the man; it is not the conclusion makes the book. We live not in the truth, but in the promise of the truth. Sound thinking, clearly and honestly set forth, that is the sole and simple food of human greatness, the real substance and the real wealth of nations; the key that will at last unlock the door to all we can dream of or desire.
X. THOUGHT IN THE MODERN STATE
These speculations upon the possibilities and means of raising the average human result have brought us at last to the problem of increasing the amount of original intellectual activity in the state, as a culminating necessity. That average child who threads our speculations has been bred and fed, we now suppose, educated in school and college, put under stimulating political and social conditions and brought within reach and under the influence of the available literature of the time, and he is now emerging into adult responsibility. His individual thought and purpose has to swim in and become part of the general thought and purpose of the community. If that general flow of thought is meagre, his individual life will partake of its limitations. As the general thought rises out of its pools and narrow channels towards a wide flood, so each individual becomes more capable of free movements and spacious co-operations towards the general end. We have bred our citizen and trained him only to waste all his energy at last; he is no better than the water in an isolated dry-season pool in the bed of a tropical river, unless he can mingle in the end with the general sea of thought and action.
Thought is the life, the spontaneous flexibility of a community. A community that thinks freely and fully throughout its population is capable of a thousand things that are impossible in an unthinking mass of people. The latter, collectively considered, is a large rigid thing, a lifeless thing, that will break rather than bend, that will die rather than develop. Its inevitable end is dust and extinction. Look at the thing from the baser level of political conceptions, and still that floating tide of thought is a necessity. With thought and gathered knowledge things that mean tumult, bloodshed, undying hatreds, schisms and final disaster to uncivilized races, are accomplished in peace; constitutional changes, economic reorganizations, boundary modifications and a hundred grave matters. Thought is the solvent that will make a road for men through Alpine difficulties that seem now unconquerable, that will dissolve those gigantic rocks of custom and tradition that loom so forbiddingly athwart all our further plans. For three thousand years and more the Book has been becoming more and more the evident salvation of man. If our present civilization collapse, it will collapse as all previous civilizations have collapsed, not from want of will but from the want of organization for its will, for the want of that knowledge, that conviction, and that general understanding that would have kept pace with the continually more complicated problems that arose about it. [Footnote: Dr. Beattie Crozier, in his most interesting and suggestive History of Intellectual Development, terms the literary apparatus that holds a people together to a common purpose, the “Bible” of that people, and suggests that the “Bible” of a modern people should be the History of Civilization. His work expresses by very different phrases and methods a line of thought closely akin to the thesis of this paper.]
One writes “our present civilization” and of previous civilizations, but indeed no civilizations have yet really come into existence. Tribes have aggregated into nations, nations have aggregated into empires, and then, after a struggle, has come a great confusion of thought, a failure to clarify a common purpose, and disintegration. Each successive birth has developed a more abundant body of thought, a more copious literature than the last, each has profited by the legacy of the previous failure, but none have yet developed enough. Mankind has been struggling to win this step of a permanent civilized state, and has never yet attained any sort of permanency – unless perhaps in China. And that sole imperfect permanency was based primarily upon a literature. A literature is the triumphant instrument of the invincible culture of the Jews. Through the whole volume of history the thoughtful reader cannot but exclaim, again and again, “But if they had only understood one another, all this bloodshed, all this crash, disaster, and waste of generations could have been avoided!” Our time has come, and we of the European races are making our struggle in our turn. Slavery still fights a guerilla war in factory and farm, cruelty and violence peep from every slum, barbaric habits, rude barbaric ways of thinking, grossness and stupidity are still all about us. And yet in many ways we seem to have got nearer to the hope of permanent beginnings than any of those previous essays in civilization. Collectively we know a great deal more, and more of us are in touch with the general body of knowledge than was ever the case at any earlier stage. Assuredly we know enough to hope that we have passed the last of the Dark Ages. But though we hope, we deal with no certainties, and it is upon the broadening and increase of the flow of ideas that our hope depends.
At present this stream of thought and common understanding is not nearly so wide and deep as it might conceivably become, as it must become if indeed this present civilization is to be more than another false start. Our society [Footnote: Anticipations, Chapter III. Developing Social Elements.] has ceased to be homogeneous, and it has become a heterogeneous confusion without any secure common grounds of action, under the stress of its own material achievements. For the lack of a sufficient literature we specialize into inco-ordinated classes. A number of new social types are developing, ignorant of each other, ignorant almost of themselves, full of mutual suspicions and mutual misunderstandings, narrow, limited, and dangerously incapable of intelligent collective action in the face of crises. The medical man sees nothing beyond his profession; he misunderstands the artist, the divine, and the engineer. The engineer hates and despises the politician, the lawyer misses the aims of the medical man, the artist lives angrily in a stuffy little corner of pure technique; none of them read any general literature at all except perhaps a newspaper. Each thinks parochially in his own limits, and, except for his specialty, is an illiterate man. It is absolutely necessary to the progress of our civilization that these isolations should be overcome, that the community should become aware of itself collectively and should think as a whole. And the only thing that can overcome these isolations and put the mass of intelligent men upon a common basis of understanding, is an abundant and almost universally influential contemporary literature.
We have already discussed the possibility of developing the innervation of the state, the distribution of books, the stimulation and direction of reading, and all the peripheral aspects of literature, and we come now to the difficult and intricate problem of whether we can do anything, and what it is we may do, to stimulate the central thought. Can we hope to improve the conditions of literary production, to make our literature more varied, quintessential and abundant, to enforce it with honour and help, to attract to its service every man and woman with gifts of value, and to make the most of these gifts?
Quite a number of people will assert that those things that constitute literature come and go beyond the control and will of man, they will speak of Shakespeare as being a sort of mystical consequence, of Roger Bacon or Newton as men independent of circumstances, inevitably great. And if they are by way of being comic writers – the word “humorist,” as Schopenhauer long since pointed out, is a stolen lion’s skin for these gentry – they will become extremely facetious about the proposed school for Bacons and Shakespeares. But a little reflection will convince the reader that none of the great figures of the past appeared without certain conditions being added to their inherent powers. In the first place, they had to be reasonably sure of a sympathetic and intelligent atmosphere, however limited in extent – there was no Plato in the heroic age, and no Newton during the Heptarchy – and in the second, the medium, language or what not, had to be ready for their use. In the third place they needed personally a certain minimum of training and preparation, and in the fourth they had to feel that for some reason – not necessarily a worldly one – the thing was “worth while.” Given a “developer” of these ingredients, and they appeared. But without this developer they would not have appeared, and it is therefore reasonable to suppose, first, that a great number of men of a quality as rare as were those who constitute the unparalleled roll of English intellectual greatness, lived and died undeveloped before ever the developer was compounded at all, and that even in the last few hundred years the necessary combination has fallen upon so small an area of our racial life as to have missed far more than it has hit. The second of these papers is, indeed, an attempt to present quite convincingly what the comic man will probably regard as his effectual objection, that inherent tendency cannot be produced at will. But that the developer may conceivably be made in much greater quantities and spread much wider than it is at present is an altogether different thing. There are, one submits, enormous reserves of intellectual force unworked and scarcely touched, even to-day.
We have already discussed the means and possibilities of a net of education that should sweep through the whole social body, and of the creation of an atmosphere more alert and active than our present one. We have now to consider how the greatest proportion of those born with exceptional literary powers may be picked out and induced to exercise those powers to the utmost. Let us admit at once that this is a research of extraordinary subtlety and complexity, that there are ten thousand ways of going wrong, and perhaps mischievously wrong. That one may submit, is not a sufficient reason for abandonment and despair. To take an analogous case, it may be a complex and laborious thing to escape out of a bear-pit into which one has fallen, but few people will consider that a reason for inaction. Even if they had small hope of doing anything effectual they might find speculation and experiments in escape, a congenial way of passing the time. It is the sort of project one should only abandon at the final and conclusive proof of its impossibility. Exactly the same principle applies to human destinies and the saving of other lives than our own. As a matter of fact, the enterprise is not at all a hopeless one if it is undertaken honestly, warily, and boldly.
Let us consider the lines upon which men must go to ensure the greatest possible growth of original thought in the state, original thought of which what scientific men call Research is only one phase.
Before we can consider how we may endow him and equip him and help him, we have to consider how we may find the original thinker, and we have, if we can, to define him and to discover whatever we can of his methods and habits, his natural history as it were. We are attempting generalization about a class of remarkably peculiar and difficult persons. They are persons either of great intellectual power or simply of great imaginative power, whose bias and quality it is to apply these exceptional powers not directly and simply to their personal advancement and enrichment, but primarily through philosophical, scientific, or artistic channels, to the increase of knowledge or of wisdom or of both. And here is the peculiar point in this problem, they are men who put, or who wish to put the best of themselves and most of themselves into occupations and interests that do not lead to practical results, that often for the individual in open competition and the market fail more or less completely to “pay.” Their activities, of course, pay tremendously at last for the race, but that is not their personal point of application. They take their lives and their splendid powers, they waste themselves in remote and inaccessible regions and bring back precious things that immediately any sharp commercial-minded man will turn into current coin for himself and the use of the world.
There are certain things follow naturally from this remote concentration, and we must persistently keep them in mind. These men of exceptional mental quality, if they are really to do what they are specially fitted to do, with all their power, will be unable to give their personal affairs, their personal advancement, sustained attention. In a democratic community whose principle is “hustle,” in a leisurely monarchy where only opulence, a powerful top-note, and conspicuous social gifts succeed, they will have either to neglect or taint their special talent in order to survive. It does not follow that because a man’s special qualities and inclinations are towards, let us say, illuminating inquiries into the constitution of matter, or profound and beautiful or simply beautiful renderings of his individual vision of life, that he is indifferent to or independent of honour, of all the freedoms to do and to rest from doing that come with wealth, or of the many lures and pleasures of life. Posthumous Fame is losing its attractiveness in an age which has discovered excellent reasons for doubting whether after all ære perennius was not rather too strong a figure. However powerful the impulse to think, to state and create, there comes a point – often a point a long way from starvation – at which a genius will stop working. Your man of scientific, literary, or artistic genius will not work below his conception of the endurable minimum, the minimum of hope and honour and attention as well as of material things, any more than a coal-heaver will – and we live in a period when the Standard of Life tends to rise. To secure these things which most men make the entire objective of their lives is, or should be, an irrelevancy to the man of exceptional gifts. This means an enormous handicap for him. Unless, therefore, we endow him and make life easy for him so long as he does his proper work, he will have either to pervert his powers more or less completely to these irrelevant ends, or if his powers do not admit of such perversion, he will have no use for them whatever. He will take some subordinate place in the world as a rather less than average man and, it may be, find the leisure to give just an amateurish ineffectual expression of the thing he might have been.