2. THREE DISAPPOINTED METHODS OF REFORM
Plans for social betterment and the cure of public ills have in the past taken three general forms: (I) changes in the rules of the game, (II) spiritual exhortation, and (III) education. Had all these not largely failed, the world would not be in the plight in which it now confessedly is.
I. Many reformers concede that they are suspicious of what they call "ideas". They are confident that our troubles result from defective organization, which should be remedied by more expedient legislation and wise ordinances. Abuses should be abolished or checked by forbidding them, or by some ingenious reordering of procedure. Responsibility should be concentrated or dispersed. The term of office of government officials should be lengthened or shortened; the number of members in governing bodies should be increased or decreased; there should be direct primaries, referendum, recall, government by commission; powers should be shifted here and there with a hope of meeting obvious mischances all too familiar in the past. In industry and education administrative reform is constantly going on, with the hope of reducing friction and increasing efficiency. The House of Commons not long ago came to new terms with the peers. The League of Nations has already had to adjust the functions and influence of the Council and the Assembly, respectively.
No one will question that organization is absolutely essential in human affairs, but reorganization, while it sometimes produces assignable benefit, often fails to meet existing evils, and not uncommonly engenders new and unexpected ones. Our confidence in restriction and regimentation is exaggerated. What we usually need is a change of attitude, and without this our new regulations often leave the old situation unaltered. So long as we allow our government to be run by politicians and business lobbies it makes little difference how many aldermen or assemblymen we have or how long the mayor or governor holds office. In a university the fundamental drift of affairs cannot be greatly modified by creating a new dean, or a university council, or by enhancing or decreasing the nominal authority of the president or faculty. We now turn to the second sanctified method of reform, moral uplift.
II. Those who are impatient with mere administrative reform, or who lack faith in it, declare that what we need is brotherly love. Thousands of pulpits admonish us to remember that we are all children of one Heavenly Father and that we should bear one another's burdens with fraternal patience. Capital is too selfish; Labor is bent on its own narrow interests regardless of the risks Capital takes. We are all dependent on one another, and a recognition of this should beget mutual forbearance and glad co-operation. Let us forget ourselves in others. "Little children, love one another."
The fatherhood of God has been preached by Christians for over eighteen centuries, and the brotherhood of man by the Stoics long before them. The doctrine has proved compatible with slavery and serfdom, with wars blessed, and not infrequently instigated, by religious leaders, and with industrial oppression which it requires a brave clergyman or teacher to denounce to-day. True, we sometimes have moments of sympathy when our fellow-creatures become objects of tender solicitude. Some rare souls may honestly flatter themselves that they love mankind in general, but it would surely be a very rare soul indeed who dared profess that he loved his personal enemies—much less the enemies of his country or institutions. We still worship a tribal god, and the "foe" is not to be reckoned among his children. Suspicion and hate are much more congenial to our natures than love, for very obvious reasons in this world of rivalry and common failure. There is, beyond doubt, a natural kindliness in mankind which will show itself under favorable auspices. But experience would seem to teach that it is little promoted by moral exhortation. This is the only point that need be urged here. Whether there is another way of forwarding the brotherhood of man will be considered in the sequel.
III. One disappointed in the effects of mere reorganization, and distrusting the power of moral exhortation, will urge that what we need above all is education. It is quite true that what we need is education, but something so different from what now passes as such that it needs a new name.
Education has more various aims than we usually recognize, and should of course be judged in relation to the importance of its several intentions, and of its success in gaining them. The arts of reading and writing and figuring all would concede are basal in a world of newspapers and business. Then there is technical information and the training that prepares one to earn a livelihood in some more or less standardized guild or profession. Both these aims are reached fairly well by our present educational system, subject to various economies and improvements in detail. Then there are the studies which it is assumed contribute to general culture and to "training the mind", with the hope of cultivating our tastes, stimulating the imagination, and mayhap improving our reasoning powers.
This branch of education is regarded by the few as very precious and indispensable; by the many as at best an amenity which has little relation to the real purposes and success of life. It is highly traditional and retrospective in the main, concerned with ancient tongues, old and revered books, higher mathematics, somewhat archaic philosophy and history, and the fruitless form of logic which has until recently been prized as man's best guide in the fastnesses of error. To these has been added in recent decades a choice of the various branches of natural science.
The results, however, of our present scheme of liberal education are disappointing. One who, like myself, firmly agrees with its objects and is personally so addicted to old books, so pleased with such knowledge as he has of the ancient and modern languages, so envious of those who can think mathematically, and so interested in natural science—such a person must resent the fact that those who have had a liberal education rarely care for old books, rarely read for pleasure any foreign language, think mathematically, love philosophy or history, or care for the beasts, birds, plants, and rocks with any intelligent insight, or even real curiosity. This arouses the suspicion that our so-called "liberal education" miscarries and does not attain its ostensible aims.
The three educational aims enumerated above have one thing in common. They are all directed toward an enhancement of the chances of personal worldly success, or to the increase of our personal culture and intellectual and literary enjoyment. Their purpose is not primarily to fit us to play a part in social or political betterment. But of late a fourth element has been added to the older ambitions, namely the hope of preparing boys and girls to become intelligent voters. This need has been forced upon us by the coming of political democracy, which makes one person's vote exactly as good as another's.
Now education for citizenship would seem to consist in gaining a knowledge of the actual workings of our social organization, with some illuminating notions of its origin, together with a full realization of its defects and their apparent sources. But here we encounter an obstacle that is unimportant in the older types of education, but which may prove altogether fatal to any good results in our efforts to make better citizens. Subjects of instruction like reading and writing, mathematics, Latin and Greek, chemistry and physics, medicine and the law are fairly well standardized and retrospective. Doubtless there is a good deal of internal change in method and content going on, but this takes place unobtrusively and does not attract the attention of outside critics. Political and social questions, on the other hand, and matters relating to prevailing business methods, race animosities, public elections, and governmental policy are, if they are vital, necessarily "controversial". School boards and superintendents, trustees and presidents of colleges and universities, are sensitive to this fact. They eagerly deprecate in their public manifestos any suspicion that pupils and students are being awakened in any way to the truth that our institutions can possibly be fundamentally defective, or that the present generation of citizens has not conducted our affairs with exemplary success, guided by the immutable principles of justice.
How indeed can a teacher be expected to explain to the sons and daughters of businessmen, politicians, doctors, lawyers, and clergymen—all pledged to the maintenance of the sources of their livelihood—the actual nature of business enterprise as now practiced, the prevailing methods of legislative bodies and courts, and the conduct of foreign affairs? Think of a teacher in the public schools recounting the more illuminating facts about the municipal government under which he lives, with due attention to graft and jobs! So, courses in government, political economy, sociology, and ethics confine themselves to inoffensive generalizations, harmless details of organization, and the commonplaces of routine morality, for only in that way can they escape being controversial. Teachers are rarely able or inclined to explain our social life and its presuppositions with sufficient insight and honesty to produce any very important results. Even if they are tempted to tell the essential facts they dare not do so, for fear of losing their places, amid the applause of all the righteously minded.
However we may feel on this important matter, we must all agree that the aim of education for citizenship as now conceived is a preparation for the same old citizenship which has so far failed to eliminate the shocking hazards and crying injustices of our social and political life. For we sedulously inculcate in the coming generation exactly the same illusions and the same ill-placed confidence in existing institutions and prevailing notions that have brought the world to the pass in which we find it. Since we do all we can to corroborate the beneficence of what we have, we can hardly hope to raise up a more intelligent generation bent on achieving what we have not. We all know this to be true; it has been forcibly impressed on our minds of late. Most of us agree that it is right and best that it should be so; some of us do not like to think about it at all, but a few will be glad to spend a little time weighing certain suggestions in this volume which may indicate a way out of this impasse.[1]
We have now considered briefly the three main hopes that have been hitherto entertained of bettering things (I) by changing the rules of the game, (II) by urging men to be good, and to love their neighbor as themselves, and (III) by education for citizenship. It may be that these hopes are not wholly unfounded, but it must be admitted that so far they have been grievously disappointed. Doubtless they will continue to be cherished on account of their assured respectability.
Mere lack of success does not discredit a method, for there are many things that determine and perpetuate our sanctified ways of doing things besides their success in reaching their proposed ends. Had this not always been so, our life to-day would be far less stupidly conducted than it is. But let us agree to assume for the moment that the approved schemes of reform enumerated above have, to say the least, shown themselves inadequate to meet the crisis in which civilized society now finds itself. Have we any other hope?
Yes, there is Intelligence. That is as yet an untested hope in its application to the regulation of human relations. It is not discredited because it has not been tried on any large scale outside the realm of natural science. There, everyone will confess, it has produced marvelous results. Employed in regard to stars, rocks, plants, and animals, and in the investigation of mechanical and chemical processes, it has completely revolutionized men's notions of the world in which they live, and of its inhabitants, with the notable exception of man himself. These discoveries have been used to change our habits and to supply us with everyday necessities which a hundred years ago were not dreamed of as luxuries accessible even to kings and millionaires.
But most of us know too little of the past to realize the penalty that had to be paid for this application of intelligence. In order that these discoveries should be made and ingeniously applied to the conveniences of life, it was necessary to discard practically all the consecrated notions of the world and its workings which had been held by the best and wisest and purest of mankind down to three hundred years ago—indeed, until much more recently. Intelligence, in a creature of routine like man and in a universe so ill understood as ours, must often break valiantly with the past in order to get ahead. It would be pleasant to assume that all we had to do was to build on well-designed foundations, firmly laid by the wisdom of the ages. But those who have studied the history of natural science would agree that Bacon, Galileo, and Descartes found no such foundation, but had to begin their construction from the ground up.
The several hopes of reform mentioned above all assume that the now generally accepted notions of righteous human conduct are not to be questioned. Our churches and universities defend this assumption. Our editors and lawyers and the more vocal of our business men adhere to it. Even those who pretend to study society and its origin seem often to believe that our present ideals and standards of property, the state, industrial organization, the relations of the sexes, and education are practically final and must necessarily be the basis of any possible betterment in detail. But if this be so Intelligence has already done its perfect work, and we can only lament that the outcome in the way of peace, decency, and fairness, judged even by existing standards, has been so disappointing.
There are, of course, a few here and there who suspect and even repudiate current ideals and standards. But at present their resentment against existing evils takes the form of more or less dogmatic plans of reconstruction, like those of the socialists and communists, or exhausts itself in the vague protest and faultfinding of the average "Intellectual". Neither the socialist nor the common run of Intellectual appears to me to be on the right track. The former is more precise in his doctrines and confident in his prophecies than a scientific examination of mankind and its ways would at all justify; the other, more indefinite than he need be.
If Intelligence is to have the freedom of action necessary to accumulate new and valuable knowledge about man's nature and possibilities which may ultimately be applied to reforming our ways, it must loose itself from the bonds that now confine it. The primeval curse still holds: "Of every tree in the garden thou mayest freely eat; but of the tree of the knowledge of good and evil, thou shalt not eat of it; for in the day that thou eatest thereof thou shalt surely die." Few people confess that they are afraid of knowledge, but the university presidents, ministers, and editors who most often and publicly laud what they are wont to call "the fearless pursuit of truth", feel compelled, in the interest of public morals and order, to discourage any reckless indulgence in the fruit of the forbidden tree, for the inexperienced may select an unripe apple and suffer from the colic in consequence. "Just look at Russia!" Better always, instead of taking the risk on what the church calls "science falsely so called", fall back on ignorance rightly so called. No one denies that Intelligence is the light of the world and the chief glory of man, but, as Bertrand Russell says, we dread its indifference to respectable opinions and what we deem the well-tried wisdom of the ages. "It is," as he truly says, "fear that holds men back; fear that their cherished beliefs should prove harmful, fear lest they themselves should prove less worthy of respect than they have supposed themselves to be. 'Should the workingman think freely about property? What then will become of us, the rich? Should young men and women think freely about sex? What then will become of morality? Should soldiers think freely about war? What then will become of military discipline?'"
This fear is natural and inevitable, but it is none the less dangerous and discreditable. Human arrangements are no longer so foolproof as they may once have been when the world moved far more slowly than it now does. It should therefore be a good deed to remove or lighten any of the various restraints on thought. I believe that there is an easy and relatively painless way in which our respect for the past can be lessened so that we shall no longer feel compelled to take the wisdom of the ages as the basis of our reforms. My own confidence in what President Butler calls "the findings of mankind" is gone, and the process by which it was lost will become obvious as we proceed. I have no reforms to recommend, except the liberation of Intelligence, which is the first and most essential one. I propose to review by way of introduction some of the new ideas which have been emerging during the past few years in regard to our minds and their operations. Then we shall proceed to the main theme of the book, a sketch of the manner in which our human intelligence appears to have come about. If anyone will follow the story with a fair degree of sympathy and patience he may, by merely putting together well-substantiated facts, many of which he doubtless knows in other connections, hope better to understand the perilous quandary in which mankind is now placed and the ways of escape that offer themselves.