“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 experience. 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 Senator 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 defended. 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.”