Concentration of study
Judging by our present practice, it would seem impossible to include such a mass of important scientific studies, as are here proposed, in three hundred and sixty lectures. But the length to which courses of lectures on any subject extend at present, is owing partly to the special or professional object with which the course is given, and still more to the discursive and unphilosophical spirit of most of the teachers, consequent on the miserable manner in which our scientific system is organized. Such a regeneration of scientific studies as Positivism proposes, will animate them with a social spirit, and thus give them a larger and more comprehensive tendency. Teachers will become more practised in the art of condensing, and their lectures will be far more substantial. They will not indeed be a substitute for voluntary effort, on which all the real value of teaching depends. Their aim will be rather to direct such effort. A striking example, which is not so well remembered as it should be, will help to explain my meaning. At the first opening of the Polytechnic School, courses of lectures were given, very appropriately named Revolutionary Courses, which concentrated the teaching of three years into three months. What was in that case an extraordinary anomaly, due to republican enthusiasm, may become the normal state when a moral power arises not inferior in energy, and yet based upon a consistent intellectual synthesis, of which our great predecessors of the Revolution could have no conception.
Little attention has hitherto been given to the didactic value of Feeling. Since the close of the Middle Ages, the heart has been neglected in proportion as the mind has been cultivated. But it is the characteristic principle of Positivism, a principle as fertile in intellectual as in moral results, that the Intellect, whether we look at its natural or at its normal position, is subordinate to Social Feeling. Throughout this course of popular education, parents and masters will seize every suitable occasion for calling Social Feeling into play; and the most abstruse subjects will often be vivified by its influence. The office of the mind is to strengthen and to cultivate the heart; the heart again should animate and direct the mental powers. This mutual influence of general views and generous feelings will have greater effect upon scientific study, from the esthetic culture previously given, in which such habits of mind will have been formed, as will give grace and beauty to the whole life.
Governmental assistance not required, except for certain special institutions, and this only as a provisional measure
When I speak of this education as specially destined for the people, I am not merely using words to denote its comprehensiveness and philosophic character. It is, in my opinion, the only education, with the exception of certain special branches, for which public organization is needed. It should be looked on as a sacred debt which the republic owes to the working classes. But the claim does not extend to other classes, who can easily pay for any special instruction that they may require. Besides such instruction will be only a partial development of the more general teaching, or an application of it to some particular purpose. Therefore if the general training be sound, most people will be able to prosecute accessory studies by themselves. Apprenticeship to any business involves very little, except the practice of it. Even in the highest arts, no course of systematic instruction is necessary. The false views now prevalent on the subject are due to the unfortunate absence of all general education, since the decay of Catholicism. The special institutions founded in Europe during the last three centuries, and carefully remodelled in France by the Convention, are only valuable as containing certain germs of truth, which will be found indispensable when general education is finally reorganized. But important as they may be from a scientific aspect, their practical utility, which seems to have been the motive for establishing them, is exceedingly doubtful. The arts which they were intended to promote could have done perfectly well without them. I include in these remarks such institutions as the Polytechnic School, the Museum of Natural History, etc. Their value, like that of all good institutions of modern times, is purely provisional. Viewed in this light, it may be worth our while to reorganize them. Positivist principles, discarding all attempts to make them permanent, will be all the better able to adapt them to their important temporary purpose. Indeed there are some new institutions which it might be advisable to form; such, for instance, as a School of Comparative Philology, the object of which would be to range all human languages according to their true affinities. This would compensate the suppression of Greek and Latin professorships, which is certainly an indispensable measure. But the whole of this provisional framework would no doubt disappear before the end of the nineteenth century, when a system of general education will have been thoroughly organized. The present necessity for a provisional system should lead to no misconception of its character and purpose. Working men are the only class who have a real claim upon the State for instruction; and this, if wisely organized, dispenses with the necessity of special institutions. The adoption of these views would at once facilitate and ennoble popular education. Nations, provinces, and towns will vie with one another in inviting the best teachers that the spiritual authorities of Western Europe can supply. And every true philosopher will take pride in such teaching, when it becomes generally understood that the popular character of his lectures implies that they shall be at the same time systematic. Members of the new spiritual power will in most cases regard teaching as their principal occupation, for at least a considerable portion of their public life.
We are not ripe for this system at present; and Government must not attempt to hasten its introduction
What has been said makes it clear that any organization of such education as this at the present time would be impossible. However sincere the intentions of governments to effect this great result might be, any premature attempt to do it would but injure the work, especially if they put in a claim to superintend it. The truth is that a system of education, if it deserve the name, presupposes the acceptance of a definite philosophical and social creed to determine its character and purpose. Children cannot be brought up in convictions contrary to those of their parents; indeed, the influence of the parent is essential to the instructor. Opinions and habits that have been already formed may subsequently be strengthened by an educational system; but the carrying out of any such system is impossible, until the principles of combined action and belief have been well established. Till then the organization that we propose can only be effected in the case of individuals who are ripe for it. Each of these will endeavour to repair the faults and deficiencies of his own education in the best way he can, by the aid of the general doctrine which he accepts. Assuming that the doctrine is destined to triumph, the number of such minds gradually increases, and they superintend the social progress of the next generation. This is the natural process, and no artificial interference can dispense with it. So far, then, from inviting government to organize education, we ought rather to exhort it to abdicate the educational powers which it already holds, and which, I refer more especially to France, are either useless or a source of discord. There are only two exceptions to this remark, namely, primary education, and special instruction in certain higher branches. Of these I have already spoken. But with these exceptions, it is most desirable that government, whether municipal or central, should surrender its unreasonable monopoly, and establish real liberty of teaching; the condition of such liberty being, as I said before, the suppression of all annual grants whatsoever for theological or metaphysical purposes. Until some universal faith has been accepted on its own merits, all attempts made by Government to reform education must necessarily be reactionary; since they will always be based on some one of the retrogressive creeds which it is our object to supersede altogether.
It is with adults, then, that we must deal. We must endeavour to disseminate systematic convictions among them, and thus open the door to a real reform of education for the next generation. The press and the power of free speech offer many ways of bringing about this result. The most important of these would be a more or less connected series of popular lectures on the various positive sciences, including history, which may now be ranked among them. Now for these lectures to produce their full effect, they must even when treating of the most elementary point in mathematics, be thoroughly philosophic and consequently animated by a social spirit. They must be entirely independent of government, so as not to be hampered by any of the authorized views. Lastly, there is a condition in which all the rest are summed up. These lectures should be Occidental, not simply National. What we require is a free association of philosophers throughout Western Europe, formed by the voluntary co-operation of all who can contribute efficiently to this great preliminary work; their services being essentially gratuitous. It is a result which no system but Positivism is capable of effecting. By its agency that coalition between philosophers and the working classes, on which so much depends, will speedily be established.
While the work of propagating Positivist convictions is going on in the free and unrestricted manner here described, the spiritual authority will at the same time be forming itself, and will be prepared to make use of these convictions as the basis for social regeneration. Thus the transitional state will be brought as nearly as possible into harmony with the normal state; and this the more in proportion as the natural affinity between philosophers and workmen is brought out more distinctly. The connexion between Positivist lectures and Positivist clubs will illustrate my meaning. While the lectures prepare the way for the Future, the clubs work in the same direction by judging the Past, and advising for the Present; so that we have at once a beginning of the three essential functions of the new spiritual power.
We have now a clear conception of popular education in its provisional, and in its normal state. Long before the normal state can be realized, the mutual action of philosophers and workmen will have done great service to both. Meeting with such powerful support from the people, the rising spiritual power will win the respect if not the affection of their rulers, even of those among them who are now the most contemptuous of every influence but that of material power. Their excess of pride will often be so far humbled that they will invite its mediation in cases where the people have been roused to just indignation. The force of numbers seems at first so violent as to carry all before it; but in the end it usually proves far inferior to that of wealth. It cannot exist for any length of time without complete convergence of opinion and feeling. Hence, a spiritual power has very great weight in controlling or directing its action. Philosophers will never, indeed, be able to manage the working classes as they please, as some unprincipled agitators have imagined; but when they exercise their authority rightly, whether it be in the cause of Order or that of Progress, they will have great power over their passions and conduct. Such influence can only spring from long cherished feelings of gratitude and trust, due not merely to presumed capacity but to services actually rendered. No one is a fit representative of his own claims; but the philosopher may honourably represent the cause of working men before the governing classes; and the people will in their turn compel their rulers to respect the new spiritual power. By this habitual exchange of services the aspirations of the people will be kept clear of all subversive tendencies, and philosophers will be led to abandon the folly of seeking political power. Neither class will degrade itself by making its own interest the chief consideration: each will find its own reward in keeping to the nobler course of its own social duty.