The Story of the Innumerable Company, and Other Sketches

by David Starr Jordan

It should be a function of the schools to build up common sense. Folly should be crowded out of the schools. We have furnished costly lunatic asylums for its accommodation. That our schools are in a degree responsible for current follies, there can be no doubt. We have many teachers who have never seen a truth in their lives. There are many who have never felt the impact of an idea. There are many who have lost their own orientation in their youth, and who have never since been able to point out the sunrise to others. It is no extravagance of language to say that diacritical marks lead to the cocaine habit; nor that the ethics of metaphysics points the way to the Higher Foolishness. There are many links in the chain of decadence, but its finger-posts all point downward.

"Three roots bear up Dominion—Knowledge, Will, the third, Obedience." This statement, which Lowell applies to nations, belongs to the individual man as well. It is written in the structure of his brain—knowledge, volition, action,—and all three elements must be sound, if action is to be safe or effective.

But obedience must be active, not passive. The obedience of the lower animals is automatic, and therefore in its limits measurably perfect. Lack of obedience means the extinction of the race. Only the obedient survive, and hence comes about obedience to "sealed orders," obedience by reflex action, in which the will takes little part.

In the early stages of human development, the instincts of obedience were dominant. Great among these is the instinct of conventionality, by which each man follows the path others have found safe. The Church and the State, organizations of the strong, have assumed the direction of the weak. It has often resulted that the wiser this direction, the greater the weakness it was called on to control. The "sealed orders" of human institutions took the place of the automatism of instinct. Against "sealed orders" the individual man has been in constant protest. The "warfare of science" was part of this long struggle. The Reformation, the revival of learning, the growth of democracy, are all phases of this great conflict.

The function of democracy is not good government. If that were all, it would not deserve the efforts spent on it. Better government than any king or congress or democracy has yet given could be had in simpler and cheaper ways. The automatic scheme of competitive examinations would give us better rulers at half the present cost. Even an ordinary intelligence office, or "statesman's employment bureau," would serve us better than conventions and elections. But a people which could be ruled in that way, content to be governed well by forces outside itself, would not be worth the saving. But this is not the point at issue. Government too good, as well as too bad, may have a baneful influence on men. Its character is a secondary matter. The purpose of self-government is to intensify individual responsibility; to promote abortive attempts at wisdom, through which true wisdom may come at last. Democracy is nature-study on a grand scale. The republic is a huge laboratory of civics, a laboratory in which strange experiments are performed; but by which, as in other laboratories, wisdom may arise from experience, and having arisen, may work itself out into virtue.

"The oldest and best-endowed university in the world," Dr. Parkhurst tells us, "is Life itself. Problems tumble easily apart in the field that refuse to give up their secret in the study, or even in the closet. Reality is what educates us, and reality never comes so close to us, with all its powers of discipline, as when we encounter it in action. In books we find Truth in black and white; but in the rush of events we see Truth at work. It is only when Truth is busy and we are ourselves mixed up in its activities that we learn to know of how much we are capable, or even the power by which these capabilities can be made over into effect."

Mr. Wilbur F. Jackman has well said: "Children always start with imitation, and very few people ever get beyond it. The true moral act, however, is one performed in accordance with a known law that is just as natural as the law which determines which way a stone shall fall. The individual becomes moral in the highest sense when he chooses to obey this law by acting in accordance with it." Conventionality is not morality, and may co-exist with vice as well as with virtue. Obedience has little permanence unless it be intelligent obedience.

It is, of course, true that wrong information may lead sometimes to right action, as falsehood may secure obedience to a natural law which would otherwise have been violated. But in the long run men and nations pay dearly for every illusion they cherish. For every sick man healed at Denver or Lourdes, ten well men may be made sick. Faith cure and patent medicines feed on the same victim. For every Schlatter who is worshiped as a saint, some equally harmless lunatic will be stoned as a witch. This scientific age is beset by the non-science which its altruism has made safe. The development of the common sense of the people has given security to a vast horde of follies, which would be destroyed in the unchecked competition of life. It is the soundness of our age which has made what we call its decadence possible. It is the undercurrent of science which has given security to human life, a security which obtains for fools as well as for sages.

For protection against all these follies which so soon fall into vices, or decay into insanity, we must look to the schools. A sound recognition of cause and effect in human affairs is our best safeguard. The old common sense of the "un-high-schooled man," aided by instruments of precision, and directed by logic, must be carried over into the schools. Clear thinking and clean acting, we believe, are results of the study of nature. When men have made themselves wise, in the wisdom which may be completed in action, they have never failed to make themselves good. When men have become wise with the lore of others, the learning which ends in self, and does not spend itself in action, they have been neither virtuous nor happy. "Much learning is a weariness of the flesh." Thought without action ends in intense fatigue of soul, the disgust with all the "sorry scheme of things entire," which is the mark of the unwholesome and insane philosophy of Pessimism. This philosophy finds its condemnation in the fact that it has never yet been translated into pure and helpful life.

With our children, the study of words and abstractions alone may, in its degree, produce the same results. Nature-studies have long been valued as a "means of grace," because they arouse the enthusiasm, the love of work which belongs to open-eyed youth. The child blasé with moral precepts and irregular conjugations turns with delight to the unrolling of ferns and the song of birds. There is a moral training in clearness and tangibility. An occult impulse to vice is hidden in all vagueness and in all teachings meant to be heard but not to be understood. Nature is never obscure, never occult, never esoteric. She must be questioned in earnest, else she will not reply. But to every serious question she returns a serious answer. "Simple, natural, and true" should make the impression of simplicity and truth. Truth and virtue are but opposite sides of the same shield. As leaves pass over into flowers, and flowers into fruit, so are wisdom, virtue, and happiness inseparably related.