This is one lesson which Utopia has taught me. There is another which had also been anticipated by the thinkers of the Far East. If under exceptionally favourable conditions certain spiritual and mental qualities are able to blossom freely in the space of a few years, which under normal conditions would remain undeveloped during a lifetime of seventy or eighty years, may we not infer that there is a directer path to spiritual maturity than that which is ordinarily followed? May we not infer that there are ways of living, ways into which parents and teachers can lead the young, which, if faithfully followed, will allow the potencies of Man's higher nature to evolve themselves with what we, with our limited experience, must regard as abnormal celerity, and which will therefore shorten appreciably Man's journey to his goal?[39] And if there is a directer path to spiritual maturity than that which is ordinarily followed, is not the name for it Self-realisation?
I will not pursue these speculations further. But, speaking for myself, I will say that the vista which the idea of self-realisation opens up to me goes far beyond the limits of any one earth-life or sequence of earth-lives, and far, immeasurably far, beyond the limits of the sham eternity of the conventional Heaven and Hell.
But even if there is the fullest provision in Nature (whether by a spiral ascent through a long chain of lives, or by some directer path) for the final development in each individual man of the potencies of perfect manhood, for the final realisation of the divine or true self,—what then? What does it all mean? Why are we to follow the path of self-realisation? What is the purpose of the cycle of existence? There is an answer to this obstinate question,—an answer which explains nothing, and yet is final, in that it leaves nothing to be explained. The expansive energies and desires, to yield to which is our wisdom and our happiness, are ever transforming themselves, as we yield to them, into the might and the ardour of Love. And for love there is no final resting-place but the sea of Divine Love from which it came. "Amor ex Deo natus est, nec potest nisi in Deo requiescere."
FOOTNOTES:
[25] There is of course an intermediate class of vicious tendencies, which may be described as apparent rather than actual, and which are caused partly by immaturity, partly by environment. Many of the "naughtinesses" of school children belong to this class.
[26] The physical aspect is, of course, of incalculable importance. My only reason for ignoring it is that I am not competent to deal with it. The æsthetic aspect is also of incalculable importance; but I know so little about music or art, that I must limit my treatment of this aspect to pointing out that until the musical and artistic instincts of the masses are systematically trained in our elementary schools, through the medium of free self-expression on the part of the children, we shall have neither a national music nor a national art.
[27] Workshops, for the use of the engineering classes, are, I believe, attached to the "Modern Side" of some of our Great Public Schools; but I doubt if there is one among the Great Public Schools, or even among the Preparatory Schools which lead up to them, in which "hand-work" is part of the normal curriculum.
[28] I know a youth who recently attended Science lectures for two years at one of the most famous of our Great Public Schools, and at the end of that time had not the faintest idea what branch of Science he had been studying. Science is, I believe, seriously taught in the Great Public Schools to those who wish to take it seriously; but, if taught at all, it is certainly not taught seriously to the rank and file of the boys who belong to the "Classical side" of their respective schools.
[29] See also [footnote 2] to page 270.
[30] When I was an undergraduate at Oxford, there was one at least of my friends who took a genuine delight in the literary masterpieces of Greece and Rome,—the delight, not of a fastidious scholar but of a born lover of good literature. He got a "Third" in Classical "Mods," and was "gulfed" in "Greats." "Serve him right," his "dons" must have said, for I am afraid he cut their lectures. ὡς ἀπόλοιτο καὶ ἄλλος ὅτις τοιαῦτά γε ρέζοι.