CHAPTER VII
THE LIFE OF THE SPIRIT AND EDUCATION
In the past six chapters we have been considering in the main our own position, and how, here in the present, we as adults may actualize and help on the spiritual life in ourselves. But our best hope of giving Spirit its rightful, full expression within the time-world lies in the future. It is towards that, that those who really care must work. Anything which we can do towards persuading into better shape our own deformed characters, compelling our recalcitrant energy into fresh channels, is little in comparison with what might be achieved in the plastic growing psychic life of children did we appreciate our full opportunity and the importance of using it. This is why I propose now to consider one or two points in the relation of education to the spiritual life.
Since it is always well, in a discussion of this kind, to be quite clear about the content of the words with which we deal, I will say at once, that by Education I mean that deliberate adjustment of the whole environment of a growing creature, which surrounds it with the most favourable influences and educes all its powers; giving it the most helpful conditions for its full growth and development. Education should be the complete preparation of the young thing for fullness of life; involving the evolution and the balanced training of all its faculties, bodily, mental and spiritual. It should train and refine senses, instincts, intellect, will and feeling; giving a world-view based on real facts and real values and encouraging active correspondence therewith. Thus the educationist, if he be convinced, as I think most of us must be, that all isn't quite right with the world of mankind, has the priceless opportunity of beginning the remaking of humanity from the right end. In the child he has a little, supple thing, which can be made into a vital, spiritual thing; and nothing again will count so much for it as what happens in these its earliest years. To start life straight is the secret of inward happiness: and to a great extent, the secret of health and power.
That conception of man upon which we have been working, and which regards his psychic life on all its levels as the manifold expressions of one single energy or urge in the depths of his being, a life-force seeking fulfilment, has obvious and important applications in the educational sphere. It indicates that the fundamental business of education is to deal with this urgent and untempered craving, discipline it, and direct it towards interests of permanent value: helping it to establish useful habits, removing obstacles in its path, blocking the side channels down which it might run. Especially is it the task of such education, gradually to disclose to the growing psyche those spiritual correspondences for which the religious man and the idealist must hold that man's spirit was made. Such an education as this has little in common with the mere crude imparting of facts. It represents rather the careful and loving induction of the growing human creature into the rich world of experience; the help we give it in the great business of adjusting itself to reality. It operates by means of the moulding influences of environment, the creation of habit. Suggestion, not statement, is its most potent instrument; and such suggestion begins for good or ill at the very dawn of consciousness. Therefore the child whose infancy is not surrounded by persons of true outlook is handicapped from the start; and the training in this respect of the parents of the future is one of the greatest services we can render to the race.
We are beginning to learn the overwhelming importance of infantile impressions: how a forgotten babyish fear or grief may develop underground, and produce at last an unrecognizable growth poisoning the body and the mind of the adult. But here good is at least as potent as ill. What terror, a hideous sight, an unloving nurture may do for evil; a happy impression, a beautiful sight, a loving nurture will do for good. Moreover, we can bury good seed in the unconscious minds of children and reasonably look forward to the fruit. Babyish prayers, simple hymns, trace whilst the mind is ductile the paths in which feelings shall afterwards tend to flow; and it is only in maturity that we realize our psychological debt to these early and perhaps afterwards abandoned beliefs and deeds. So the veritable education of the Spirit begins at once, in the cradle, and its chief means will be the surroundings within which that childish spirit first develops its little awareness of the universe; the appeals which are made to its instincts, the stimulations of its life of sense. The first factor of this education is the family: the second the society within which that family is formed.
Though we no longer suppose it to possess innate ideas, the baby has most surely innate powers, inclinations and curiosities, and is reaching out in every direction towards life. It is brimming with will power, ready to push hard into experience. The environment in which it is placed and the responses which the outer world makes to it—and these surroundings and responses in the long run are largely of our choosing and making—represent either the helping or thwarting of its tendencies, and the sum total of the directions in which its powers can be exercised and its demands satisfied: the possibilities, in fact, which life puts before it. We, as individuals and as a community, control and form part of this environment. Under the first head, we play by influence or demeanour a certain part in the education of every child whom we meet. Under the second head, by acquiescence in the social order, we accept responsibility for the state of life in which it is born. The child's first intimations of the spiritual must and can only come to it through the incarnation of Spirit in its home and the world that it knows. What, then, are we doing about this? It means that the influences which shape the men and women of the future will be as wholesome and as spiritual as we ourselves are: no more, no less. Tone, atmosphere are the things which really matter; and these are provided by the group-mind, and reflect its spiritual state.
The child's whole educational opportunity is contained in two factors; the personality it brings and the environment it gets. Generations of educationists have disputed their relative importance: but neither party can deny that the most fortunate nature, given wrongful or insufficient nurture, will hardly emerge unharmed. Even great inborn powers atrophy if left unused, and exceptional ability in any direction may easily remain undeveloped if the environment be sufficiently unfavourable: a result too often achieved in the domain of the spiritual life. We must have opportunity and encouragement to try our powers and inclinations, be helped to understand their nature and the way to use them, unless we are to begin again, each one of us, in the Stone Age of the soul. So too, even small powers may be developed to an astonishing degree by suitable surroundings and wise education—witness the results obtained by the expert training of defective children—and all this is as applicable to the spiritual as to the mental and bodily life. That life is quick to respond to the demands made on it: to take every opportunity of expression that comes its way. If you make the right appeal to any human faculty, that faculty will respond, and begin to grow. Thus it is that the slow quiet pressure of tradition, first in the home and then in the school, shapes the child during his most malleable years. We, therefore, are surely bound to watch and criticize the environment, the tradition, the customs we are instrumental in providing for the infant future: to ask ourselves whether we are sure the tradition is right, the conventions we hand on useful, the ideal we hold up complete. The child, whatever his powers, cannot react to something which is not there; he can't digest food that is not given to him, use faculties for which no objective is provided. Hence the great responsibility of our generation, as to providing a complete, balanced environment now, a fully-rounded opportunity of response to life physical, mental and spiritual, for the generation preparing to succeed us. Such education as this has been called a preparation for citizenship. But this conception is too narrow, unless the citizenship be that of the City of God; and the adjustments involved be those of the spirit, as well as of the body and the mind.
Herbert Spencer, whom one would hardly accuse of being a spiritual philosopher, was accustomed to group the essentials of a right education under four heads:[146]
First, he said, we must teach self-preservation in all senses: how to keep the body and the mind healthy and efficient, how to be self-supporting, how to protect oneself against external dangers and encroachments.