“He's a poor benighted 'eathen—but a first-class fightin' man.”
Not every one is an observer who chooses to dub himself so, nor is it in a short lapse of time and with condescension for foreign habits, that any observer whatever can become a trustworthy reporter of the ideas some barbarian tribe holds concerning the things of earth and air, and the hidden things of spirits and gods. The “interviewer” no doubt is a useful being when it is necessary to find “copy,” or when sharp-drawn characters and picturesque incidents are needed to stimulate an inert public, ever open to be interested in some new thing. But he is a poor contributor to the stored materials of science.
It is of other stuff that true science is made. And if even years of nominal intercourse and spatial juxtaposition sometimes leave human beings, as regards their inner selves, in the position of strangers still, what shall be said of the attempt to discern the psychic life of animals? Will the touch of curiosity which prompts us to watch the proceedings of the strange creatures,—will a course of experimentation on their behaviour under artificial conditions,—justify us in drawing liberal conclusions as to why they so behaved, [pg xci] and what they thought and felt about it? It is necessary in the first place to know what to observe, and how, and above all what for. But that presumed, we must further live with the animals not only as their masters and their examiners, but as their friends and fellow-creatures; we must be able—and so lightly that no effort is discernable—to lay aside the burden and garb of civilisation; we must possess that stamp of sympathy and similarity which invites confidence, and breaks down the reserve which our poor relations, whether human or others, offer to the first approaches of a strange superior. It is probable that in that case we should have less occasion to wonder at their oddities or to admire their sagacity. But a higher and more philosophical wonder might, as in other cases when we get inside the heart of our subject, take the place of the cheap and childish love of marvels, or of the vulgar straining after comic traits.
Of all this mass of materials the psychologist proper can directly make only a sparing use. Even as illustrations, his data must not be presented too often in all their crude and undigested individuality, or he runs the risk of leaving one-sided impressions. Every single instance, individualised and historical,—unless it be exhibited by that true art of genius which we cannot expect in the average psychologist—narrows, even though it be but slightly, the complete and all-sided truth. Anecdotes are good, and to the wise they convey a world of meaning, but to lesser minds they sometimes suggest anything but the points they should accentuate. Without the detail of individual realistic study there is no psychology worth the name. History, story, we must have: but at the same time, with the philosopher, we must say, I don't give much weight to stories. And this is what will always—except in rare instances where [pg xcii] something like genius is conjoined with it—make esoteric science hard and unpopular. It dare not—if it is true to its idea—rest on any amount of mere instances, as isolated, unreduced facts. Yet it can only have real power so far as it concentrates into itself the life-blood of many instances, and indeed extracts the pith and unity of all instances.
Nor, on the other hand, can it turn itself too directly and intently towards practical applications. All this theory of mental progress from the animate soul to the fullness of religion and science deals solely with the universal process of education: “the education of humanity” we may call it: the way in which mind is made true and real[46]. It is therefore a question of intricacy and of time how to carry over this general theory into the arena of education as artificially directed and planned. To try to do so at a single step would be to repeat the mistake of Plato, if Plato may be taken to suppose (which seems incredible) that a theoretical study of the dialectics of truth and goodness would enable his rulers, without the training of special experience, to undertake the supreme tasks of legislation or administration. All politics, like all education, rests on these principles of the means and conditions of mental growth: but the schooling of concrete life, though it may not develop the faculty of formulating general laws, will often train better for the management of the relative than a mere logical Scholastic in first or absolute principles.
In conclusion, there are one or two points which seem of cardinal importance for the progress of psychology. (1) Its difference from the physical sciences has to be set out: in other words, the peculiarity of psychical fact. It will not do merely to say that experience marks [pg xciii] out these boundaries with sufficient clearness. On the contrary, the terms consciousness, feeling, mind, &c., are evidently to many psychologists mere names. In particular, the habits of physical research when introduced into mental study lead to a good deal of what can only be called mythology. (2) There should be a clearer recognition of the problem of the relations of mental unity to mental elements. But to get that, a more thorough logical and metaphysical preparation is needed than is usually supposed necessary. The doctrine of identity and necessity, of universal and individual, has to be faced, however tedious. (3) The distinction between first-grade and second-grade elements and factors in the mental life has to be realised. The mere idea as presentative or immediate has to be kept clear of the more logico-reflective, or normative ideas, which belong to judgment and reasoning. And the number of these grades in mental development seems endless. (4) But, also, a separation is required—were it but temporary—between what may be called principles, and what is detail. At present, in psychology, “principles” is a word almost without meaning. A complete all-explaining system is of course impossible at present and may always be so. Yet if an effort of thought could be concentrated on cardinal issues, and less padding of conventional and traditional detail were foisted in, much might thereby be done to make detailed research fruitful. (5) And finally, perhaps, if psychology be a philosophical study, some hint as to its purpose and problem would be desirable. If it is only an abstract branch of science, of course, no such hint is in place.