Is not the same thing true of the middle class of England? Civilisation and its works have come too quickly upon us. The strain and stress of correlating and co-ordinating the world we live in are getting too much for us. Railways, telegraphs, the penny post, the special edition, have played havoc at last with our nervous systems. We are always on the stretch, rushing and tearing perpetually. We bolt our breakfasts; we catch the train or 'bus by the skin of our teeth, to rattle us into the City; we run down to Scotland or over to Paris on business; we lunch in London and dine in Glasgow, Belfast, or Calcutta. (Excuse imagination.) The tape clicks perpetually in our ears the last quotation in Eries; the telephone rings us up at inconvenient moments. Something is always happening somewhere to disturb our equanimity; we tear open the Times with feverish haste, to learn that Kimberleys or Jabez Balfour have fallen, that Matabeleland has been painted red, that shares have gone up, or gone down, or evaporated. Life is one turmoil of excitement and bustle. Financially, 'tis a series of dissolving views; personally 'tis a rush; socially, 'tis a mosaic of deftly-fitted engagements. Drop out one piece, and you can never replace it. You are full next week from Monday to Saturday—business all day, what calls itself pleasure (save the mark!) all evening. Poor old Leisure is dead. We hurry and scurry and flurry eternally. One whirl of work from morning till night: then dress and dine: one whirl of excitement from night till morning. A snap of troubled sleep, and again da capo. Not an hour, not a minute, we can call our own. A wire from a patient ill abed in Warwickshire! A wire from a client hard hit in Hansards! Endless editors asking for more copy! more copy! Alter to suit your own particular trade, and 'tis the life of all of us.
The first generation after Stephenson and the Rocket pulled through with it somehow. They inherited the sound constitutions of the men who sat on rustic seats in the gardens of the twenties. The second generation—that's you and me—felt the strain of it more severely: new machines had come in to make life still more complicated: sixpenny telegrams, Bell and Edison, submarine cables, evening papers, perturbations pouring in from all sides incessantly; the suburbs growing, the hubbub increasing, Metropolitan railways, trams, bicycles, innumerable: but natheless we still endured, and presented the world all the same with a third generation. That third generation—ah me! there comes the pity of it! One fancies the impulse to marry and rear a family has wholly died out of it. It seems to have died out most in the class where the strain and stress are greatest. I don't think young men of that class to-day have the same feelings towards women of their sort as formerly. Nobody, I trust, will mistake me for a reactionary: in most ways, the modern young man is a vast improvement on you and me at twenty-five. But I believe there is really among young men in towns less chivalry, less devotion, less romance than there used to be. That, I take it, is the true reason why young men don't marry. With certain classes and in certain places a primitive instinct of our race has weakened. They say this weakening is accompanied in towns by an increase in sundry hateful and degrading vices. I don't know if that is so; but at least one would expect it. Any enfeeblement of the normal and natural instinct of virility would show itself first in morbid aberrations. On that I say nothing. I only say this—that I think the present crisis in the English marriage market is due, not to clubs or the comfort of bachelor quarters, but to the cumulative effect of nervous over-excitement.
XV.
EYE VERSUS EAR.
It is admitted on all hands by this time, I suppose, that the best way of learning is by eye, not by ear. Therefore the authorities that prescribe for us our education among all classes have decided that we shall learn by ear, not by eye. Which is just what one might expect from a vested interest.
Of course this superiority of sight over hearing is pre-eminently true of natural science—that is to say, of nine-tenths among the subjects worth learning by humanity. The only real way to learn geology, for example, is not to mug it up in a printed text-book, but to go into the field with a geologist's hammer. The only real way to learn zoology and botany is not by reading a volume of natural history, but by collecting, dissecting, observing, preserving, and comparing specimens. Therefore, of course, natural science has never been a favourite study in the eyes of school-masters, who prefer those subjects which can be taught in a room to a row of boys on a bench, and who care a great deal less than nothing for any subject which isn't "good to examine in." Educational value and importance in after life have been sacrificed to the teacher's ease and convenience, or to the readiness with which the pupil's progress can be tested on paper. Not what is best to learn, but what is least trouble to teach in great squads to boys, forms the staple of our modern English education. They call it "education," I observe in the papers, and I suppose we must fall in with that whim of the profession.
But even the subjects which belong by rights to the ear can nevertheless be taught by the eye more readily. Everybody knows how much easier it is to get up the history and geography of a country when you are actually in it than when you are merely reading about it. It lives and moves before you. The places, the persons, the monuments, the events, all become real to you. Each illustrates each, and each tends to impress the other on the memory. Sight burns them into the brain without conscious effort. You can learn more of Egypt and of Egyptian history, culture, hieroglyphics, and language in a few short weeks at Luxor or Sakkarah than in a year at the Louvre and the British Museum. The Tombs of the Kings are worth many papyri. The mere sight of the temples and obelisks and monuments and inscriptions, in the places where their makers originally erected them, gives a sense of reality and interest to them all that no amount of study under alien conditions can possibly equal. We have all of us felt that the only place to observe Flemish art to the greatest advantage is at Ghent and Bruges and Brussels and Antwerp; just as the only place to learn Florentine art as it really was is at the Uffizi and the Bargello.
These things being so, the authorities who have charge of our public education, primary, secondary, and tertiary, have decided in their wisdom—to do and compel the exact contrary. Object-lessons and the visible being admittedly preferable to rote-lessons and the audible, they have prescribed that our education, so called, shall be mainly an education not in things and properties, but in books and reading. They have settled that it shall deal almost entirely and exclusively with language and with languages; that words, not objects, shall be the facts it impresses on the minds of the pupils. In our primary schools they have insisted upon nothing but reading and writing, with just a smattering of arithmetic by way of science. In our secondary schools they have insisted upon nothing but Greek and Latin, with about an equal leaven of algebra and geometry. This mediæval fare (I am delighted that I can thus agree for once with Professor Ray Lankester) they have thrust down the throats of all the world indiscriminately; so much so that nowadays people seem hardly able at last to conceive of any other than a linguistic education as possible. You will hear many good folk who talk with contempt of Greek and Latin; but when you come to inquire what new mental pabulum they would substitute for those quaint and grotesque survivals of the Dark Ages, you find what they want instead is—modern languages. The idea that language of any sort forms no necessary element in a liberal education has never even occurred to them. They take it for granted that when you leave off feeding boys on straw and oats you must supply them instead with hay and sawdust.
Not that I rage against Greek and Latin as such. It is well we should have many specialists among us who understand them, just as it is well we should have specialists in Anglo-Saxon and Sanskrit. I merely mean that they are not the sum and substance of educational method. They are at best but two languages of considerable importance to the student of purely human evolution.