The Mind in the Making: The Relation of Intelligence to Social Reform

by James Harvey Robinson

Since the invention of printing, and indeed long before, those fearful of change have attempted to check criticism by attacking books. These were classified as orthodox or heterodox, moral or immoral, treasonable or loyal, according to their tone. Unhappily this habit continues and shows itself in the distinction between sound and unsound, radical and conservative, safe and dangerous. The sensible question to ask about a book is obviously whether it makes some contribution to a clearer understanding of our situation by adding or reaffirming important considerations and the inferences to be made from these. Such books could be set off against those that were but expressions of vague discontent or emulation, or denunciations of things because they are as they are or are not as they are not. I have personally little confidence in those who cry lo here or lo there. It is premature to advocate any wide sweeping reconstruction of the social order, although experiments and suggestions should not be discouraged. What we need first is a change of heart and a chastened mood which will permit an ever increasing number of people to see things as they are, in the light of what they have been and what they might be. The dogmatic socialist with his unhistorical assumptions of class struggle, his exaggerated economic interpretation of history, and his notion that labor is the sole producer of capital, is shedding scarcely more light on the actual situation than is the Lusk Committee and Mr. Coolidge, with their confidence in the sacredness of private property, as they conceive it, in the perennial rightness and inspiration of existing authority and the blessedness of the profit system. But there are plenty of writers, to mention only a few of the more recent ones, like Veblen, Dewey, J. A. Hobson, Tawney, Cole, Havelock Ellis, Bertrand Russell, Graham Wallas, who may or may not have (or ever have had) any confidence in the presuppositions and forecasts of socialism, whose books do make clearer to any fair-minded reader the painful exigencies of our own times.

I often think of the economic historians of, say, two centuries hence who may find time to dig up the vestiges of the economic literature of to-day. We may in imagination appeal to their verdicts and in some cases venture to forecast them. Many of our writers they will throw aside as dominated by a desire merely to save the ill-understood present at all costs; others as attempting to realize plans which were already discredited in their own day. Future historians will, nevertheless, clearly distinguish a few who, by a sort of persistent and ardent detachment, were able to see things close at hand more fully and truly than their fellows and endeavored to do what they could to lead their fellows to perceive and reckon with the facts which so deeply concerned them. Blessed be those who aspire to win this glory. On the monument erected to Bruno on the site where he was burned for seeing more clearly than those in authority in his days, is the simple inscription, "Raised to Giordano Bruno by the generation which he foresaw."

We are all purblind, but some are blinder than others who use the various means available for sharpening their eyesight. As an onlooker it seems to me safe to say that the lenses recommended by both the "radicals" and their vivid opponents rather tend to increase than diminish our natural astigmatism.

Those who agree, on the whole, at least, with the facts brought together in this essay and, on the whole, with the main inferences suggested either explicitly or implicitly, will properly begin to wonder how our educational system and aims are to be so rearranged that coming generations may be better prepared to understand the condition of human life and to avail themselves of its possibilities more fully and guard against its dangers more skillfully than previous generations. There is now widespread discontent with our present educational methods and their elaborate futility; but it seems to me that we are rather rarely willing to face the fundamental difficulty, for it is obviously so very hard to overcome. We do not dare to be honest enough to tell boys and girls and young men and women what would be most useful to them in an age of imperative social reconstruction.

We have seen that the ostensible aims of education are various,[33] and that among them is now included the avowed attempt to prepare the young to play their part later as voting citizens. If they are to do better than preceding generations they must be brought up differently. They would have to be given a different general attitude toward institutions and ideals; instead of having these represented to them as standardized and sacred they should be taught to view them as representing half-solved problems. But how can we ever expect to cultivate the judgment of the young in matters of fundamental social, economic, and political readjustment when we consider the really dominating forces in education? But even if these restraints were weakened or removed, the task would remain a very delicate one. Even with teachers free and far better informed than they are, it would be no easy thing to cultivate in the young a justifiable admiration for the achievements and traditional ideals of mankind and at the same time develop the requisite knowledge of the prevailing abuses, culpable stupidity, common dishonesty, and empty political buncombe, which too often passes for statesmanship.

But the problem has to be tackled, and it may be tackled directly or indirectly. The direct way would be to describe as realistically as might be the actual conditions and methods, and their workings, good and bad. If there were better books than are now available it would be possible for teachers tactfully to show not only how government is supposed to run, but how it actually is run. There are plenty of reports of investigating committees, Federal and state, which furnish authentic information in regard to political corruption, graft, waste, and incompetency. These have not hitherto been supposed to have anything to do with the science of government, although they are obviously absolutely essential to an understanding of it. Similar reflections suggest themselves in the matter of business, international relations, and race animosities. But so long as our schools depend on appropriations made by politicians, and colleges and universities are largely supported by business men or by the state, and are under the control of those who are bent on preserving the existing system from criticism, it is hard to see any hope of a kind of education which would effectively question the conventional notions of government and business. They cannot be discussed with sufficient honesty to make their consideration really medicinal. We laud the brave and outspoken and those supposed to have the courage of their convictions—but only when these convictions are acceptable or indifferent to us. Otherwise, honesty and frankness become mere impudence.[34]

No doubt politics and economics could be taught, and are being taught, better as time goes on. Neither of them are so utterly unreal and irrelevant to human proceedings as they formerly were. There is no reason why a teacher of political economy should not describe the actual workings of the profit system of industry with its restraints on production and its dependence on the engineer, and suggest the possibility of gathering together capital from functionless absentee stockholders on the basis of the current rate of interest rather than speculative dividends. The actual conditions of the workers could be described, their present precarious state, the inordinate and wasteful prevalence of hiring and firing; the policy of the unions, and their defensive and offensive tactics. Every youngster might be given some glimmering notion that neither "private property" nor "capital" is the real issue (since few question their essentiality) but rather the new problem of supplying other than the traditional motives for industrial enterprise—namely, the slave-like docility and hard compulsion of the great masses of workers, on the one hand, and speculative profits, on the other, which now dominate in our present business system. For the existing organization is not only becoming more and more patently wasteful, heartless, and unjust, but is beginning, for various reasons, to break down. In short, whatever the merits of our present ways of producing the material necessities and amenities of life, it looks to many as if they could not succeed indefinitely, even as well as they have in the past, without some fundamental revision.

As for political life, a good deal would be accomplished if students could be habituated to distinguish successfully between the empty declamations of politicians and statements of facts, between vague party programs and concrete recommendations and proposals. They should early learn that language is not primarily a vehicle of ideas and information, but an emotional outlet, corresponding to various cooings, growlings, snarls, crowings, and brayings. Their attention could be invited to the rhetoric of the bitter-enders in the Senate or the soothing utterances of Mr. Harding on accepting the nomination for President:

"With a Senate advising as the Constitution contemplates, I would hopefully approach the nations of Europe and of the earth, proposing that understanding which makes us a willing participant in the consecration of nations to a new relationship, to commit the moral forces of the world, America included, to peace and international justice, still leaving America free, independent, self-reliant, but offering friendship to all the world. If men call for more specific details, I remind them that moral committals are broad and all-inclusive, and we are contemplating peoples in the concord of humanity's advancement."

After mastering the difference between language used to express facts and purposes and that which amounts to no more than a pious ejaculation, a suave and deprecating gesture, or an inferential accusation directed against the opposing party, the youth should be instructed in the theory and practice of party fidelity and the effects of partisanship on the conduct of our governmental affairs. In fine, he should get some notion of the motives and methods of those who really run our government, whether he learned anything else or not.