[Footnote 1: The Church did not fare so very ill, after all. The State, in 1790, undertook the debts of the Church to the tune of 130,000,000 livres, and assured it an annual Budget of rather more than that amount.—Boiteau's Etat de la France, p. 202.]
Parallels from France, or anywhere else, may supply literary amusement; they may furnish a weapon in the play of controversy. They shed no light and do no service as we confront the solid facts of the business to be done. Lewis the Fourteenth was the author of a very useful and superior commonplace when he wrote: "No man who is badly informed can avoid reasoning badly. I believe that whoever is rightly instructed, and rightly persuaded of all the facts, would never do anything else but what he ought." Another great French ruler, who, even more than Lewis, had a piercing eye for men and the world of action, said that the mind of a general ought to be like a field-glass, and as clear; to see things exactly as they are, et jamais se faire des tableaux,—never to compose the objects before him into pictures. The same maxim is nearly as good for the man who has to conquer difficulties in the field of government; and analogies and parallels are one way of substituting pictures for plans and charts. Just because the statesman's problem is individual, history can give him little help. I am not so graceless as to depreciate history or literature either for public or for private persons. "You are a man," Napoleon said to Goethe; and there is no reason why literature should prevent the reader of books from being a man; why it should blind him to the great practical truths that the end of life is not to think but to will; that everything in the world has its decisive moment, which statesmen know and seize; that the genius of politics, as a great man of letters truly wrote, has not "All or Nothing" for its motto, but seeks on the contrary to extract the greatest advantage from situations the most compromised, and never flings the helve after the hatchet. Like literature the use of history in politics is to refresh, to open, to make the mind generous and hospitable; to enrich, to impart flexibility, to quicken and nourish political imagination and invention, to instruct in the common difficulties and the various experiences of government; to enable a statesman to place himself at a general and spacious standpoint. All this, whether it be worth much or little, and it is surely worth much, is something wholly distinct from directly aiding a statesman in the performance of a specific task. In such a case an analogy from history, if he be not sharply on his guard, is actually more likely than not to mislead him. I certainly do not mean the history of the special problem itself. Of that he cannot possibly know too much, nor master its past course and foregone bearings too thoroughly. Ireland is a great standing instance. There is no more striking example of the disastrous results of trying to overcome political difficulties without knowing how they came into existence, and where they have their roots. The only history that furnishes a clue in Irish questions is the history of Ireland and the people who have lived in it or have been driven out of it.
ON THE STUDY OF LITERATURE.[1]
[Footnote 1: The annual address to the students of the London Society for the Extension of University Teaching, delivered at the Mansion House, February 26th, 1887.]
When my friend Mr. Goschen invited me to discharge the duty which has fallen to me this afternoon I confess that I complied with many misgivings. He desired me to say something on the literary side of education. Now, it is almost impossible—and I think those who know most of literature will be readiest to agree with me—to say anything new in recommendation of literature in a scheme of education. I have felt, however, that Mr. Goschen has worked with such zeal and energy for so many years on behalf of this good cause, that anybody whom he considered able to render him any co-operation owed it to him in its fullest extent. The Lord Mayor has been kind enough to say that I am especially qualified to speak on English literature. I must, however, remind the Lord Mayor that I have strayed from literature into the region of politics; and I am not at all sure that such a journey conduces to the aptness of one's judgment on literary subjects, or adds much to the force of one's arguments on behalf of literary study. Politics are a field where action is one long second-best, and where the choice constantly lies between two blunders. Nothing can be more unlike in aim, in ideals, in method, and in matter, than are literature and politics. I have, however, determined to do the best that I can; and I feel how great an honour it is to be invited to partake in a movement which I do not hesitate to call one of the most important of all those now taking place in English society.
What is the object of the movement? What do the promoters aim at? I take it that what they design is to bring the very best teaching that the country can afford, through the hands of the most thoroughly competent men, within the reach of every class of the community. Their object is to give to the many that sound, systematic, and methodical knowledge, which has hitherto been the privilege of the few who can afford the time and money to go to Oxford and Cambridge; to diffuse the fertilising waters of intellectual knowledge from their great and copious fountain-heads at the Universities by a thousand irrigating channels over the whole length and breadth of our busy, indomitable land. Gentlemen, this is a most important point. Goethe said that nothing is more frightful than a teacher who only knows what his scholars are intended to know. We may depend upon it that the man who knows his own subject most thoroughly is most likely to excite interest about it in the minds of other people. We hear, perhaps more often than we like, that we live in a democratic age. It is true enough, and I can conceive nothing more democratic than such a movement as this, nothing which is more calculated to remedy defects that are incident to democracy, more thoroughly calculated to raise modern democracy to heights which other forms of government and older orderings of society have never yet attained. No movement can be more wisely democratic than one which seeks to give to the northern miner or the London artisan knowledge as good and as accurate, though he may not have so much of it, as if he were a student at Oxford or Cambridge. Something of the same kind may be said of the new frequency with which scholars of great eminence and consummate accomplishments, like Jowett, Lang, Myers, Leaf, and others, bring all their scholarship to bear, in order to provide for those who are not able, or do not care, to read old classics in the originals, brilliant and faithful renderings of them in our own tongue. Nothing but good, I am persuaded, can come of all these attempts to connect learning with the living forces of society, and to make industrial England a sharer in the classic tradition of the lettered world.
I am well aware that there is an apprehension that the present extraordinary zeal for education in all its forms—elementary, secondary, and higher—may bear in its train some evils of its own. It is said that before long nobody in England will be content to practise a handicraft, and that every one will insist on being at least a clerk. It is said that the moment is even already at hand when a great deal of practical distress does and must result from this tendency. I remember years ago that in the United States I heard something of the same kind. All I can say is, that this tendency, if it exists, is sure to right itself. In no case can the spread of so mischievous a notion as that knowledge and learning ought not to come within reach of handicraftsmen be attributed to literature. There is a familiar passage in which Pericles, the great Athenian, describing the glory of the community of which he was so far-shining a member, says, "We at Athens are lovers of the beautiful, yet simple in our tastes; we cultivate the mind without loss of manliness." But then remember that after all Athenian society rested on a basis of slavery. Athenian citizens were able to pursue their love of the beautiful, and their simplicity, and to cultivate their minds without loss of manliness, because the drudgery and hard work and rude service of society were performed by those who had no share in all these good things. With us, happily, it is very different. We are all more or less upon a level. Our object is—and it is that which in my opinion raises us infinitely above the Athenian level—to bring the Periclean ideas of beauty and simplicity and cultivation of the mind within the reach of those who do the drudgery and the service and rude work of the world. And it can be done—do not let us be afraid—it can be done without in the least degree impairing the skill of our handicraftsmen or the manliness of our national life. It can be done without blunting or numbing the practical energies of our people.
I know they say that if you meddle with literature you are less qualified to take your part in practical affairs. You run a risk of being labelled a dreamer and a theorist. But, after all, if we take the very highest form of all practical energy—the governing of the country—all this talk is ludicrously untrue. I venture to say that in the present Government [1887], including the Prime Minister, there are three men at least who are perfectly capable of earning their bread as men of letters. In the late Government, besides the Prime Minister, there were also three men of letters, and I have never heard that those three were greater simpletons than their neighbours. There is a Commission now at work on that very important and abstruse subject—the Currency. I am told that no one there displays so acute an intelligence of the difficulties that are to be met, and so ready an apprehension of the important arguments that are brought forward, and the practical ends to be achieved, as the chairman of the Commission, who is not what is called a practical man, but a man of study, literature, theoretical speculation, and university training.[1] Oh no, gentlemen, some of the best men of business in the country are men who have had the best collegian's equipment, and are the most accomplished bookmen.
[Footnote 1: Mr. Arthur Balfour.]
It is true that we cannot bring to London, with this movement, the indefinable charm that haunts the grey and venerable quadrangles of Oxford and Cambridge. We cannot take you into the stately halls, the silent and venerable libraries, the solemn chapels, the studious old-world gardens. We cannot surround you with all those elevated memorials and sanctifying associations of scholars and poets, of saints and sages, that march in glorious procession through the ages, and make of Oxford and Cambridge a dream of music for the inward ear, and of delight for the contemplative eye. We cannot bring all that to you; but I hope, and I believe, it is the object of those who are more intimately connected with the society than I have been, that every partaker of the benefits of this society will feel himself and herself in living connection with those two famous centres, and feel conscious of the links that bind the modern to the older England. One of the most interesting facts mentioned in your report this year is that last winter four prizes of £10 each were offered in the mining district of Northumberland, one each to the male and female student in every term who should take the highest place in the examination, in order to enable them to spend a month in Cambridge in the long vacation for the purpose of carrying on in the laboratories and museums the work in which they had been engaged in the winter at the local centre. That is not a step taken by our society; but the University of Cambridge has inspired and worked out the scheme, and I am not without hope that from London some of those who attend these classes may be able to realise in person the attractions and the associations of these two great historic sites. One likes to think how poor scholars three or four hundred years ago used to flock to Oxford, regardless of cold, privation, and hardship, so that they might satisfy their hunger and thirst for knowledge. I like to think of them in connection with this movement. I like to think of them in connection with students like those miners in Northumberland, whom I know well, and who are mentioned in the report of the Cambridge Extension Society as, after a day's hard work in the pit, walking four or five miles through cold and darkness and rough roads to hear a lecture, and then walking back again the same four or five miles. You must look for the same enthusiasm, the same hunger and thirst for knowledge, that presided over the foundation of the Universities many centuries ago, to carry on this work, to strengthen and stimulate men's faith in knowledge, their hopes from it, and their zeal for it.