The Stones of Venice, Volume 3 (of 3)

by John Ruskin

Lastly: Our system of European education despises Politics.—That is to say, the science of the relations and duties of men to each other. One would imagine, indeed, by a glance at the state of the world, that there was no such science. And, indeed, it is one still in its infancy.

It implies, in its full sense, the knowledge of the operations of the virtues and vices of men upon themselves and society; the understanding of the ranks and offices of their intellectual and bodily powers in their various adaptations to art, science, and industry; the understanding of the proper offices of art, science, and labor themselves, as well as of the foundations of jurisprudence, and broad principles of commerce; all this being coupled with practical knowledge of the present state and wants of mankind.

What, it will be said, and is all this to be taught to schoolboys? No; but the first elements of it, all that are necessary to be known by an individual in order to his acting wisely in any station of life, might be taught, not only to every schoolboy, but to every peasant. The impossibility of equality among men; the good which arises from their inequality; the compensating circumstances in different states and fortunes; the honorableness of every man who is worthily filling his appointed place in society, however humble; the proper relations of poor and rich, governor and governed; the nature of wealth, and mode of its circulation; the difference between productive and unproductive labor; the relation of the products of the mind and hand; the true value of works of the higher arts, and the possible amount of their production; the meaning of “Civilization,” its advantages and dangers; the meaning of the term “Refinement;” the possibilities of possessing refinement in a low station, and of losing it in a high one; and, above all, the significance of almost every act of a man’s daily life, in its ultimate operation upon himself and others;—all this might be, and ought to be, taught to every boy in the kingdom, so completely, that it should be just as impossible to introduce an absurd or licentious doctrine among our adult population, as a new version of the multiplication table. Nor am I altogether without hope that some day it may enter into the heads of the tutors of our schools to try whether it is not as easy to make an Eton boy’s mind as sensitive to falseness in policy, as his ear is at present to falseness in prosody.

I know that this is much to hope. That English ministers of religion should ever come to desire rather to make a youth acquainted with the powers of nature and of God, than with the powers of Greek particles; that they should ever think it more useful to show him how the great universe rolls upon its course in heaven, than how the syllables are fitted in a tragic metre; that they should hold it more advisable for him to be fixed in the principles of religion than in those of syntax; or, finally, that they should ever come to apprehend that a youth likely to go straight out of college into parliament, might not unadvisably know as much of the Peninsular as of the Peloponnesian War, and be as well acquainted with the state of Modern Italy as of old Etruria;—all this however unreasonably, I do hope, and mean to work for. For though I have not yet abandoned all expectation of a better world than this, I believe this in which we live is not so good as it might be. I know there are many people who suppose French revolutions, Italian insurrections, Caffre wars, and such other scenic effects of modern policy, to be among the normal conditions of humanity. I know there are many who think the atmosphere of rapine, rebellion, and misery which wraps the lower orders of Europe more closely every day, is as natural a phenomenon as a hot summer. But God forbid! There are ills which flesh is heir to, and troubles to which man is born; but the troubles which he is born to are as sparks which fly upward, not as flames burning to the nethermost Hell. The Poor we must have with us always, and sorrow is inseparable from any hour of life; but we may make their poverty such as shall inherit the earth, and the sorrow, such as shall be hallowed by the hand of the Comforter, with everlasting comfort. We can, if we will but shake off this lethargy and dreaming that is upon us, and take the pains to think and act like men, we can, I say, make kingdoms to be like well-governed households, in which, indeed, while no care or kindness can prevent occasional heart-burnings, nor any foresight or piety anticipate all the vicissitudes of fortune, or avert every stroke of calamity, yet the unity of their affection and fellowship remains unbroken, and their distress is neither embittered by division, prolonged by imprudence, nor darkened by dishonor.

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The great leading error of modern times is the mistaking erudition for education. I call it the leading error, for I believe that, with little difficulty, nearly every other might be shown to have root in it; and, most assuredly, the worst that are fallen into on the subject of art.

Education then, briefly, is the leading human souls to what is best, and making what is best out of them; and these two objects are always attainable together, and by the same means; the training which makes men happiest in themselves, also makes them most serviceable to others. True education, then, has respect, first to the ends which are proposable to the man, or attainable by him; and, secondly, to the material of which the man is made. So far as it is able, it chooses the end according to the material: but it cannot always choose the end, for the position of many persons in life is fixed by necessity; still less can it choose the material; and, therefore, all it can do, is to fit the one to the other as wisely as may be.

But the first point to be understood, is that the material is as various as the ends; that not only one man is unlike another, but every man is essentially different from every other, so that no training, no forming, nor informing, will ever make two persons alike in thought or in power. Among all men, whether of the upper or lower orders, the differences are eternal and irreconcilable, between one individual and another, born under absolutely the same circumstances. One man is made of agate, another of oak; one of slate, another of clay. The education of the first is polishing; of the second, seasoning; of the third, rending; of the fourth, moulding. It is of no use to season the agate; it is vain to try to polish the slate; but both are fitted, by the qualities they possess, for services in which they may be honored.

Now the cry for the education of the lower classes, which is heard every day more widely and loudly, is a wise and a sacred cry, provided it be extended into one for the education of all classes, with definite respect to the work each man has to do, and the substance of which he is made. But it is a foolish and vain cry, if it be understood, as in the plurality of cases it is meant to be, for the expression of mere craving after knowledge, irrespective of the simple purposes of the life that now is, and blessings of that which is to come.

One great fallacy into which men are apt to fall when they are reasoning on this subject is: that light, as such, is always good; and darkness, as such, always evil. Far from it. Light untempered would be annihilation. It is good to them that sit in darkness and in the shadow of death; but, to those that faint in the wilderness, so also is the shadow of the great rock in a weary land. If the sunshine is good, so also the cloud of the latter rain. Light is only beautiful, only available for life, when it is tempered with shadow; pure light is fearful, and unendurable by humanity. And it is not less ridiculous to say that the light, as such, is good in itself, than to say that the darkness is good in itself. Both are rendered safe, healthy, and useful by the other; the night by the day, the day by the night; and we could just as easily live without the dawn as without the sunset, so long as we are human. Of the celestial city we are told there shall be “no night there,” and then we shall know even as also we are known: but the night and the mystery have both their service here; and our business is not to strive to turn the night into day, but to be sure that we are as they that watch for the morning.