The ethics of Hercules

by Robert Chenault Givler

Class G

Here the word “right” signifies certain unspecified and unrestricted liberties and privileges sanctioned in the manner of customs, the only authority behind which is the threat of social ostracism should they be disregarded.[16] As will be observed at once, some of the members of this class might, if one prefers, be included in some of the other classes of “right.”

Class H

That which is most convenient, desirable, or favorable; conforming to one’s wish or desire; to be preferred; fortunate; lucky, etc.[17] Some of these examples, like those in the preceding class, may in the eyes of some judges be more appropriately classified in another place. If so, let the change be made. There is undoubtedly an echo of Class B and of Class F in several instances. But a more important item seems to be that here are unmistakable hints of an adverbial or expletive signification for our concept. This hint is fully carried out in the final division,

Class I

in which the term “right” signifies “very,” “in a great degree,” as in certain titles: (111) “Right reverend,” (112) “Right honorable,” as well as in the expressions: (113) “Right truly may it be said,” and (114) “The word ‘cootie’ is right old Scottish.” However, as this use of the concept right is often to be interpreted as signifying “justly entitled to the name of,” or “having the true character of,” Class I may be regarded as a footnote to Classes C and G.

This completes our search for the significations of the word “right.” Nevertheless, all this is merely a preliminary step toward the main business of our investigation, namely, the discovery of the action-patterns which are implied by these nine classes we have just delimited. We have seen that these classes are all subtly connected, and this leads us to hope that some greatest common denominator will be found that will factor into all of them. It is also apparent that as we pass from Class A to Class E, we reach a climax, after which we decline; that up to the climax there is order and dignity, and that from Class F onwards our array consists mostly of scraps and debris. Our problem, then, is to exhibit not only the motor attitude which each class implies, but also the procession of such attitudes throughout the whole nine classes. For only by so doing shall we be able to comprehend the meaning of this important ethical concept.

The Meaning of the Word “Right”

1. As deduced from Class A. It will be recalled that this class signifies straight (not curved or crooked in any way), direct (by the shortest course), and immediately (in the quickest time). These words, moreover, refer not only to events in nature, but also and more particularly, to human activities. It has also been pointed out that when a man can proceed in a straight line toward his objective, he will proceed directly, and arrive there in the quickest possible time. Such behavior is, within the limits hitherto defined, described as right. Now what does all this involve in the way of action-patterns? It involves, first, perception of the goal, second, ability to keep the goal in mind, and third, energy sufficient to attain it. According to Max Meyer, one of the instincts manifested by a hungry organism is “to proceed forward in a straight line” (!) And whether this be truly instinctive or not, the example illustrates our point very nicely. For any organism vexed with hunger of any sort whatsoever (and there are, according to the poets, many kinds), will do “right” in following Max Meyer’s advice. The action-pattern implied in all this is not difficult to determine. It is the coordination of motor activities requisite for the movement of the whole body speedily through space, unwaveringly toward its objective.

The complete analysis of the mechanisms by which such behavior is accomplished would be both too difficult and too exhaustive to be undertaken here. We may, however, point out some few of the salient factors involved. It has been shown that, so far as Class A is concerned, to do right is to proceed directly and immediately, and along a straight line, if possible, to the desired object. Such behavior requires both strength and skill; from which it also follows that a feeble, untrained body will be unable to do “right” in a great many cases, simply because it cannot reach its goal in the face of obstacles. This is our common observation. Before a baby learns to walk, it cannot proceed directly or immediately across a floor. Neither can an exhausted man, unable to use the sun for a compass, find his way to safety out of a tropical forest. For a person in his predicament, things are not likely to come out “right.” Furthermore, in a great many cases of the same sort, skill and strength are both required; neither one alone is sufficient to attain the desired end. Let now the psychologist tell the story of how the attainment of skill depends upon a standard equipment of sense organs, a sound and complete brain, and muscles from which sensory stimuli elicit precise responses. Let also the physiologist relate here how bodily vigor likewise depends upon the interrelation of internal functions: how the heart, lungs, brain, muscles, thyroid, liver, and adrenals all work together to make any effort successful and complete. When this has been said, the meaning of the word “right” as defined in Class A will have been more fully revealed.