[CHAPTER V]
Knowledge and Education
In entering upon the consideration of the part which knowledge plays in the making of human happiness, it seems impossible to secure a view of satisfactory breadth. What we, as children, knew as recently established facts was with our fathers, in many instances, entirely undreamed-of, so rapidly has the fund of knowledge grown within the last century. With us now, more than at any other time, is correctness of judgment advantageous, since, with increased learning, has come a fiercer competition in all the affairs of life, and more dependent than ever before is the individual now, upon his intelligence for his livelihood, as well as for his happiness. In this day, as never previously, are the words of Bacon true: “Crafty men contemn studies; simple men admire them, and wise men use them.”
At the present time, also, as at no time in the historic past, is experience gained at the hands of others or through them; so that the youth of to-day does not have to suffer the consequences of getting experience “first hand” on account of the lack of books, or of the prejudice or ignorance of his parents and teachers, as was so often the case in the not remote past. Furthermore, intelligent parents are taking their children into their confidence, and informing them upon all subjects with perfect freedom, since, inasmuch as knowledge must come to children at some time, it is vastly preferable that it should come through those who have the interest of the inexperienced at heart, so that the proper color and perspective may be given to each and every fact. It is almost an axiom of pedagogics to-day that “ignorance is the most potent cause of crime.” With the unprecedented dissemination of knowledge which has taken place during the past few decades, there has necessarily been a proportionate advancement in the culture of the masses, and, with culture, comes refinement and conscience.
The cheapness and attractiveness of current literature, before the decline in culture which engulfed this country with the rise of commercialism and imperialism, was a thing of which America had every reason to be proud; and while we are now in the trough of the wave of progress, and will continue to be until money and commercial influence lose their present prestige, yet it does not take an optimist to see that, sooner or later, and somewhere, humanity will take advantage of its hard-won victories of the past and commence again its march toward better conditions.
Here, again, as with the individual, so with the entire race. As we outgrow the things of our childhood at the arrival of mature years, so has and will the human family as a whole. Who cannot remember the marvelous width and depth of the vistas of youth, as looked back at in the transmuting light of memory; and yet, when, after years of toil, we look at the same scenes again in reality, how disappointing and dwarfed they are! It is not the actual physical distance which has been altered, but we, ourselves. Our horizons have unconsciously widened every day; our standards of comparison have been insidiously raised. Just as an inch, when compared with a foot, seems relatively small, with a yard, smaller, and so on until we reach the “light year,” the value of the fraction is reduced to almost an inappreciable sum; so, as we progress through life, the momentous events of our youth lose their importance, and we look at our past through the minifying glass of experience, until at last we can hardly believe that the person whose life we have been reviewing is, in reality, one with our present self. Furthermore, events seen at a distance assume their true proportions, and we are less influenced by passions and prejudices after the lapse of time; hence it is only in retrospection that we are able to secure a view of anything which we have experienced without distortion. All normal human beings are so constituted that their psychic activity runs through a long series of periods of evolution during each individual life. As Haeckel has shown, five of these, at least, can be clearly defined:
1st—The Infantile Stage—from birth to the beginning of self-consciousness.
2nd—The adolescent stage—from self-consciousness to puberty.
3rd—The idealistic stage—from puberty to the period of sexual intercourse.