The content is the mass of knowledge which man's reason has accumulated and partly put in order since Aristotle taught. It is now so great that thoroughly to master a single branch is arduous labour for a lifetime of concentrated toil, and at the end of it new discoveries will crowd upon the worker and he will die with all his earlier notions crying for revision. No case so patent, so conclusive, of the reality of human unity and the paramount need of organization. The individual here can only thrive and only be of service as a small member of a great whole, one atom in a planet, one cell in a body. The demand which Comte raised more than fifty years ago for another class of specialists, the specialists in generalities, is now being taken up by men of science themselves. But the field has now so much extended and is so much fuller in every part, that it would seem that nothing less than a committee of Aristotles could survey the whole. And even this is but one aspect of the matter. Just as the genesis of science was in the daily needs of men—the cultivators whose fields must be re-measured after the flooding, the priests who had to fix the right hour for sacrifice—so all through its history science has grown and in the future will grow still more by following the suggestions of practice. It gathers strength by contact with the world and life, and it should use its strength in making the world more fit to live in. Thus our committee of scientific philosophers needs to have constantly in touch with it not one but many boards of scientific practitioners.
The past which has given us this most wonderful of all the fruits of time, does not satisfy us equally as to the use that has been made of it. Our crowded slums do not proclaim the glory of Watt and Stephenson as the heavens remind us of Kepler and Newton. Selfishness has grown fat on ill-paid labour, and jealous nations have sharpened their weapons with every device that science can suggest. But a sober judgement, as well as the clearest evidence of history, dictates a more hopeful conclusion. Industry, the twin brother of science, has vastly increased our wealth, our comfort, and our capacity for enjoyment. Medicine, the most human of her children, has lengthened our lives, fortified our bodies, and alleviated our suffering. Every chapter in this volume gives some evidence of the beneficent power of science. For religion, government, morality, even art, are all profoundly influenced by the knowledge that man has acquired of the world around him and his practical conclusions from it. These do not, with the possible exception of art, contradict the thesis of a general improvement of mankind, and science must therefore claim a share—it would seem the decisive share—in the result. We speak, of course, of science in the sense which has been developed in this essay, of the bright well-ordered centre to our knowledge which is always spreading and bringing more of the surrounding fringe, which is also spreading, into the well-defined area. In this sense religion, morality and government have all within historic times come within the range of clear and well-ordered thought: and mankind standing thus within the light, stands more firmly and with better hope. He sees the dark spots and the weaknesses. He knows the remedies, though his will is often unequal to applying them. And even with this revelation of weakness and ignorance, he is on the whole happier and readier to grapple with his fate.
If this appears a fair diagnosis of the Western mind in the midst of its greatest external crisis, the reason for this amazing firmness of mind and stability of society must be sought in the structure which science and industry combined have built around us. The savage, untutored in astronomy, may think that an eclipse betokens the end of the world. Science convinces him that it will pass. Just so the modern world trained to an order of thought and of society which rests on world-wide activities elaborated through centuries of common effort, awaits the issue of our darkened present calmly and unmoved. The things of the mind on which all nations have co-operated in the past will re-assert their sway. Fundamentally this is a triumph for the scientific spirit, the order which man has now succeeded in establishing between himself and his surroundings.
The country is demanding—and rightly—a stronger bias in our educational system for teaching of a scientific kind; but teachers and professors are not unnaturally perplexed. They see the immeasurable scope of the new knowledge; they know the labour, often ineffective, that has been expended in teaching the rudiments of the old 'humanities'. And now a task is propounded to them before which the old one with all its faults seems definite, manageable and formative of character. The classical world which has been the staple of our education for 400 years is a finished thing and we can compass it in thought. It lives indeed, but unconsciously, in our lives, as we go about our business. This new world into which our youth has now to enter, rests also on the past, but it is still more present; it grows all round us faster than we can keep pace with its earlier stages. How then can such a thing be used as an instrument of education where above all something is needed of clear and definite purpose, stimulating in itself and tending to mental growth and activity in after life? We could not, even if we would, offer any satisfactory answer here to one of the most troubled questions of the day. Decades of experiments will be needed before even a tolerable solution can be reached. But the argument pursued in this and other essays may suggest a line of approach. This must lie in a reconciliation between science and history, or rather in the recognition that science rightly understood is the key to history, and that the history best worth study is the record of man's collective thought in face of the infinite complexities, the barriers and byways, the lights and shadows of life and nature. From the study of man's approach to knowledge and unity in history each new-coming student may shape his own. He sees a unity of thought not wholly unattainable, a foundation laid beneath the storms of time. To a mind thus trained should come an eagerness to carry on the conquests of the past and to apply the lessons gained to the amelioration of the present.
This we may hope from the well-disposed. But for all, the contemplation of a universe where man's mind has worked for ages in unravelling its secrets and describing its wonders, must bring a sense of reverence as well as trust. It is no dry category of abstract truths to which we turn and would have others turn, but a world as bright and splendid as the rainbow to the savage or the forest to the poet or the heavens to the lonely watcher on the Babylonian plain. The glories and the depths remain, deeper and more glorious, with all the added marvels of man's exploring thought. The seeing eye which a true education will one day give us, may read man's history in the world we live in, and read the world with the full illumination of a united human vision—the eyes of us all.
Books for Reference
Alcan, De la méthode dans les Sciences.
Mach, History of Mechanics, Kegan Paul.
Thomson, Science of Life, Blackie.
Thomson, Science in the Nineteenth Century, Chambers.