VII
INTERPRETATION
Is the secret of life then a sort of literary rapture, a princely thing, only possible through costly outlay and jealously selected hours, like a concert of stringed instruments, whose players are unknown, bursting on the ear across the terraces and foliaged walls of some enchanted garden? By no means! That is the shadow of the artistic nature, that the rare occasions of life, where sound and scent and weather and sweet companionship conspire together, are so exquisite, so adorable, that the votary of such mystical raptures begins to plan and scheme and hunger for these occasions, and lives in discontent because they arrive so seldom.
No art, no literature, are worth anything at all unless they send one back to life with a renewed desire to taste it and to live it.
Sometimes as I sit on a sunny day writing in my chair beside the window, a picture of the box-hedge, the tall sycamores, the stone-tiled roof of the chapel, with the blue sky behind, globes itself in the lense of my spectacles, so entrancingly beautiful, that it is almost a disappointment to look out on the real scene. We like to see things mirrored thus and framed, we strangely made creatures of life; why, I know not, except that our finite little natures love to select and isolate experiences from the ma.s.s, and contemplate them so.
But we must learn to avoid this, and to realise that if a particle of life, thus ordered and restricted, is beautiful, the thing itself is more beautiful still. But we must not depend helplessly upon the interpretations, the skilled reflections, of finer minds than our own.
If we learn from a wise interpreter or poet the quality and worth of a fraction of life, it is that we may gain from him the power to do the same for ourselves elsewhere; we must learn to walk alone, not crave, like a helpless child, to be for ever led and carried in kindly arms.
The danger of culture, as it is unpleasantly called, is that we get to love things because poets have loved them, and as they loved them; and there we must not stay; because we thus grow to fear and mistrust the strong flavours and sounds of life, the joys of toil and adventure, the desire of begetting, giving life, drawing a soul from the unknown; we come to linger in a half-lit place, where things reach us faintly mellowed, as in a vision, through enfolding trees and at the ends of enchanted glades. This book of mine lays no claim to be a pageant of all life"s joys; it leaves many things untouched and untold; but it is a plea for this; that those who have to endure the common lot of life, who cannot go where they would, whose leisure is but a fraction of the day, before the morning"s toil and after the task is done, whose temptation it is to put everything else away except food and sleep and work and anxiety, not liking life so but finding it so;--it is a plea that such as these should learn how experience, even under cramped conditions, may be finely and beautifully interpreted, and made rich by renewed intention. Because the secret lies hid in this, that we must observe life intently, grapple with it eagerly; and if we have a hundred lives before us, we can never conquer life till we have learned to ride above it, not welter helplessly below it. And the cramped and restricted life is all the grander for this, that it gives us a n.o.bler chance of conquest than the free, liberal, wealthy, unrestrained life.
In the _Romaunt of the Rose_ a little square garden is described, with its beds of flowers, its orchard-trees. The beauty of the place lies partly in its smallness, but more still in its running waters, its shadowy wells, wherein, as the writer says quaintly enough, are "_no frogs_," and the conduit-pipes that make a "noise full-liking." And again in that beautiful poem of Tennyson"s, one of his earliest, with the dew of the morning upon it, he describes _The Poet"s Mind_ as a garden:
In the middle leaps a fountain Like sheet lightning, Ever brightening With a low melodious thunder; All day and all night it is ever drawn From the brain of the purple mountain Which stands in the distance yonder: ...
And the mountain draws it from Heaven above, And it sings a song of undying love.
That is a power which we all have, in some degree, to draw into our souls, or to set running through them, the streams of Heaven--for like water they will run in the dullest and darkest place if only they be led thither; and the lower the place, the stronger the stream! I am careful not to prescribe the source too narrowly, for it must be to our own liking, and to our own need. And so I will not say "love this and that picture, read this and that poet!" because it is just thus, by following direction too slavishly, that we lose our own particular inspiration. Indeed I care very little about fineness of taste, fastidious critical rejections, scoffs and sneers at particular fashions and details. One knows the epicure of life, the man who withdraws himself more and more from the throng, cannot bear to find himself in dull company, reads fewer and fewer books, can hardly eat and drink unless all is exactly what he approves; till it becomes almost wearisome to be with him, because it is such anxious and scheming work to lay out everything to please him, and because he will never take his chance of anything, nor bestir himself to make anything out of a situation which has the least commonness or dulness in it. Of course only with the command of wealth is such life possible; but the more delicate such a man grows, the larger and finer his maxims become, and the more he casts away from his philosophy the need of practising anything. One must think, such men say, clearly and finely, one must disapprove freely, one must live only with those whom one can admire and love; till they become at last like one of those sad ascetics, who spent their time on the top of pillars, and for ever drew up stones from below to make the pillar higher yet.
One is at liberty to mistrust whatever makes one isolated and superior; not of course that one"s life need be spent in a sort of diffuse sociability; but one must practise an ease that is never embarra.s.sed, a frankness that is never fastidious, a simplicity that is never abashed; and behind it all must spring the living waters, with the clearness of the sky and the cleanness of the hill about them, running still swiftly and purely in our narrow garden-ground, and meeting the kindred streams that flow softly in many other glad and desirous hearts.
In the beautiful old English poem, _The Pearl_, where the dreamer seems to be instructed by his dead daughter Marjory in the heavenly wisdom, she tells him that "all the souls of the blest are equal in happiness--that they are all kings and queens."[1] That is a heavenly kind of kingship, when there are none to be ruled or chidden, none to labour and serve; but it means the fine frankness and serenity of mind which comes of kingship, the perfect ease and dignity which springs from not having to think of dignity or pre-eminence at all.
Long ago I remember how I was sent for to talk with Queen Victoria in her age, and how much I dreaded being led up to her by a majestic lord-in-waiting; she sate there, a little quiet lady, so plainly dressed, so simple, with her hands crossed on her lap, her sanguine complexion, her silvery hair, yet so crowned with dim history and tradition, so great as to be beyond all pomp or ceremony, yet wearing the awe and majesty of race and fame as she wore her plain dress. She gave me a little nod and smile, and began at once to talk in the sweet clear voice that was like the voice of a child. Then came my astonishment. She knew, it seemed, all about me and my doings, and the doings of my relations and friends--not as if she had wished to be prepared to surprise me; but because her motherly heart had wanted to know, and had been unable to forget. The essence of that charm, which flooded all one"s mind with love and loyalty, was not that she was great, but that she was entirely simple and kind; because she loved, not her great part in life, but life itself.
That kingship and queenship is surely not out of the reach of any of us; it depends upon two things: one, that we keep our minds and souls fresh with the love of life, which is the very dew of heaven; and the other that we claim not rights but duties, our share in life, not a control over it; if all that we claim is not to rule others, but to be interested in them, if we will not be shut out from love and care, then the sovereignty is in sight, and the nearer it comes the less shall we recognise it; for the only dignity worth the name is that which we do not know to be there.
FOOTNOTES:
[Footnote 1: See Professor W. P. Ker"s _English Literature, Mediaeval_, p. 194.]
VIII
EDUCATION
It is clear that the progress of the individual and the world alike depends upon the quickening of ideas. All civilisation, all law, all order, all controlled and purposeful life, will be seen to depend on these ideas and emotions. The growing conception of the right of every individual to live in some degree of comfort and security is nothing but the taking shape of these ideas and emotions; for the end of all civilisation is to ensure that there shall be freedom for all from debasing and degrading conditions, and that is perhaps as far as we have hitherto advanced; but the further end in sight is to set all men and women free to some extent from hopeless drudgery, to give them leisure, to provide them with tastes and interests; and further still, to contrive, if possible, that human beings shall not be born into the world of tainted parentage, and thus to stamp out the tyranny of disease and imbecility and criminal instinct. More and more does it become clear that all the off-scourings and failures of civilisation are the outcome of diseased brains and nerves, and that self-control and vigour are the results of nature rather than nurture. All this is now steadily in sight. The aim is personal freedom, the freedom which shall end where another"s freedom begins; but we recognise now that it is no use legislating for social and political freedom, if we allow the morally deficient to beget offspring for whom moral freedom is an impossibility. And perhaps the best hope of the race lies in firmly facing this problem.
But, as I say, we have hardly entered upon this stage. We have to deal with things as they are, with many natures tainted by moral feebleness, by obliquity of vision, by lack of proportion. The hope at present lies in the endeavour to find some source of inspiration, in a determination not to let men and women grow up with fine emotions atrophied; and here the whole system of education is at fault. It is all on the lines of an intellectual gymnastic; little or nothing is done to cultivate imagination, to feed the sense of beauty, to arouse interest, to awaken the sleeping sense of delight. There is no doubt that all these emotions are dormant in many people. One has only to reflect on the influence of a.s.sociation, to know how children who grow up in a home atmosphere which is fragrant with beautiful influences, generally carry on those tastes and habits into later life. But our education tends neither to make men and women efficient for the simple duties of life, nor to-arouse the gentler energies of the spirit. "You must remember you are translating poetry," said a conscientious master to a boy who was construing Virgil. "It"s not poetry when I translate it!" said the boy. I look back at my own schooldays, and remember the bare, stately cla.s.s-rooms, the dry wind of intellect, the dull murmur of work, neither enjoyed nor understood; and I reflect how small a part any fanciful or beautiful or leisurely interpretation ever played in our mental exercises; the first and last condition of any fine sort of labour--that it should be enjoyed--was put resolutely out of sight, not so much as an impossible adjunct, as a thing positively enervating and contemptible. Yet if one subtracts the idea of enjoyment from labour, there is no beauty-loving spirit which does not instantly and rightly rebel. There must be labour, of course, effective, vigorous, brisk labour, overcoming difficulties, mastering uncongenial details; but the end should be enjoyment; and it should be made clear that the greater the mastery, the richer the enjoyment; and that if one cannot enjoy a thing without mastering it, neither can one ever really master it without enjoying it.
What we need, in education, is some sense of far horizons and beautiful prospects, some consciousness of the largeness and mystery and wonder of life. To take a simple instance, in my own education. I read the great books of Greece and Rome; but I knew hardly anything of the atmosphere, the social life, the human activity out of which they proceeded. One did not think of the literature of the Greeks as of a fountain of eager beauty springing impulsively and instinctively out of the most ardent, gracious, sensitive life that any nation has ever lived. One knew little of the stern, businesslike, orderly, grasping Roman temperament, in which poetry flowered so rarely, and the arts not at all, until the national fibre began to weaken and grow dissolute. One studied history in those days, as if one was mastering statute-books, blue-books, gazettes, office-files; one never grasped the clash of individualities, or the real interests and tastes of the nations that fought and made laws and treaties. It was all a dealing with records and monuments, just the things that happened to survive decay--as though one"s study of primitive man were to begin and end with sharpened flints!
What we have now to do, in this next generation, is not to leave education a dry conspectus of facts and processes, but to try rather that children should learn something of the temper and texture of the world at certain vivid points of its history; and above all perceive something of the nature of the world as it now is, its countries, its nationalities, its hopes, its problems. That is the aim, that we should realise what kind of a thing life is, how bright and yet how narrow a flame, how bounded by darkness and mystery, and yet how vivid and active within its little s.p.a.ce of sun.
IX
KNOWLEDGE
"Knowledge is power," says the old adage; and yet so meaningless now, in many respects, do the words sound, that it is hard even to recapture the mental outlook from which it emanated. I imagine that it dates from a time when knowledge meant an imagined acquaintance with magical secrets, short cuts to wealth, health, influence, fame. Even now the application of science to the practical needs of man has some semblance of power about it; the telephone, wireless telegraphy, steam engines, anaesthetics--these are powerful things. But no man is profited by his discoveries; he cannot keep them to himself, and use them for his own private ends. The most he can do is to make a large fortune out of them. And as to other kinds of knowledge, erudition, learning, how do they profit the possessor? "No one knows anything nowadays," said an eminent man to me the other day; "it is not worth while! The most learned man is the man who knows best where to find things." There still appears, in works of fiction, with pathetic persistence, a belief that learning still lingers at Oxford and Cambridge; those marvellous Dons, who appear in the pages of novels, men who read folios all the morning and drink port all the evening, where are they in reality? Not at Cambridge, certainly. I would travel many miles, I would travel to Oxford, if I thought I could find such an adorable figure. But the Don is now a brisk and efficient man of business, a paterfamilias with provision to make for his family. He has no time for folios and no inclination for port. Examination papers in the morning, and a gla.s.s of lemonade at dinner, are the notes of his leisure days. The belief in uncommercial knowledge has indeed died out of England. Eton, as Mr. Birrell said, can hardly be described as a place of education; and to what extent can Oxford and Cambridge be described as places of literary research? A learned man is apt to be considered a bore, and the highest compliment that can be paid him is that one would not suspect him of being learned.
There is, indeed, a land in which knowledge is respected, and that is America. If we do not take care, the high culture will desert our sh.o.r.es, like Astraea"s flying hem, and take her way Westward, with the course of Empire.
A friend of mine once told me that he struggled up a church-tower in Florence, a great lean, pale brick minaret, designed, I suppose, to be laminated with marble, but cheerfully abandoned to bareness; he came out on to one of those high bal.u.s.traded balconies, which in mediaeval pictures seem to have been always crowded with fantastically dressed persons, and are now only visited by tourists. The silvery city lay outspread beneath him, with the rapid mud-stained river pa.s.sing to the plain, the hill-side crowded with villas embowered in green gardens, and the sad-coloured hills behind. While he was gazing, two other tourists, young Americans, came quietly out on to the balcony, a brother and sister, he thought. They looked out for a time in silence, leaning on the parapet; and then the brother said softly, "How much we should enjoy all this, if we were not so ignorant!" Like all Americans, they wanted to know! It was not enough for them to see the high houses, the fantastic towers, the great blind blocks of mediaeval palaces, thrust so grimly out above the house-tops. It all meant life and history, strife and sorrow, it all needed interpreting and transfiguring and re-peopling; without that it was dumb and silent, vague and bewildering. One does not know whether to admire or to sigh!
Ought one not to be able to take beauty as it comes? What if one does not want to know these things, as Sh.e.l.ley said to his lean and embarra.s.sed tutor at Oxford? If knowledge makes the scene glow and live, enriches it, illuminates it, it is well. And perhaps in England we learn to live so incuriously and naturally among historical things that we forget the existence of tradition, and draw it in with the air we breathe, just realising it as a pleasant background and not caring to investigate it or master it. It is hard to say what we lose by ignorance, is hard to say what we should gain by knowledge. Perhaps to want to know would be a sign of intellectual and emotional activity; but it could not be done as a matter of duty--only as a matter of enthusiasm.
The poet Clough once said, "It makes a great difference to me that Magna Charta was signed at Runnymede, but it does not make much difference to me to know that it was signed." The fact that it was so signed affects our liberties, the knowledge only affects us, if it inspires us to fresh desire of liberty, whatever liberty may be. It is even more important to be interested in life than to be interested in past lives. It was Scott, I think, who asked indignantly,
Lives there the man with soul so dead, Who never to himself hath said This is my own, my native land?
I do not know how it may be in Scotland! Dr. Johnson once said rudely that the finest prospect a Scotchman ever saw was the high road that might take him to England; but I should think that if Scott"s is a fair test of deadness of soul, there must be a good many people in England who are as dead as door-nails! The Englishman is not very imaginative; and a farmer who was accustomed to kneel down like Antaeus, and kiss the soil of his orchard, would be thought an eccentric!
Shall we then draw a cynical conclusion from all this, and say that knowledge is a useless burden; or if we think so, why do we think it?
I have very little doubt in my own mind that why so many young men despise and even deride knowledge is because knowledge has been presented to them in so arid a form, so little connected with anything that concerns them in the remotest degree. We ought, I think, to wind our way slowly back into the past from the present; we ought to start with modern problems and modern ideas, and show people how they came into being; we ought to learn about the world, as it is, first, and climb the hill slowly. But what we do is to take the history of the past, Athens and Rome and Judaea, three glowing and shining realms, I readily admit; but we leave the gaps all unbridged, so that it seems remote, abstruse, and incomprehensible that men should ever have lived and thought so.
Then we deluge children with the old languages, not teaching them to read, but to construe, and cramming the little memories with hideous grammatical forms. So the whole process of education becomes a dreary wrestling with the uninteresting and the unattainable; and when we have broken the neck of infantile curiosity with these uncouth burdens, we wonder that life becomes a place where the only aim is to get a good appointment, and play as many games as possible.
Yet learning need not be so c.u.mbrously carried after all! I was reading a few days ago a little book by Professor Ker, on mediaeval English, and reading it with a species of rapture. It all came so freshly and pungently out of a full mind, penetrated with zest and enjoyment. One followed the little rill of literary craftsmanship so easily out of the plain to its high source among the hills, till I wondered why on earth I had not been told some of these delightful things long ago, that I might have seen how our great literature took shape. Such sc.r.a.ps of knowledge as I possess fell into shape, and I saw the whole as in a map outspread.
And then I realised that knowledge, if it was only rightly directed, could be a beautiful and attractive thing, not a mere fuss about nothing, dull facts reluctantly acquired, readily forgotten.
All children begin by wanting to know, but they are often told not to be tiresome, which generally means that the elder person has no answer to give, and does not like to appear ignorant. And then the time comes for Latin Grammar, and Cicero de Senectute, and Caesar"s Commentaries, and the bewildered stripling privately resolves to have no more than he can help to do with these antique horrors. The marvellous thing seems to him to be that men of flesh and blood could have found it worth their while to compose such things.
Erudition, great is thy sin! It is not that one wants to deprive the savant of his knowledge; one only wants a little common-sense and imaginative sympathy. How can a little boy guess that some of the most beautiful stories in the world lie hid among a ma.s.s of wriggling consonants, or what a garden lurks behind the iron gate, with [Greek: blosko] and [Greek: moloumai] to guard the threshold?
I am not going here to discuss the old curriculum. "Let "em "ave it!"
as the parent said to the schoolmaster, under the impression that it was some instrument of flagellation--as indeed it is, I look round my book-lined shelves, and reflect how much of interest and pleasure those parallel rows have meant to me, and how I struggled into the use of them outside of and not because of my so-called education; and how much they might mean to others if they had not been so conscientiously b.u.mped into paths of peace.
"Nothing," said Pater, speaking of art in one of his finest pa.s.sages, "nothing which has ever engaged the great and eager affections of men and women can ever wholly lose its charm." Not to the initiated, perhaps! But I sometimes wonder if anything which has been taught with dictionary and grammar, with parsing and construing, with detention and imposition, can ever wholly regain its charm. I am afraid that we must make a clean sweep of the old processes, if we have any intention of interesting our youth in the beauty of human ideas and their expression. But while we do not care about beauty and interest in life, while we conscientiously believe, in spite of a cataract of helpless facts, in the virtues of the old grammar-grind, so long shall we remain an uncivilised nation. Civilisation does not consist in commercial prosperity, or even in a fine service of express trains.
It resides in quick apprehension, lively interest, eager sympathy ...
at least I suspect so.
"Like a crane or a swallow, so did I chatter!" said the rueful prophet. I do not write as a pessimist, hardly as a critic; still less as a censor; to waste time in deriding others" theories of life is a very poor subst.i.tute for enjoying it! I think we do very fairly well as we are; only do not let us indulge in the cant in which educators so freely indulge, the claim that we are interested in ideas intellectual or artistic, and that we are trying to educate our youth in these things. We do produce some intellectual athletes, and we knock a few hardy minds more or less into shape; but meanwhile a great river of opportunities, curiosity, intelligence, taste, interest, pleasure, goes idly weltering, through mud-flats and lean promontories and bare islands to the sea. It is the loss, the waste, the folly, of it that I deplore.
X
GROWTH