with the rest of the later social development, in so far as this social development shows evidence of a reversion to the spiritual attitude that characterizes the earlier, undifferentiated stage of economic revolution. Such evidence of a general tendency to reversion from the dominance of the invidious interest is not entirely wanting, although it is neither plentiful nor unquestionably convincing. The general decay of the sense of status in modern industrial communities goes some way as evidence in this direction; and the perceptible return to a disapproval of futility in human life, and a disapproval of such activities as serve only the individual gain at the cost of the collectivity or at the cost of other social groups, is evidence to a like effect. There is a perceptible tendency to deprecate the infliction of pain, as well as to discredit all marauding enterprises, even where these expressions of the invidious interest do not tangibly work to the material detriment of the community or of the individual who passes an opinion on them. It may even be said that in the modern industrial communities the average, dispassionate sense of men says that the ideal character is a character which makes for peace, good-will, and economic efficiency, rather than for a life of self-seeking, force, fraud, and mastery.
The influence of the leisure class is not consistently for or against the rehabilitation of this proto-anthropoid human nature. So far as concerns the chance of survival of individuals endowed with an exceptionally large share of the primitive traits, the sheltered position of the class favors its members directly by withdrawing them from the pecuniary struggle; but indirectly, through the leisure-class canons of conspicuous waste of goods and effort, the institution of a leisure class lessens the chance of survival of such individuals in the entire body of the population. The decent requirements of waste absorb the surplus energy of the population in an invidious struggle and leave no margin for the non-invidious expression of life. The remoter, less tangible, spiritual effects of the discipline of decency go in the same direction and work perhaps more effectually to the same end. The canons of decent life are an elaboration of the principle of invidious comparison, and they accordingly act consistently to inhibit all non-invidious effort and to inculcate the self-regarding attitude.
Chapter 13.
The Higher Learning as an Expression of the Pecuniary Culture
To the end that suitable habits of thought on certain heads may be conserved in the incoming generation, a scholastic discipline is sanctioned by the common sense of the community and incorporated into the accredited scheme of life. The habits of thought which are so formed under the guidance of teachers and scholastic traditions have an economic value—a value as affecting the serviceability of the individual—no less real than the similar economic value of the habits of thought formed without such guidance under the discipline of everyday life. Whatever characteristics of the accredited scholastic scheme and discipline are traceable to the predilections of the leisure class or to the guidance of the canons of pecuniary merit are to be set down to the account of that institution, and whatever economic value these features of the educational scheme possess are the expression in detail of the value of that institution. It will be in place, therefore, to point out any peculiar features of the educational system which are traceable to the leisure-class scheme of life, whether as regards the aim and method of the discipline, or as regards the compass and character of the body of knowledge inculcated. It is in learning proper, and more particularly in the higher learning, that the influence of leisure-class ideals is most patent; and since the purpose here is not to make an exhaustive collation of data showing the effect of the pecuniary culture upon education, but rather to illustrate the method and trend of the leisure-class influence in education, a survey of certain salient features of the higher learning, such as may serve this purpose, is all that will be attempted.
In point of derivation and early development, learning is somewhat closely related to the devotional function of the community, particularly to the body of observances in which the service rendered the supernatural leisure class expresses itself. The service by which it is sought to conciliate supernatural agencies in the primitive cults is not an industrially profitable employment of the community's time and effort. It is, therefore, in great part, to be classed as a vicarious leisure performed for the supernatural powers with whom negotiations are carried on and whose good-will the service and the professions of subservience are conceived to procure. In great part, the early learning consisted in an acquisition of knowledge and facility in the service of a supernatural agent. It was therefore closely analogous in character to the training required for the domestic service of a temporal master. To a great extent, the knowledge acquired under the priestly teachers of the primitive community was knowledge of ritual and ceremonial; that is to say, a knowledge of the most proper, most effective, or most acceptable manner of approaching and of serving the preternatural agents. What was learned was how to make oneself indispensable to these powers, and so to put oneself in a position to ask, or even to require, their intercession in the course of events or their abstention from interference in any given enterprise. Propitiation was the end, and this end was sought, in great part, by acquiring facility in subservience. It appears to have been only gradually that other elements than those of efficient service of the master found their way into the stock of priestly or shamanistic instruction.
The priestly servitor of the inscrutable powers that move in the external world came to stand in the position of a mediator between these powers and the common run of unrestricted humanity; for he was possessed of a knowledge of the supernatural etiquette which would admit him into the presence. And as commonly happens with mediators between the vulgar and their masters, whether the masters be natural or preternatural, he found it expedient to have the means at hand tangibly to impress upon the vulgar the fact that these inscrutable powers would do what he might ask of them. Hence, presently, a knowledge of certain natural processes which could be turned to account for spectacular effect, together with some sleight of hand, came to be an integral part of priestly lore. Knowledge of this kind passes for knowledge of the "unknowable", and it owes its serviceability for the sacerdotal purpose to its recondite character. It appears to have been from this source that learning, as an institution, arose, and its differentiation from this its parent stock of magic ritual and shamanistic fraud has been slow and tedious, and is scarcely yet complete even in the most advanced of the higher seminaries of learning.
The recondite element in learning is still, as it has been in all ages, a very attractive and effective element for the purpose of impressing, or even imposing upon, the unlearned; and the standing of the savant in the mind of the altogether unlettered is in great measure rated in terms of intimacy with the occult forces. So, for instance, as a typical case, even so late as the middle of this century, the Norwegian peasants have instinctively formulated their sense of the superior erudition of such doctors of divinity as Luther, Malanchthon, Peder Dass, and even so late a scholar in divinity as Grundtvig, in terms of the Black Art. These, together with a very comprehensive list of minor celebrities, both living and dead, have been reputed masters in all magical arts; and a high position in the ecclesiastical personnel has carried with it, in the apprehension of these good people, an implication of profound familiarity with magical practice and the occult sciences. There is a parallel fact nearer home, similarly going to show the close relationship, in popular apprehension, between erudition and the unknowable; and it will at the same time serve to illustrate, in somewhat coarse outline, the bent which leisure-class life gives to the cognitive interest. While the belief is by no means confined to the leisure class, that class today comprises a disproportionately large number of believers in occult sciences of all kinds and shades. By those whose habits of thought are not shaped by contact with modern industry, the knowledge of the unknowable is still felt to the ultimate if not the only true knowledge.
Learning, then, set out by being in some sense a by-product of the priestly vicarious leisure class; and, at least until a recent date, the higher learning has since remained in some sense a by-product or by-occupation of the priestly classes. As the body of systematized knowledge increased, there presently arose a distinction, traceable very far back in the history of education, between
