Knowledge about man, information as to his past, familiarity with his documented records of literature, may be as technical a possession as the accumulation of physical details. Men may keep busy in a variety of ways, making money, acquiring facility in laboratory manipulation, or in amassing a store of facts about linguistic matters, or the chronology of literary productions. Unless such activity reacts to enlarge the imaginative vision of life, it is on a level with the busy work of children. It has the letter without the spirit of activity. It readily degenerates itself into a miser's accumulation, and a man prides himself on what he has, and not on the meaning he finds in the affairs of life. Any study so pursued that it increases concern for the values of life, any study producing greater sensitiveness to social well-being and greater ability to promote that well-being is humane study. The humanistic spirit of the Greeks was native and intense but it was narrow in scope. Everybody outside the Hellenic circle was a barbarian, and negligible save as a possible enemy. Acute as were the social observations and speculations of Greek thinkers, there is not a word in their writings to indicate that Greek civilization was not self-inclosed and self-sufficient. There was, apparently, no suspicion that its future was at the mercy of the despised outsider. Within the Greek community, the intense social spirit was limited by the fact that higher culture was based on a substratum of slavery and economic serfdom—classes necessary to the existence of the state, as Aristotle declared, and yet not genuine parts of it. The development of science has produced an industrial revolution which has brought different peoples in such close contact with one another through colonization and commerce that no matter how some nations may still look down upon others, no country can harbor the illusion that its career is decided wholly within itself. The same revolution has abolished agricultural serfdom, and created a class of more or less organized factory laborers with recognized political rights, and who make claims for a responsible role in the control of industry—claims which receive sympathetic attention from many among the well-to-do, since they have been brought into closer connections with the less fortunate classes through the breaking down of class barriers.
This state of affairs may be formulated by saying that the older humanism omitted economic and industrial conditions from its purview. Consequently, it was one sided. Culture, under such circumstances, inevitably represented the intellectual and moral outlook of the class which was in direct social control. Such a tradition as to culture is, as we have seen (ante, p. 260), aristocratic; it emphasizes what marks off one class from another, rather than fundamental common interests. Its standards are in the past; for the aim is to preserve what has been gained rather than widely to extend the range of culture.
The modifications which spring from taking greater account of industry and of whatever has to do with making a living are frequently condemned as attacks upon the culture derived from the past. But a wider educational outlook would conceive industrial activities as agencies for making intellectual resources more accessible to the masses, and giving greater solidity to the culture of those having superior resources. In short, when we consider the close connection between science and industrial development on the one hand, and between literary and aesthetic cultivation and an aristocratic social organization on the other, we get light on the opposition between technical scientific studies and refining literary studies. We have before us the need of overcoming this separation in education if society is to be truly democratic.
Summary.
The philosophic dualism between man and nature is reflected in
the division of studies between the naturalistic and the humanistic with a tendency to reduce the latter to the literary records of the past. This dualism is not characteristic (as were the others which we have noted) of Greek thought. It arose partly because of the fact that the culture of Rome and of barbarian Europe was not a native product, being borrowed directly or indirectly from Greece, and partly because political and ecclesiastic conditions emphasized dependence upon the authority of past knowledge as that was transmitted in literary documents.
At the outset, the rise of modern science prophesied a restoration of the intimate connection of nature and humanity, for it viewed knowledge of nature as the means of securing human progress and well-being. But the more immediate applications of science were in the interests of a class rather than of men in common; and the received philosophic formulations of scientific doctrine tended either to mark it off as merely material from man as spiritual and immaterial, or else to reduce mind to a subjective illusion. In education, accordingly, the tendency was to treat the sciences as a separate body of studies, consisting of technical information regarding the physical world, and to reserve the older literary studies as distinctively humanistic. The account previously given of the evolution of knowledge, and of the educational scheme of studies based upon it, are designed to overcome the separation, and to secure recognition of the place occupied by the subject matter of the natural sciences in human affairs.
1 The Influence of Greek Ideas and Usages upon the Christian Church. pp. 43-44.
Chapter Twenty-two:
The Individual and the World
1. Mind as Purely Individual. We have been concerned with the influences which have effected a division between work and leisure, knowing and doing, man and nature. These influences have resulted in splitting up the subject matter of education into separate studies. They have also found formulation in various philosophies which have opposed to each other body and mind, theoretical knowledge and practice, physical mechanism and ideal purpose. Upon the philosophical side, these various dualisms culminate in a sharp demarcation of individual minds from the world, and hence from one another. While the connection of this philosophical position with educational procedure is not so obvious as is that of the points considered in the last three chapters, there are certain educational considerations which correspond to it; such as the antithesis supposed to exist between subject matter (the counterpart of the world) and method (the counterpart of mind); such as the tendency to treat interest as something purely private, without intrinsic connection with the material studied. Aside from incidental educational bearings, it will be shown in this chapter that the dualistic philosophy of mind and the world implies an erroneous conception of the relationship between knowledge and social interests, and between individuality or freedom, and social control and authority. The identification of the mind with the individual self and of the latter with a private psychic consciousness is comparatively modern. In both the Greek and medieval periods, the rule was to regard the individual as a channel through which a universal and divine intelligence operated. The individual was in no true sense the knower; the knower was the "Reason" which operated through him. The individual interfered at his peril, and only to the detriment of the truth. In the degree in which the individual rather than reason "knew," conceit, error, and opinion were substituted for true knowledge. In Greek life, observation was acute and alert; and thinking was free almost to the point of irresponsible speculations. Accordingly the consequences of the theory were only such as were consequent upon the lack of an experimental method. Without such a method individuals could not engage in knowing, and be checked up by the results of the inquiries of others. Without such liability to test by others, the minds of men could not be intellectually responsible; results were to be accepted because of their aesthetic consistency, agreeable quality, or the prestige of their authors. In the barbarian period, individuals were in a still more humble attitude to truth; important knowledge was supposed to be divinely revealed, and nothing remained for the minds of individuals except to work it over after it had been received on authority. Aside from the more consciously philosophic aspects of these movements, it never occurs to any one to identify mind and the personal self wherever beliefs are transmitted by custom.
In the medieval period there
