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that palæontology to which I refer. In the first place I could get up an osteological primer so arid, so pedantic in its terminology, so altogether distasteful to the youthful mind, as to beat the recent famous production of the head-masters out of the field in all these excellences. Next, I could exercise my boys upon easy fossils, and bring out all their powers of memory and all their ingenuity in the application of my osteo-grammatical rules to the interpretation, or construing, of those fragments. To those who had reached the higher classes, I might supply odd bones to be built up into animals, giving great honour and reward to him who succeeded in fabricating monsters most entirely in accordance with the rules. That would answer to verse-making and essay-writing in the dead languages.

      To be sure, if a great comparative anatomist were to look at these fabrications he might shake his head, or laugh. But what then? Would such a catastrophe destroy the parallel? What think you would Cicero, or Horace, say to the production of the best sixth form going? And would not Terence stop his ears and run out if he could be present at an English performance of his own plays? Would Hamlet, in the mouths of a set of French actors, who should insist on pronouncing English after the fashion of their own tongue, be more hideously ridiculous?

      But it will be said that I am forgetting the beauty, and the human interest, which appertain to classical studies. To this I reply that it is only a very strong man who can appreciate the charms of a landscape, as he is toiling up a steep hill, along a bad road. What with short-windedness, stones, ruts, and a pervading sense of the wisdom of rest and be thankful, most of us have little enough sense of the beautiful under these circumstances. The ordinary school-boy is precisely in this case. He finds Parnassus uncommonly steep, and there is no chance of his having much time or inclination to look about him till he gets to the top. And nine times out of ten he does not get to the top.

      But if this be a fair picture of the results of classical teaching at its best—and I gather from those who have authority to speak on such matters that it is so—what is to be said of classical teaching at its worst, or in other words, of the classics of our ordinary middle-class schools[2]? I will tell you. It means getting up endless forms and rules by heart. It means turning Latin and Greek into English, for the mere sake of being able to do it, and without the smallest regard to the worth, or worthlessness, of the author read. It means the learning of innumerable, not always decent, fables in such a shape that the meaning they once had is dried up into utter trash; and the only impression left upon a boy's mind is, that the people who believed such things must have been the greatest idiots the world ever saw. And it means, finally, that after a dozen years spent at this kind of work, the sufferer shall be incompetent to interpret a passage in an author he has not already got up; that he shall loathe the sight of a Greek or Latin book; and that he shall never open, or think of, a classical writer again, until, wonderful to relate, he insists upon submitting his sons to the same process.

      These be your gods, O Israel! For the sake of this net result (and respectability) the British father denies his children all the knowledge they might turn to account in life, not merely for the achievement of vulgar success, but for guidance in the great crises of human existence. This is the stone he offers to those whom he is bound by the strongest and tenderest ties to feed with bread.

      If primary and secondary education are in this unsatisfactory state, what is to be said to the universities? This is an awful subject, and one I almost fear to touch with my unhallowed hands; but I can tell you what those say who have authority to speak.

      The Rector of Lincoln College, in his lately published, valuable "Suggestions for Academical Organization with especial reference to Oxford," tells us (p. 127):—

      "The colleges were, in their origin, endowments, not for the elements of a general liberal education, but for the prolonged study of special and professional faculties by men of riper age. The universities embraced both these objects. The colleges, while they incidentally aided in elementary education, were specially devoted to the highest learning. …

      "This was the theory of the middle-age university and the design of collegiate foundations in their origin. Time and circumstances have brought about a total change. The colleges no longer promote the researches of science, or direct professional study. Here and there college walls may shelter an occasional student, but not in larger proportions than may be found in private life. Elementary teaching of youths under twenty is now the only function performed by the university, and almost the only object of college endowments. Colleges were homes for the life-study of the highest and most abstruse parts of knowledge. They have become boarding schools in which the elements of the learned languages are taught to youths."

      If Mr. Pattison's high position, and his obvious love and respect for his university, be insufficient to convince the outside world that language so severe is yet no more than just, the authority of the Commissioners who reported on the University of Oxford in 1850 is open to no challenge. Yet they write:—

      "It is generally acknowledged that both Oxford and the country at large suffer greatly from the absence of a body of learned men devoting their lives to the cultivation of science, and to the direction of academical education.

      "The fact that so few books of profound research emanate from the University of Oxford, materially impairs its character as a seat of learning, and consequently its hold on the respect of the nation."

      Cambridge can claim no exemption from the reproaches addressed to Oxford. And thus there seems no escape from the admission that what we fondly call our great seats of learning are simply "boarding schools" for bigger boys; that learned men are not more numerous in them than out of them; that the advancement of knowledge is not the object of fellows of colleges; that, in the philosophic calm and meditative stillness of their greenswarded courts, philosophy does not thrive, and meditation bears few fruits.

      It is my great good fortune to reckon amongst my friends resident members of both universities, who are men of learning and research, zealous cultivators of science, keeping before their minds a noble ideal of a university, and doing their best to make that ideal a reality; and, to me, they would necessarily typify the universities, did not the authoritative statements I have quoted compel me to believe that they are exceptional, and not representative men. Indeed, upon calm consideration, several circumstances lead me to think that the Rector of Lincoln College and the Commissioners cannot be far wrong.

      I believe there can be no doubt that the foreigner who should wish to become acquainted with the scientific, or the literary, activity of modern England, would simply lose his time and his pains if he visited our universities with that object.

      And, as for works of profound research on any subject, and, above all, in that classical lore for which the universities profess to sacrifice almost everything else, why, a third-rate, poverty-stricken German university turns out more produce of that kind in one year, than our vast and wealthy foundations elaborate in ten.

      Ask the man who is investigating any question, profoundly and thoroughly—be it historical, philosophical, philological, physical, literary, or theological; who is trying to make himself master of any abstract subject (except, perhaps, political economy and geology, both of which are intensely Anglican sciences) whether he is not compelled to read half a dozen times as many German, as English, books? And whether, of these English books, more than one in ten is the work of a fellow of a college, or a professor of an English university?

      Is this from any lack of power in the English as compared with the German mind? The countrymen of Grote and of Mill, of Faraday, of Robert Brown, of Lyell, and of Darwin, to go no further back than the contemporaries of men of middle age, can afford to smile at such a suggestion. England can show now, as she has been able to show in every generation since civilization spread over the West, individual men who hold their own against the world, and keep alive the old tradition of her intellectual eminence.

      But, in the majority of cases, these men are what they are in virtue of their native intellectual force, and of a strength of character which will not recognise impediments. They are not trained in the courts of the Temple of Science, but storm the walls of that edifice in all sorts of irregular ways, and with much loss of time and power, in order to obtain their legitimate positions.

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