Post-Prandial Philosophy | Page 5

the low moral and social ideas of his ancestors, from which he has never varied. He represents most of all, in the modern world, the surviving savage. His love of gewgaws, of titles, of uniform, of dress, of feathers, of decorations, of Highland kilts, and stars and garters, is but one external symbol of his lower grade of mental and moral status. All over Europe, the truly civilised classes have gone on progressing by the practice of peaceful arts from generation to generation; but the aristocrat has stood still at the same half-savage level, a hunter and fighter, an orgiastic roysterer, a killer of wild boars and wearer of absurd medi?val costumes, too childish for the civilised and cultivated commoner.
Government by aristocrats is thus government by the mentally and morally inferior. And yet--a Bill for giving at last some scant measure of self-government to persecuted Ireland has to run the gauntlet, in our nineteenth-century England, of an irresponsible House of hereditary barbarians!

III.
SCIENCE IN EDUCATION.
I mean what I say: science in education, not education in science.
It is the last of these that all the scientific men of England have so long been fighting for. And a very good thing it is in its way, and I hope they may get as much as they want of it. But compared to the importance of science in education, education in science is a matter of very small national moment.
The difference between the two is by no means a case of tweedledum and tweedledee. Education in science means the systematic teaching of science so as to train up boys to be scientific men. Now scientific men are exceedingly useful members of a community; and so are engineers, and bakers, and blacksmiths, and artists, and chimney-sweeps. But we can't all be bakers, and we can't all be painters in water-colours. There is a dim West Country legend to the effect that the inhabitants of the Scilly Isles eke out a precarious livelihood by taking in one another's washing. As a matter of practical political economy, such a source of income is worse than precarious--it's frankly impossible. "It takes all sorts to make a world." A community entirely composed of scientific men would fail to feed itself, clothe itself, house itself, and keep itself supplied with amusing light literature. In one word, education in science produces specialists; and specialists, though most useful and valuable persons in their proper place, are no more the staple of a civilised community than engine-drivers or ballet-dancers.
What the world at large really needs, and will one day get, is not this, but due recognition of the true value of science in education. We don't all want to be made into first-class anatomists like Owen, still less into first-class practical surgeons, like Sir Henry Thompson. But what we do all want is a competent general knowledge (amongst other things) of anatomy at large, and especially of human anatomy; of physiology at large, and especially of human physiology. We don't all want to be analytical chemists: but what we do all want is to know as much about oxygen and carbon as will enable us to understand the commonest phenomena of combustion, of chemical combination, of animal or vegetable life. We don't all want to be zoologists, and botanists of the type who put their names after "critical species:" but what we do all want to know is as much about plants and animals as will enable us to walk through life intelligently, and to understand the meaning of the things that surround us. We want, in one word, a general acquaintance with the results rather than with the methods of science.
"In short," says the specialist, with his familiar sneer, "you want a smattering."
Well, yes, dear Sir Smelfungus, if it gives you pleasure to put it so--just that; a smattering, an all-round smattering. But remember that in this matter the man of science is always influenced by ideas derived from his own pursuits as specialist. He is for ever thinking what sort of education will produce more specialists in future; and as a rule he is thinking what sort of education will produce men capable in future of advancing science. Now to advance science, to discover new snails, or invent new ethyl compounds, is not and cannot be the main object of the mass of humanity. What the mass wants is just unspecialised knowledge--the kind of knowledge that enables men to get comfortably and creditably and profitably through life, to meet emergencies as they rise, to know their way through the world, to use their faculties in all circumstances to the best advantage. And for this purpose what is wanted is, not the methods, but the results of science.
One science, and one only, is rationally taught in our schools at present. I mean