The Mind in the Making | Page 5

drift of affairs cannot be greatly modified by creating a new dean, or a university council, or by enhancing or decreasing the nominal authority of the president or faculty. We now turn to the second sanctified method of reform, moral uplift.
II. Those who are impatient with mere administrative reform, or who lack faith in it, declare that what we need is brotherly love. Thousands of pulpits admonish us to remember that we are all children of one Heavenly Father and that we should bear one another's burdens with fraternal patience. Capital is too selfish; Labor is bent on its own narrow interests regardless of the risks Capital takes. We are all dependent on one another, and a recognition of this should beget mutual forbearance and glad co-operation. Let us forget ourselves in others. "Little children, love one another."
The fatherhood of God has been preached by Christians for over eighteen centuries, and the brotherhood of man by the Stoics long before them. The doctrine has proved compatible with slavery and serfdom, with wars blessed, and not infrequently instigated, by religious leaders, and with industrial oppression which it requires a brave clergyman or teacher to denounce to-day. True, we sometimes have moments of sympathy when our fellow-creatures become objects of tender solicitude. Some rare souls may honestly flatter themselves that they love mankind in general, but it would surely be a very rare soul indeed who dared profess that he loved his personal enemies--much less the enemies of his country or institutions. We still worship a tribal god, and the "foe" is not to be reckoned among his children. Suspicion and hate are much more congenial to our natures than love, for very obvious reasons in this world of rivalry and common failure. There is, beyond doubt, a natural kindliness in mankind which will show itself under favorable auspices. But experience would seem to teach that it is little promoted by moral exhortation. This is the only point that need be urged here. Whether there is another way of forwarding the brotherhood of man will be considered in the sequel.
III. One disappointed in the effects of mere reorganization, and distrusting the power of moral exhortation, will urge that what we need above all is education. It is quite true that what we need is education, but something so different from what now passes as such that it needs a new name.
Education has more various aims than we usually recognize, and should of course be judged in relation to the importance of its several intentions, and of its success in gaining them. The arts of reading and writing and figuring all would concede are basal in a world of newspapers and business. Then there is technical information and the training that prepares one to earn a livelihood in some more or less standardized guild or profession. Both these aims are reached fairly well by our present educational system, subject to various economies and improvements in detail. Then there are the studies which it is assumed contribute to general culture and to "training the mind", with the hope of cultivating our tastes, stimulating the imagination, and mayhap improving our reasoning powers.
This branch of education is regarded by the few as very precious and indispensable; by the many as at best an amenity which has little relation to the real purposes and success of life. It is highly traditional and retrospective in the main, concerned with ancient tongues, old and revered books, higher mathematics, somewhat archaic philosophy and history, and the fruitless form of logic which has until recently been prized as man's best guide in the fastnesses of error. To these has been added in recent decades a choice of the various branches of natural science.
The results, however, of our present scheme of liberal education are disappointing. One who, like myself, firmly agrees with its objects and is personally so addicted to old books, so pleased with such knowledge as he has of the ancient and modern languages, so envious of those who can think mathematically, and so interested in natural science--such a person must resent the fact that those who have had a liberal education rarely care for old books, rarely read for pleasure any foreign language, think mathematically, love philosophy or history, or care for the beasts, birds, plants, and rocks with any intelligent insight, or even real curiosity. This arouses the suspicion that our so-called "liberal education" miscarries and does not attain its ostensible aims.
The three educational aims enumerated above have one thing in common. They are all directed toward an enhancement of the chances of personal worldly success, or to the increase of our personal culture and intellectual and literary enjoyment. Their purpose is not primarily to fit us to play a part in social or political betterment. But of