網頁圖片
PDF
ePub 版

unless we understand the extent to which that criticism was affected by scientific conceptions. We falsely pretend to be the inheritors of their culture, unless we are penetrated, as the best minds among them were, with an unhesitating faith that the free employment of reason, in accordance with scientific method, is the sole method of reaching truth.

Thus I venture to think that the pretensions of our modern Humanists to the possession of the monopoly of culture and to the exclusive inheritance of the spirit of antiquity must be abated, if not abandoned. But I should be very sorry that anything I have said should be taken to imply a desire on my part to depreciate the value of classical education, as it might be and as it sometimes is. The native capacities of mankind vary no less than their opportunities; and while culture is one, the road by which one man may best reach it is widely different from that which is most advantageous to another. Again, while scientific education is yet inchoate and tenative, classical education is thoroughly well organized upon the practical experience of generations of teachers. So that, given ample time for learning and destination for ordinary life, or for a literary career, I do not think that a young Englishman in search of culture can do better than follow the course usually marked out for him, supplementing its deficiencies by his own efforts.

But for those who mean to make science their serious occupation; or who intend to follow the profession of medicine; or who have to enter early upon the business of life; for all these, in my opinion, classical education is a mistake; and it is for this reason that I am glad to see "mere literary education and instruction" shut out from the curriculum of Sir Josiah Mason's College, seeing that its inclusion would probably lead to the introduction of the ordinary smattering of Latin and Greek.

Nevertheless, I am the last person to question the importance of genuine literary education, or to suppose that intellectual culture can be complete without it. An exclusively scientific training will bring about a mental twist as surely as an exclusively

literary training. The value of the cargo does not compensate for a ship's being out of trim; and I should be very sorry to think that the Scientific College would turn out none but lopsided men.

There is no need, however, that such a catastrophe should happen. Instruction in English, French, and German is provided, and thus the three greatest literatures of the modern world are made accessible to the student.

French and German, and especially the latter language, are absolutely indispensable to those who desire full knowledge in any department of science. But even supposing that the knowledge of these languages acquired is not more than sufficient for purely scientific purposes, every Englishman has, in his native tongue, an almost perfect instrument of literary expression; and, in his own literature, models of every kind of literary excellence. If an Englishman cannot get literary culture out of his Bible, his Shakespeare, his Milton, neither, in my belief, will the profoundest study of Homer and Sophocles, Virgil and Horace, give it to him.

Thus, since the constitution of the College makes sufficient provision for literary as well as for scientific education, and since artistic instruction is also contemplated, it seems to me that a fairly complete culture is offered to all who are willing to take advantage of it.

And, as to the desirableness of a wider culture than that yielded by science alone, it is to be recollected that the improvement of manufacturing processes is only one of the conditions which contribute to the prosperity of industry. Industry is a means and not an end; and mankind work only to get something which they want. What that something is depends partly on their innate, and partly on their acquired, desires.

If the wealth resulting from prosperous industry is to be spent upon the gratification of unworthy desires, if the increas

ing perfection of manufacturing processes is to be accompanied by an increasing debasement of those who carry them on, I do not see the good of industry and prosperity.

Now it is perfectly true that men's views of what is desirable depend upon their characters; and that the innate proclivities to which we give that name are not touched by any amount of instruction. But it does not follow that even mere intellectual education may not, to an indefinite extent, modify the practical manifestation of the characters of men in their actions, by supplying them with motives unknown to the ignorant. A pleasure-loving character will have pleasure of some sort; but, if you give him the choice, he may prefer pleasures which do not degrade him to those which do. And this choice is offered to every man who possesses in literary or artistic culture a never-failing source of pleasures, which are neither withered by age, nor staled by custom, nor embittered in the recollection by the pangs of self-reproach.

SWEETNESS AND LIGHT1

MATTHEW Arnold

THE disparagers of culture make its motive curiosity; sometimes, indeed, they make its motive mere exclusiveness and vanity. The culture which is supposed to plume itself on a smattering of Greek and Latin is a culture which is begotten by nothing so intellectual as curiosity; it is valued either out of sheer vanity and ignorance or else as an engine of social and class distinction, separating its holder, like a badge or title, from other people who have not got it. No serious man would call this culture, or attach any value to it, as culture, at all. To find the real ground for the very differing estimate which serious people will set upon culture, we must find some motive for culture in the terms of which may lie a real ambiguity; and such a motive the word curiosity gives us.

I have before now pointed out that we English do not, like the foreigners, use this word in a good sense as well as in a bad sense. With us the word is always used in a somewhat disapproving sense. A liberal and intelligent eagerness about the things of the mind may be meant by a foreigner when he speaks of curiosity, but with us the word always conveys a certain notion of frivolous and unedifying activity. In the Quarterly Review, some little time ago, was an estimate of the celebrated French critic, M. Sainte-Beuve, and a very inadequate estimate it in my judgment was. And its inadequacy consisted chiefly in

1 Sweetness and Light was delivered as Arnold's last lecture in the chair of poetry at Oxford, and first appeared in the Cornhill Magazine for July, 1867, under the title Culture and Its Enemies. In 1869 it was published in book form as the opening chapter of the volume Culture and Anarchy.

[ocr errors]

this: that in our English way it left out of sight the double sense really involved in the word curiosity, thinking enough was said to stamp M. Sainte-Beuve with blame if it was said that he was impelled in his operations as a critic by curiosity, and omitting either to perceive that M. Sainte-Beuve himself, and many other people with him, would consider that this was praiseworthy and not blameworthy, or to point out why it ought really to be accounted worthy of blame and not of praise. For as there is a curiosity about intellectual matters which is futile, and merely a disease, so there is certainly a curiosity, — a desire after the things of the mind simply for their own sakes and for the pleasure of seeing them as they are, which is, in an intelligent being, natural and laudable. Nay, and the very desire to see things as they are implies a balance and regulation of mind which is not often attained without fruitful effort, and which is the very opposite of the blind and diseased impulse of mind which is what we mean to blame when we blame curiosity. Montesquieu says: "The first motive which ought to impel us to study is the desire to augment the excellence of our nature, and to render an intelligent being yet more intelligent." This is the true ground to assign for the genuine scientific passion, however manifested, and for culture, viewed simply as a fruit of this passion; and it is a worthy ground, even though we let the term curiosity stand to describe it.

But there is of culture another view, in which not solely the scientific passion, the sheer desire to see things as they are, natural and proper in an intelligent being, appears as the ground of it. There is a view in which all the love of our neighbor, the impulses towards action, help, and beneficence, the desire for removing human error, clearing human confusion, and diminishing human misery, the noble aspiration to leave the world better and happier than we found it, — motives eminently such as are called social, come in as part of the grounds of culture, and the main and preeminent part. Culture is then properly described not as having its origin in curiosity, but as having its

[ocr errors]

« 上一頁繼續 »