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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..b87022e --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #50338 (https://www.gutenberg.org/ebooks/50338) diff --git a/old/50338-8.txt b/old/50338-8.txt deleted file mode 100644 index 415d593..0000000 --- a/old/50338-8.txt +++ /dev/null @@ -1,979 +0,0 @@ -The Project Gutenberg eBook, Huxley and Education, by Henry Fairfield -Osborn - - -This eBook is for the use of anyone anywhere in the United States and most -other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - - - - -Title: Huxley and Education - Address at the Opening of the College Year, Columbia University, September 28, 1910 - - -Author: Henry Fairfield Osborn - - - -Release Date: October 29, 2015 [eBook #50338] - -Language: English - -Character set encoding: ISO-8859-1 - - -***START OF THE PROJECT GUTENBERG EBOOK HUXLEY AND EDUCATION*** - - -E-text prepared by MWS, Adrian Mastronardi, Martin Pettit, and the Online -Distributed Proofreading Team (http://www.pgdp.net) from page images -generously made available by Internet Archive/American Libraries -(https://archive.org/details/americana) - - - -Note: Images of the original pages are available through - Internet Archive/American Libraries. See - https://archive.org/details/huxleyandeducat01osbogoog - - - - - -HUXLEY AND EDUCATION - -Address at the Opening of the College Year -Columbia University -September 28, 1910 - -by - -HENRY FAIRFIELD OSBORN -LL.D., Hon. D.Sc, Camb. -Da Costa Professor of Zoology - - - - - - - -New York -Charles Scribner's Sons -1910 - -Copyright, 1910 -By Henry Fairfield Osborn - -The De Vinne Press - - - - -HUXLEY AND EDUCATION - - "The stars come nightly to the sky; - The tidal wave comes to the sea; - Nor time, nor space, nor deep, nor high - Can keep my own away from me." - - --BURROUGHS. - - -The most sanguine day of the college year is the opening one: the -student has not yet faced the impossible task annually presented of -embracing the modern world of knowledge; his errors and failures of -earlier years are forgotten; he faces the coming months full of new -hope. - -How would my old master, Huxley, address you if he were to find you in -this felicitous frame of mind, sharpening your wits and your pencils for -the contest which will begin to-morrow morning in every hall and -laboratory of this great University? May I speak for him as I heard him -during the winter of 1879-80 from his lecture desk and as he kindly in -conversation gave me of his stores of wisdom and experience? May I add -from his truly brilliant essays entitled "Science and Education," -delivered between 1874 and 1887? May I contribute also from my own -thirty-seven years of life as a student and teacher, beginning in 1873 -and reaching a turning point in 1910 when Columbia enrolled me among its -research professors? It was Huxley's life, his example, the tone of his -writings, rather than his actual precepts which most influenced me, for -in 1879 he was so intensely absorbed in public work and administration, -as well as in research and teaching, that little opportunity remained -for laboratory conferences with his students. How I happened to go to -him was as follows: - -Unlucky--as they appeared to me at the time, but lucky as I look back -upon them--were my own early flounderings and blunderings in seeking the -true method of education. Huxley has observed of his "Voyage of the -Rattlesnake" that it is a good thing to get down to the bare bones of -existence. The same is true of self-education. As compared with the -hosts of to-day, few men in 1877 knew how to guide the graduate youth; -the Johns Hopkins was still nascent; the creative force of Louis Agassiz -had spent itself in producing the first school of naturalists, including -the genius, William James. One learnt one's errors through falling into -pitfalls. With two companions I was guided by a sort of blind instinct -to feel that the most important thing in life was to make a discovery of -some kind. On consulting one of our most forceful and genial professors -his advice was negative and discouraging: "Young men," he said, "go on -with your studies for ten or twelve years until you have covered the -whole subject; you will then be ready for research of your own." There -appeared to be something wrong about this, although we did not know -exactly what. We disregarded the advice, left the laboratory of this -professor, and at the end of the year did succeed in writing a paper -which subsequently attracted the attention of Huxley and was the -indirect means of an introduction to Darwin. It was a lame product, but -it was ours, and in looking back upon it, one feels with Touchstone in -his comment upon Audrey: - - - "A poor virgin, Sir, - An ill favored thing, Sir, - But mine own." - - -I shall present in this brief address only one idea, namely, the lesson -of Huxley's life and the result of my own experience is that _productive -thinking_ is the chief _means_ as well as the chief _end_ of education, -and that the natural evolution of education will be to develop this kind -of thinking earlier and earlier in the life of the student. - -One of the most marvelous of the manifold laws of evolution is what is -called '_acceleration_.' By this law the beginning of an important organ -like the eye of the chick, for example, is thrust forward into a very -early stage of embryonic development. This is, first, because the eye -is a very complex organ and needs a long time for development, and -second because the fully formed eye of most animals is needed -immediately at birth. I predict that the analogy in the evolution of -education will be very close. Productive thinking may be compared to the -eye; it is needed by the student the moment he graduates, or is hatched, -so to speak; it is now developed only in the graduate schools. It is -such an integral and essential part of education that the spirit of it -is destined to be 'accelerated,' or thrust forward into the opening and -preparatory years. - -If the lines of one's life were to be cast afresh, if by some -metempsychosis one were moulded into what is known as a "great -educator," a man of conventions and platforms, and were suddenly to -become more or less responsible for 3,000 minds and souls, productive -thinking, or the "centrifugal method" of teaching, would not be -postponed to graduation or thereafter, but would begin with the -Freshman, yes, among these humble men of low estate! It may be _apropos_ -to recall a story told of President McCosh of Princeton, a man who -inspired all his students to production and enlivened them with a -constant flow of humor. On one occasion he invited his predecessor, -ex-President McLean, to offer prayers in the College Chapel. Dr. -McLean's prayer was at once all embracing and reminiscent; it descended -from the foreign powers to the heads of the United States government, to -the State of New Jersey, through the Trustees, the Faculty, and, in a -perfectly logical manner, finally reached the entering class. This -naturally raised a great disturbance among the Sophomores, who were -evidently jealous of the divine blessing. The disturbance brought the -prayer to an abrupt close, and Dr. McCosh was heard to remark: "I should -think that Dr. McLean would have more sense than to pray for the -Freshmen." - -As regards the raw material into which 'productive thinking' is to be -instilled, I am an optimist. I do not belong to the 'despair school' of -educators, and have no sympathy with the army of editorial writers and -prigs who are depreciating the American student. The chief trouble lies -not with our youth, nor with our schools, but with our adults. How can -springs rise higher than their sources? On the whole, you students are -very much above the average American. You are not driven to these doors; -certainly in these days of youthful freedom and choice you came of your -own free will. The very fact of your coming raises you above the general -level, and while you are here you will be living in a world of -ideas,--the only kind of a world at all worth living in. You are -temporarily cut off more or less from the world of dollars and cents, -shillings and pence. Here Huxley helps you in extolling the sheer sense -of joy in thinking truer and straighter than others, a kind of -superiority which does not mean conceit, the possession of something -which is denied the man in the street. You redound with original -impulses and creative energy, which must find expression somehow or -somewhere; if not under the prevailing incurrent, or 'centripetal -system' of academic instruction, it must let itself out in -extra-academic activities, in your sports, your societies, your -committees, your organizations, your dramatics, all good things and -having the highest educational value in so far as they represent your -output, your outflow, your centrifugal force. - -You are, in fact, in a contest with your intellectual environment -outside of these walls. Morally, according to Ferrero, politically, -according to Bryce, and economically, according to Carnegie, you are in -the midst of a 'triumphant democracy.' But in the world of ideas such as -sways Italy, Germany, England, and in the highest degree France, you are -in the midst of a 'triumphant mediocrity.' Paris is a city where -_ideas_ are at a premium and money values count for very little in -public estimation. The whole public waits breathless upon the production -of 'Chanticleer.' That Walhalla of French ambition, 'la Gloire,' may be -reached by men of ideas, but not by men of the marts. Is it conceivable -that the police of New York should assemble to fight a mob gathered to -break up the opera of a certain composer? Is it conceivable that you -students should crowd into this theatre to prevent a speaker being -heard, as those of the Sorbonne did some years ago in the case of -Brunetière? If you should, no one in this city would understand you, and -the authorities would be called on promptly to interfere. - -A fair measure of the culture of your environment is the depth to which -your morning paper prostitutes itself for the dollar, its shades of -yellowness, its frivolity or its unscrupulousness, or both. I sometimes -think it would be better not to read the newspapers at all, even when -they are conscientious, because of their lack of a sense of proportion, -in the news columns at least, of the really important things in American -life. Our most serious evening mentor of student manners and morals -gives six columns to a football game and six lines to a great -intercollegiate debate. Such is the difference between precept and -practice. American laurels are for the giant captain of industry; when -his life is threatened or taken away acres of beautiful forest are cut -down to procure the paper pulp necessary to set forth his achievements, -while our greatest astronomer and mathematician passes away and perhaps -the pulp of a single tree will suffice for the brief, inconspicuous -paragraphs which record his illness and death. - -Your British cousin is in a far more favorable atmosphere, beginning -with his morning paper and ending with the conversation of his seniors -over the evening cigar. As a Cambridge man, having spent two years in -London and the university, I would not describe the life so much as -serious as _worth while_. There are humor and the pleasures of life in -abundance, but what is done, is done thoroughly well. Contrast the -comments of the British and American press on such a light subject as -international polo; the former alone are well worth reading, written by -experts and adding something to our knowledge of the game. In the more -novel subject of aviation we look in vain in our press for any solid -information about construction. Or take the practical subject of -politics; the British student finds every great speech delivered in -every part of the Empire published in full in his morning paper; as an -elector he gets his evidence at first hand instead of through the medium -of the editor. - -I believe the greatest fault of the American student lies in the -over-development of one of his greatest virtues, namely, his -collectivism. His strong _esprit de corps_ patterns and moulds him too -far. The rewards are for the 'lock-step' type of man who conforms to the -prevailing ideals of his college. He must parade, he must cheer, to -order. Individualism is at a discount; it debars a man from the social -rewards of college life. In my last address to Columbia students on the -life of Darwin,[1] I asked what would be thought of that peculiar, -ungainly, beetle collector if he were to enter one of our colleges -to-day? He would be lampooned and laughed out of the exercise of his -preferences and predispositions. The mother of a very talented young -honor man recently confessed to me that she never spoke of her son's -rank because she found it was considered "queer." This is not what young -America generates, but what it borrows or reflects from the environment -of its elders. - -Thus the young American is not lifted up by the example of his seniors, -he has to lift it up. If he is a student and has serious ambitions he -represents the young salt of his nation, and the college brotherhood in -general is a light shining in the darkness. Thus stumbling, groping, -often misled by his natural leaders, he does somehow or other, through -sheer force, acquire an education, and is just as surely coming to the -front in the leadership of the American nation as the Oxford or -Cambridge man is leading the British nation. - -Our student body is as fine as can be, it represents the best blood and -the best impulses of the country; but there may be something wrong, some -loss, some delay, some misdirection of educational energy. - -Bad as the British university system may be, and it has been vastly -improved by the influence of Huxley, it is more effective than ours -because more centrifugal. English lads are taught to compose, even to -speak in Latin and Greek. The Greek play is an anomaly here, it is an -annual affair at Cambridge. There are not one but many active and -successful debating clubs in Cambridge. - -The faults with our educational design are to be discovered through -study of the lives of great men and through one's own hard and stony -experience. The best text-books for the nurture of the mind are these -very lives, and they are not found in the lists of the pedagogues. -Consult your Froebel, if you will, but follow the actual steps to -Parnassus of the men whose political, literary, scientific, or -professional career you expect to follow. If you would be a missionary, -take the lives of Patterson and Livingstone; if an engineer, 'The Lives -of Engineers;' if a physician, study that of Pasteur, which I consider -by far the noblest scientific life of the nineteenth century; if you -would be a man of science, study the recently published lives and -letters of Darwin, Spencer, Kelvin, and of our prototype Huxley. - -Here you may discover the secret of greatness, which is, first, to be -born great, unfortunately a difficult and often impossible task; second, -to possess the _instinct of self-education_. You will find that every -one of these masters while more or less influenced by their tutors and -governors was led far more by a sort of internal, instinctive feeling -that they must do certain things and learn certain things. They may -fight the battle royal with parents, teachers, and professors, they may -be as rebellious as ducklings amidst broods of chickens and give as much -concern to the mother fowls, but without exception from a very early age -they do their own thinking and revolt against having it done for them, -and they seek their own mode of learning. The boy Kelvin is taken to -Germany by his father to study the mathematics of Kelland; he slips down -into the cellar to the French of Fourier, and at the age of fifteen -publishes his first paper to demonstrate that Fourier is right and -Kelland is wrong. Pasteur's first research in crystallography is so -brilliant that his professor urges him to devote himself to this branch -of science, but Pasteur insists upon continuing for five years longer -his general studies in chemistry and physics. - -This is the true empirical, or laboratory method of getting at the -trouble, if trouble there be in the American _modus operandi_; but a -generation of our great educators have gone into the question as if no -experiments had ever been made. In the last thirty years one has seen -rise up a series of 'healers,' trying to locate the supposed weakness in -the American student: one finds it in the classic tongues and -substitutes the modern; one in the required system and substitutes the -elective; one in the lack of contact between teacher and student and -brings in preceptors, under whom the patient shows a slight improvement. -Now the kind of diagnosis which comes from examining such a life as that -of Huxley shows that the real trouble lies in the prolongation to mature -years of what may be styled the 'centripetal system,' namely, that -afferent, or inflowing mediæval and oriental kind of instruction in -which the student is rarely if ever forced to do his own thinking. - -You will perceive by this that I am altogether on your side, an -insurgent in education, altogether against most of my profession, -altogether in sympathy with the over-fed student, and altogether against -the prevailing system of overfeeding, which stuffs, crams, pours in, -spoon-feeds, and as a sort of deathbed repentance institutes creative -work after graduation. - -How do you yourself stand on this question? Is your idea of a good -student that of a good 'receptacle'? Do you regard your instructors as -useful grain hoppers whose duty it is to gather kernels of wisdom from -all sources and direct them into your receptive minds? Are you content -to be a sort of psychic _Sacculina_, a vegetative animal, your mind a -vast sack with two systems, one for the incurrent, the other for the -outcurrent of predigested ideas? If so, all your mental organs of combat -and locomotion will atrophy. Do you put your faith in reading, or in -book knowledge? If so, you should know that not a five foot shelf of -books, not even the ardent reading of a fifty foot shelf aided by -prodigious memory will give you that enviable thing called culture, -because the yardstick of this precious quality is not what you take in -but what you give out, and this from the subtle chemistry of your brain -must have passed through a mental metabolism of your own so that you -have lent something to it. To be a man of culture you need not be a man -of creative power, because such men are few, they are born not made; but -you must be a man of some degree of centrifugal force, of individuality, -of critical opinion, who must make over what is read into conversation -and into life. Yes, one little idea of your own well expressed has a -greater cultural value than one hundred ideas you absorb; one page that -you produce, finely written, new to science or to letters and really -worth reading, outweighs for your own purposes the five foot shelf. On -graduation, _presto_, all changes, then of necessity must your life be -independent and centrifugal; and just in so far as it has these powers -will it be successful; just in so far as it is merely imitative will it -be a failure. - -There is no revolution in the contrary, or outflowing design. Like all -else in the world of thought it is, in the germ at least, as old as the -Greeks and its illustrious pioneer was Socrates (469-399 B. C.), who led -the approach to truth not by laying down the law himself but by means of -answers required of his students. The efferent outflowing principle, -moreover, is in the program of the British mathematician, Perry and many -other reformers to-day. - -Against the centripetal theory of acquiring culture Huxley revolted with -all his might. His daily training in the centrifugal school was in the -genesis of opinion; and he incessantly practiced the precept that -forming one's own opinion is infinitely better than borrowing one. Our -sophisticated age discourages originality of view because of the -plenitude of a ready-made supply of editorials, of reviews, of reviews -of reviews, of critiques, comments, translations and cribs. Study -political speeches, not editorials about them; read original debates, -speeches, and reports. If you purpose to be a naturalist get as soon as -you can at the objects themselves; if you would be an artist, go to your -models; if a writer, on the same principle take your authors at first -hand, and, after you have wrestled with the texts, and reached the full -length of your own fathom line, then take the fathom line of the critic -and reviewer. Do not trust to mental peptones. Carry the independent, -inquisitive, skeptical and even rebellious spirit of the graduate school -well down into undergraduate life, and even into school life. If you are -a student force yourself to think independently; if a teacher compel -your youth to express their own minds. In listening to a lecture weigh -the evidence as presented, cultivate a polite skepticism, not affected -but genuine, keep a running fire of interrogation marks in your mind, -and you will finally develop a mind of your own. Do not climb that -mountain of learning in the hope that when you reach the summit you will -be able to think for yourself; think for yourself while you are -climbing. - -In studying the lives of your great men you will find certain of them -were veritable storehouses of facts, but Darwin, the greatest of them -all in the last century, depended largely upon his inveterate and -voluminous powers of note-taking. Thus you may pray for the daily bread -of real mental growth, for the future paradise is a state of mind and -not a state of memory. The line of thought is the line of greatest -resistance; the line of memory is the line of least resistance; in -itself it is purely imitative, like the gold or silver electroplating -process which lends a superficial coating of brilliancy or polish to -what may be a shallow mind. - -The case is deliberately overstated to give it emphasis. - -True, the accumulated knowledge of what has been thought and said, -serves as the gravity law which will keep you from flying off at a -tangent. But no warning signals are needed, there is not the least -danger that constructive thinking will drive you away from learning; it -will much more surely drive you to it, with a deeply intensified -reverence for your intellectual forebears; in fact, the eldest -offspring of centrifugal education is that keen and fresh appetite for -knowledge which springs only from trying to add your own mite to it. How -your Maxwell, Herz, Röntgen, Curie, with their world-invigorating -discoveries among the laws of radiant matter, begin to soar in your -estimation when you yourself wrest one single new fact from the -reluctant world of atoms! How your modern poets, Maeterlinck and -Rostand, take on the air of inspiration when you would add a line of -prose verse to what they are delving for in this mysterious human -faculty of ours. Regard Voltaire at the age of ten in 'Louis-le-Grand,' -the Eton of France, already producing bad verses, but with a passionate -voracity for poetry and the drama. Regard the youthful Huxley returning -from his voyage of the 'Rattlesnake' and laying out for himself a ten -years' course in search of pure information. - -This route of your own to opinions, ideas, and the discovery of new -facts or principles brings you back again to Huxley as the man who -always had something of his own to say and labored to say it in such a -way as to force people to listen to him. His wondrous style did not come -easily to him; he himself told me it cost him years of effort, and I -consider his advice about style far wiser than that of Herbert Spencer. -Why forego pleasures, turn your back on the world, the flesh, and the -devil, and devote your life to erudition, observation, and the pen if -you remain unimpressive, if you cannot get an audience, if no one cares -to read what you write? This moral is one of the first that Huxley has -impressed upon you, namely, _write to be read_; if necessary "stoop to -conquer," employ all your arts and wiles to get an audience in science, -in literature, in the arts, in politics. Get an audience you must, -otherwise you will be a cipher and not a force. - -Pursuant of the constructive design, the measure of the teacher's -success is the degree in which ideas come not from him but from his -pupils. A brilliant address may produce a temporary emotion of -admiration, a dry lecture may produce a permanent productive impulse in -the hearers. One may compare some who are popularly known as gifted -teachers to expert swimmers who sit on the bank and talk inspiringly on -analyses of strokes; the centrifugal teacher takes the pupils into the -water with him, he may even pretend to drown and call for a rescue. In -football parlance the coach must get into the scrimmage with the team. -This was the lesson taught me by the great embryologist Francis Balfour -of Cambridge, who was singularly noted for doing joint papers with his -men. An experiment I have tried with marked success in order to -cultivate centrifugal power and expression at the same time is to get -out of the lecture chair and make my students in turn lecture to me. -This is virtually the famous method of teaching law re-discovered by the -educational genius of Langdell; the students do all the lecturing and -discoursing, the professor lolls quietly in his chair and makes his -comments; the stimulus upon ambition and competition is fairly magical; -there is in the classroom the real intellectual struggle for existence -which one meets in the world of affairs. I would apply this very -Socratic principle in every branch of instruction, early and late, and -thus obey the 'acceleration' law in education which I have spoken of -above as bringing into earlier and earlier stages those powers which are -to be actually of service in after life. - -There is then no mystery about education if we plan it along the actual -lines of self-development followed by these great leaders and shape its -deep under-current principles after our own needs and experience. Look -early at the desired goal and work toward it from the very beginning. -The proof that the secret does not lie in subject, or language, but in -preparation for the living productive principle is found in the fact -that there have been _relatively_ educated men in every stage of -history. The wall painters in the Magdalenian caves were the producers -and hence the educated men of their day. This goal of production was -sought even earlier by the leaders of Eolithic men 200,000 years ago and -is equally magnetic for the men of dirigible balloons and aeroplanes of -our day. It is, to follow in mind-culture the principle of addition and -accretion characteristic of all living things, namely, to develop the -highest degree of productive power, centrifugal force, original, -creative, individual efficiency. Through this the world advances; the -Neolithic man with his invention of polished implements succeeds the -Palæolithic, and the man of books and printing replaces the savage. - -The standards of a liberal mind are and always have been the same, -namely, the sense of Truth and Beauty, both of which are again in -conformity with Nature. - - - "Beauty is truth, truth beauty, that is all - Ye know on earth, and all ye need to know." - - KEATS' _Ode on a Grecian Urn_. - - -The sources of our facts are and always have been the same, namely, the -learning of what men before you have observed and recorded, and the -advance only through the observation of new truth, that is, old to -nature but new to man. The handling of this knowledge has always been -the same, namely, through human reason. The giving forth of this -knowledge and thus the furthering of ideas and customs has and always -will be the same, namely, through expression, vocal, written, or manual, -that is, in symbols and in design. - -It follows that the all round liberally educated man, from Palæolithic -times to the time when the earth shall become a cold cinder, will always -be the same, namely, _the man who follows his standards of truth and -beauty, who employs his learning and observation, his reason, his -expression, for purposes of production, that is, to add something of his -own to the stock of the world's ideas_. This is the author's conception -of a liberal education. - -One cannot too often quote the rugged insistence of Carlyle: "Produce! -Produce! Were it but the pitifullest infinitesimal fraction of a -product, produce it in God's name! 'Tis the utmost thou hast in thee: -out with it, then." - -Now note that whereas there are the above six powers, namely, truth and -beauty, learning and observation, reason, and expression, which -subserve the seventh, production or constructive thinking, and whereas -the giving out of ideas is the object to be attained, only one power -figures prominently in our modern system of college and school -education, namely, the learning of facts and the memory thereof. It is -no exaggeration to say that this makes up 95% of modern education. Who -are the meteors of school and college days? For the most part those with -precocious or well trained memories. Why do so many of these meteors -flash out of existence at graduation? The answer is simple if you accept -my conception of education. Whereas it takes six powers to make a -liberally educated man or woman, and seven to make a productive man or -woman, only one power has been cultivated assiduously in the -'centripetal' education; whereas there are two great gateways of -knowledge, learning and observation, only one has been continuously -passed through; whereas there are two universal standards of truth and -beauty, only truth has constantly been held up to you, and that in -precept rather than in practice. For nothing is surer than this, that -the sense of truth must come as a daily personal experience in the life -of the student through testing values for himself, as it does in the -life of the scientist, the artist, the physician, the engineer, the -merchant. Note that whereas you are powerless unless you can by the -metabolism of logic make the sum of acquired and observed knowledge your -own, that kind of work-a-day efficient logic has never been forced upon -you and you are daily, perhaps hourly, guilty of the _non sequitur_, -the _post hoc ergo propter hoc_, the 'undistributed middle,' and all -those innocent sins against truth which come through the illogical mind. - -"That man," says Huxley, "has had a liberal education ... whose -intellect is a clear, cold, logic engine, with all its parts of equal -strength, and in smooth working order; ready, like a steam-engine, to be -turned to any kind of work, and spin the gossamers as well as forge the -anchors of the mind." - -Note that whereas you are a useless member of society unless you can -give forth something of what you know and feel in writing, speaking, or -design, your expressive powers may have been atrophied through -insufficient use. In brief, you may have shunned individual opinion, -observation, logic, expression, because they are each and every one on -the lines of greatest resistance. And your teachers not only allowed you -but actually encouraged and rewarded you for following the lines of -least resistance in the accurate reproduction, in examination papers and -marking systems, of their own ideas and those you found in books. - -May you, therefore, write down these seven words and read them over -every morning: Truth, Beauty, Learning, Observation, Reason, Expression, -Production. - -In the wondrous old quilt work of inherited, or ancestral -predispositions which make your being you may be gifted with all these -seven powers in equal and well balanced degree; if you are so blessed -you have a great career before you. If, as is more likely, you have in -full measure only a part of each, or some in large measure, some in -small, keep on the daily examination of your chart as giving you the -canons of a liberal education and of a productive mind. - -Remember that as regards the somewhat overworked word 'service' every -addition in every conceivable department of human activity which is -constructive of society is service; that the spirit of science is to -transfer something of value from the unknown into the realm of the -known, and is, therefore, identical with the spirit of literature; that -the moral test of every advance is whether or not it is constructive, -for whatever is constructive is moral. - -I would not for a moment take advantage of the present opportunity to -discourage the study of human nature and of the humanities, but for what -is called the best opening for a constructive career let it be Nature. - -The ground for my preference is that human nature is an exhaustible -fountain of research; Homer understood it well; Solomon fathomed it; -Shakespeare divined it, both normal and abnormal; the modernists have -been squeezing out the last drops of abnormality. - -Nature, studied since Aristotle's time, is still full to the brim; no -perceptible falling of its tides is evident from any point at which it -is attacked, from nebulæ to protoplasm; it is always wholesome, -refreshing, and invigorating. Of the two creative literary artists of -our time, Maeterlinck, jaded with human abnormality, comes back to the -bee and the flowers and the 'blue bird,' with a delicious renewal of -youth, while Rostand turns to the barnyard. - -FOOTNOTE: - -[1] Life and Works of Darwin. Pop. Sci. Monthly, Apr., 1909, pp. -315-340. (Address delivered at Columbia University on the one hundredth -anniversary of Darwin's birth, as the first of a series of nine lectures -on "Charles Darwin and His Influence on Science.") - - - -***END OF THE PROJECT GUTENBERG EBOOK HUXLEY AND EDUCATION*** - - -******* This file should be named 50338-8.txt or 50338-8.zip ******* - - -This and all associated files of various formats will be found in: -http://www.gutenberg.org/dirs/5/0/3/3/50338 - - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the United -States without permission and without paying copyright -royalties. 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You may copy it, give it away or re-use it -under the terms of the Project Gutenberg License included with this -eBook or online at <a -href="http://www.gutenberg.org">www.gutenberg.org</a>. If you are not -located in the United States, you'll have to check the laws of the -country where you are located before using this ebook.</p> -<p>Title: Huxley and Education</p> -<p> Address at the Opening of the College Year, Columbia University, September 28, 1910</p> -<p>Author: Henry Fairfield Osborn</p> -<p>Release Date: October 29, 2015 [eBook #50338]</p> -<p>Language: English</p> -<p>Character set encoding: ISO-8859-1</p> -<p>***START OF THE PROJECT GUTENBERG EBOOK HUXLEY AND EDUCATION***</p> -<p> </p> -<h4>E-text prepared by MWS, Adrian Mastronardi, Martin Pettit,<br /> - and the Online Distributed Proofreading Team<br /> - (<a href="http://www.pgdp.net">http://www.pgdp.net</a>)<br /> - from page images generously made available by<br /> - Internet Archive/American Libraries<br /> - (<a href="https://archive.org/details/americana">https://archive.org/details/americana</a>)</h4> -<p> </p> -<table border="0" style="background-color: #ccccff;margin: 0 auto;" cellpadding="10"> - <tr> - <td valign="top"> - Note: - </td> - <td> - Images of the original pages are available through - Internet Archive/American Libraries. See - <a href="https://archive.org/details/huxleyandeducat01osbogoog"> - https://archive.org/details/huxleyandeducat01osbogoog</a> - </td> - </tr> -</table> -<p> </p> -<hr class="full" /> -<p> </p> -<p> </p> -<p> </p> - -<div class="center"><a name="cover.jpg" id="cover.jpg"></a><img src="images/cover.jpg" alt="cover" /></div> - -<hr /> - -<p><span class='pagenum'><a name="Page_1" id="Page_1">[Pg 1]</a></span></p> - -<p class="bold2">HUXLEY<br />AND EDUCATION</p> - -<hr /> - -<div class="center"><img src="images/titlepage.jpg" alt="title page" /></div> - -<hr /> - -<p><span class='pagenum'><a name="Page_3" id="Page_3">[Pg 3]</a></span></p> - -<h1>HUXLEY<br />AND EDUCATION</h1> - -<p class="bold space-above">ADDRESS AT<br />THE OPENING OF THE COLLEGE YEAR<br /> -COLUMBIA UNIVERSITY<br /><span class="smcap">September 28, 1910</span></p> - -<p class="bold space-above">BY<br />HENRY FAIRFIELD OSBORN<br /> -<span class="smcap">LL.D., Hon. D.Sc, Camb.</span><br />DA COSTA PROFESSOR OF ZOOLOGY</p> - -<p class="bold space-above">NEW YORK<br />CHARLES SCRIBNER'S SONS<br />1910</p> - -<hr /> - -<p><span class='pagenum'><a name="Page_4" id="Page_4">[Pg 4]</a></span></p> - -<p class="center">Copyright, 1910<br />By <span class="smcap">Henry Fairfield Osborn</span></p> - -<p class="center space-above">THE DE VINNE PRESS</p> - -<hr /> - -<p><span class='pagenum'><a name="Page_5" id="Page_5">[Pg 5]</a></span></p> - -<p class="bold2">HUXLEY AND EDUCATION</p> - -<div class="center"><div class="poem"><div class="stanza"> -<div>"The stars come nightly to the sky;</div> -<div>The tidal wave comes to the sea;</div> -<div>Nor time, nor space, nor deep, nor high</div> -<div>Can keep my own away from me."</div> -</div><div class="stanza"> -<div><span class="s9"> </span>—<span class="smcap">Burroughs.</span></div> -</div></div></div> - -<p>The most sanguine day of the college year is the opening one: the -student has not yet faced the impossible task annually presented of -embracing the modern world of knowledge; his errors and failures of -earlier years are forgotten; he faces the coming months full of new -hope.</p> - -<p>How would my old master, Huxley, address you if he were to find you in -this felicitous frame of mind, sharpening your wits and your pencils for -the contest which will begin to-morrow morning in every hall and<span class='pagenum'><a name="Page_6" id="Page_6">[Pg 6]</a></span> -laboratory of this great University? May I speak for him as I heard him -during the winter of 1879-80 from his lecture desk and as he kindly in -conversation gave me of his stores of wisdom and experience? May I add -from his truly brilliant essays entitled "Science and Education," -delivered between 1874 and 1887? May I contribute also from my own -thirty-seven years of life as a student and teacher, beginning in 1873 -and reaching a turning point in 1910 when Columbia enrolled me among its -research professors? It was Huxley's life, his example, the tone of his -writings, rather than his actual precepts which most influenced me, for -in 1879 he was so intensely absorbed in public work and administration, -as well as in research and teaching, that little opportunity remained -for <span class='pagenum'><a name="Page_7" id="Page_7">[Pg 7]</a></span>laboratory conferences with his students. How I happened to go to -him was as follows:</p> - -<p>Unlucky—as they appeared to me at the time, but lucky as I look back -upon them—were my own early flounderings and blunderings in seeking the -true method of education. Huxley has observed of his "Voyage of the -Rattlesnake" that it is a good thing to get down to the bare bones of -existence. The same is true of self-education. As compared with the -hosts of to-day, few men in 1877 knew how to guide the graduate youth; -the Johns Hopkins was still nascent; the creative force of Louis Agassiz -had spent itself in producing the first school of naturalists, including -the genius, William James. One learnt one's errors through falling into -pitfalls. With two companions<span class='pagenum'><a name="Page_8" id="Page_8">[Pg 8]</a></span> I was guided by a sort of blind instinct -to feel that the most important thing in life was to make a discovery of -some kind. On consulting one of our most forceful and genial professors -his advice was negative and discouraging: "Young men," he said, "go on -with your studies for ten or twelve years until you have covered the -whole subject; you will then be ready for research of your own." There -appeared to be something wrong about this, although we did not know -exactly what. We disregarded the advice, left the laboratory of this -professor, and at the end of the year did succeed in writing a paper -which subsequently attracted the attention of Huxley and was the -indirect means of an introduction to Darwin. It was a lame product, but -it was ours, and in looking back upon<span class='pagenum'><a name="Page_9" id="Page_9">[Pg 9]</a></span> it, one feels with Touchstone in -his comment upon Audrey:</p> - -<div class="center"><div class="poem"><div class="stanza"> -<div>"A poor virgin, Sir,</div> -<div>An ill favored thing, Sir,</div> -<div>But mine own."</div> -</div></div></div> - -<p>I shall present in this brief address only one idea, namely, the lesson -of Huxley's life and the result of my own experience is that <i>productive -thinking</i> is the chief <i>means</i> as well as the chief <i>end</i> of education, -and that the natural evolution of education will be to develop this kind -of thinking earlier and earlier in the life of the student.</p> - -<p>One of the most marvelous of the manifold laws of evolution is what is -called '<i>acceleration</i>.' By this law the beginning of an important organ -like the eye of the chick, for example, is thrust forward into a very -early stage<span class='pagenum'><a name="Page_10" id="Page_10">[Pg 10]</a></span> of embryonic development. This is, first, because the eye -is a very complex organ and needs a long time for development, and -second because the fully formed eye of most animals is needed -immediately at birth. I predict that the analogy in the evolution of -education will be very close. Productive thinking may be compared to the -eye; it is needed by the student the moment he graduates, or is hatched, -so to speak; it is now developed only in the graduate schools. It is -such an integral and essential part of education that the spirit of it -is destined to be 'accelerated,' or thrust forward into the opening and -preparatory years.</p> - -<p>If the lines of one's life were to be cast afresh, if by some -metempsychosis one were moulded into what is known as a "great -educator," a man<span class='pagenum'><a name="Page_11" id="Page_11">[Pg 11]</a></span> of conventions and platforms, and were suddenly to -become more or less responsible for 3,000 minds and souls, productive -thinking, or the "centrifugal method" of teaching, would not be -postponed to graduation or thereafter, but would begin with the -Freshman, yes, among these humble men of low estate! It may be <i>apropos</i> -to recall a story told of President McCosh of Princeton, a man who -inspired all his students to production and enlivened them with a -constant flow of humor. On one occasion he invited his predecessor, -ex-President McLean, to offer prayers in the College Chapel. Dr. -McLean's prayer was at once all embracing and reminiscent; it descended -from the foreign powers to the heads of the United States government, to -the State of New Jersey, through the Trustees,<span class='pagenum'><a name="Page_12" id="Page_12">[Pg 12]</a></span> the Faculty, and, in a -perfectly logical manner, finally reached the entering class. This -naturally raised a great disturbance among the Sophomores, who were -evidently jealous of the divine blessing. The disturbance brought the -prayer to an abrupt close, and Dr. McCosh was heard to remark: "I should -think that Dr. McLean would have more sense than to pray for the -Freshmen."</p> - -<p>As regards the raw material into which 'productive thinking' is to be -instilled, I am an optimist. I do not belong to the 'despair school' of -educators, and have no sympathy with the army of editorial writers and -prigs who are depreciating the American student. The chief trouble lies -not with our youth, nor with our schools, but with our adults. How can -springs rise higher than their sources? On the<span class='pagenum'><a name="Page_13" id="Page_13">[Pg 13]</a></span> whole, you students are -very much above the average American. You are not driven to these doors; -certainly in these days of youthful freedom and choice you came of your -own free will. The very fact of your coming raises you above the general -level, and while you are here you will be living in a world of -ideas,—the only kind of a world at all worth living in. You are -temporarily cut off more or less from the world of dollars and cents, -shillings and pence. Here Huxley helps you in extolling the sheer sense -of joy in thinking truer and straighter than others, a kind of -superiority which does not mean conceit, the possession of something -which is denied the man in the street. You redound with original -impulses and creative energy, which must find expression<span class='pagenum'><a name="Page_14" id="Page_14">[Pg 14]</a></span> somehow or -somewhere; if not under the prevailing incurrent, or 'centripetal -system' of academic instruction, it must let itself out in -extra-academic activities, in your sports, your societies, your -committees, your organizations, your dramatics, all good things and -having the highest educational value in so far as they represent your -output, your outflow, your centrifugal force.</p> - -<p>You are, in fact, in a contest with your intellectual environment -outside of these walls. Morally, according to Ferrero, politically, -according to Bryce, and economically, according to Carnegie, you are in -the midst of a 'triumphant democracy.' But in the world of ideas such as -sways Italy, Germany, England, and in the highest degree France, you are -in the midst of a 'triumphant mediocrity.'<span class='pagenum'><a name="Page_15" id="Page_15">[Pg 15]</a></span> Paris is a city where -<i>ideas</i> are at a premium and money values count for very little in -public estimation. The whole public waits breathless upon the production -of 'Chanticleer.' That Walhalla of French ambition, 'la Gloire,' may be -reached by men of ideas, but not by men of the marts. Is it conceivable -that the police of New York should assemble to fight a mob gathered to -break up the opera of a certain composer? Is it conceivable that you -students should crowd into this theatre to prevent a speaker being -heard, as those of the Sorbonne did some years ago in the case of -Brunetière? If you should, no one in this city would understand you, and -the authorities would be called on promptly to interfere.</p> - -<p>A fair measure of the culture of your environment is the depth to<span class='pagenum'><a name="Page_16" id="Page_16">[Pg 16]</a></span> which -your morning paper prostitutes itself for the dollar, its shades of -yellowness, its frivolity or its unscrupulousness, or both. I sometimes -think it would be better not to read the newspapers at all, even when -they are conscientious, because of their lack of a sense of proportion, -in the news columns at least, of the really important things in American -life. Our most serious evening mentor of student manners and morals -gives six columns to a football game and six lines to a great -intercollegiate debate. Such is the difference between precept and -practice. American laurels are for the giant captain of industry; when -his life is threatened or taken away acres of beautiful forest are cut -down to procure the paper pulp necessary to set forth his achievements, -while our greatest astronomer and<span class='pagenum'><a name="Page_17" id="Page_17">[Pg 17]</a></span> mathematician passes away and perhaps -the pulp of a single tree will suffice for the brief, inconspicuous -paragraphs which record his illness and death.</p> - -<p>Your British cousin is in a far more favorable atmosphere, beginning -with his morning paper and ending with the conversation of his seniors -over the evening cigar. As a Cambridge man, having spent two years in -London and the university, I would not describe the life so much as -serious as <i>worth while</i>. There are humor and the pleasures of life in -abundance, but what is done, is done thoroughly well. Contrast the -comments of the British and American press on such a light subject as -international polo; the former alone are well worth reading, written by -experts and adding something to our knowledge of the game.<span class='pagenum'><a name="Page_18" id="Page_18">[Pg 18]</a></span> In the more -novel subject of aviation we look in vain in our press for any solid -information about construction. Or take the practical subject of -politics; the British student finds every great speech delivered in -every part of the Empire published in full in his morning paper; as an -elector he gets his evidence at first hand instead of through the medium -of the editor.</p> - -<p>I believe the greatest fault of the American student lies in the -over-development of one of his greatest virtues, namely, his -collectivism. His strong <i>esprit de corps</i> patterns and moulds him too -far. The rewards are for the 'lock-step' type of man who conforms to the -prevailing ideals of his college. He must parade, he must cheer, to -order. Individualism is at a discount; it debars a man from the social -rewards of college life. In<span class='pagenum'><a name="Page_19" id="Page_19">[Pg 19]</a></span> my last address to Columbia students on the -life of Darwin,<a name="FNanchor_1_1" id="FNanchor_1_1"></a><a href="#Footnote_1_1" class="fnanchor">[1]</a> I asked what would be thought of that peculiar, -ungainly, beetle collector if he were to enter one of our colleges -to-day? He would be lampooned and laughed out of the exercise of his -preferences and predispositions. The mother of a very talented young -honor man recently confessed to me that she never spoke of her son's -rank because she found it was considered "queer." This is not what young -America generates, but what it borrows or reflects from the environment -of its elders.</p> - -<p>Thus the young American is not<span class='pagenum'><a name="Page_20" id="Page_20">[Pg 20]</a></span> lifted up by the example of his seniors, -he has to lift it up. If he is a student and has serious ambitions he -represents the young salt of his nation, and the college brotherhood in -general is a light shining in the darkness. Thus stumbling, groping, -often misled by his natural leaders, he does somehow or other, through -sheer force, acquire an education, and is just as surely coming to the -front in the leadership of the American nation as the Oxford or -Cambridge man is leading the British nation.</p> - -<p>Our student body is as fine as can be, it represents the best blood and -the best impulses of the country; but there may be something wrong, some -loss, some delay, some misdirection of educational energy.</p> - -<p>Bad as the British university system may be, and it has been vastly<span class='pagenum'><a name="Page_21" id="Page_21">[Pg 21]</a></span> -improved by the influence of Huxley, it is more effective than ours -because more centrifugal. English lads are taught to compose, even to -speak in Latin and Greek. The Greek play is an anomaly here, it is an -annual affair at Cambridge. There are not one but many active and -successful debating clubs in Cambridge.</p> - -<p>The faults with our educational design are to be discovered through -study of the lives of great men and through one's own hard and stony -experience. The best text-books for the nurture of the mind are these -very lives, and they are not found in the lists of the pedagogues. -Consult your Froebel, if you will, but follow the actual steps to -Parnassus of the men whose political, literary, scientific, or -professional career you expect to follow. If you would be a missionary,<span class='pagenum'><a name="Page_22" id="Page_22">[Pg 22]</a></span> -take the lives of Patterson and Livingstone; if an engineer, 'The Lives -of Engineers;' if a physician, study that of Pasteur, which I consider -by far the noblest scientific life of the nineteenth century; if you -would be a man of science, study the recently published lives and -letters of Darwin, Spencer, Kelvin, and of our prototype Huxley.</p> - -<p>Here you may discover the secret of greatness, which is, first, to be -born great, unfortunately a difficult and often impossible task; second, -to possess the <i>instinct of self-education</i>. You will find that every -one of these masters while more or less influenced by their tutors and -governors was led far more by a sort of internal, instinctive feeling -that they must do certain things and learn certain things. They may -fight the battle royal with <span class='pagenum'><a name="Page_23" id="Page_23">[Pg 23]</a></span>parents, teachers, and professors, they may -be as rebellious as ducklings amidst broods of chickens and give as much -concern to the mother fowls, but without exception from a very early age -they do their own thinking and revolt against having it done for them, -and they seek their own mode of learning. The boy Kelvin is taken to -Germany by his father to study the mathematics of Kelland; he slips down -into the cellar to the French of Fourier, and at the age of fifteen -publishes his first paper to demonstrate that Fourier is right and -Kelland is wrong. Pasteur's first research in crystallography is so -brilliant that his professor urges him to devote himself to this branch -of science, but Pasteur insists upon continuing for five years longer -his general studies in chemistry and physics.</p> - -<p><span class='pagenum'><a name="Page_24" id="Page_24">[Pg 24]</a></span></p><p>This is the true empirical, or laboratory method of getting at the -trouble, if trouble there be in the American <i>modus operandi</i>; but a -generation of our great educators have gone into the question as if no -experiments had ever been made. In the last thirty years one has seen -rise up a series of 'healers,' trying to locate the supposed weakness in -the American student: one finds it in the classic tongues and -substitutes the modern; one in the required system and substitutes the -elective; one in the lack of contact between teacher and student and -brings in preceptors, under whom the patient shows a slight improvement. -Now the kind of diagnosis which comes from examining such a life as that -of Huxley shows that the real trouble lies in the prolongation to mature -years of what may<span class='pagenum'><a name="Page_25" id="Page_25">[Pg 25]</a></span> be styled the 'centripetal system,' namely, that -afferent, or inflowing mediæval and oriental kind of instruction in -which the student is rarely if ever forced to do his own thinking.</p> - -<p>You will perceive by this that I am altogether on your side, an -insurgent in education, altogether against most of my profession, -altogether in sympathy with the over-fed student, and altogether against -the prevailing system of overfeeding, which stuffs, crams, pours in, -spoon-feeds, and as a sort of deathbed repentance institutes creative -work after graduation.</p> - -<p>How do you yourself stand on this question? Is your idea of a good -student that of a good 'receptacle'? Do you regard your instructors as -useful grain hoppers whose duty it is to gather kernels of wisdom from -all sources and direct them into your <span class='pagenum'><a name="Page_26" id="Page_26">[Pg 26]</a></span>receptive minds? Are you content -to be a sort of psychic <i>Sacculina</i>, a vegetative animal, your mind a -vast sack with two systems, one for the incurrent, the other for the -outcurrent of predigested ideas? If so, all your mental organs of combat -and locomotion will atrophy. Do you put your faith in reading, or in -book knowledge? If so, you should know that not a five foot shelf of -books, not even the ardent reading of a fifty foot shelf aided by -prodigious memory will give you that enviable thing called culture, -because the yardstick of this precious quality is not what you take in -but what you give out, and this from the subtle chemistry of your brain -must have passed through a mental metabolism of your own so that you -have lent something to it. To be a man of culture you need not<span class='pagenum'><a name="Page_27" id="Page_27">[Pg 27]</a></span> be a man -of creative power, because such men are few, they are born not made; but -you must be a man of some degree of centrifugal force, of individuality, -of critical opinion, who must make over what is read into conversation -and into life. Yes, one little idea of your own well expressed has a -greater cultural value than one hundred ideas you absorb; one page that -you produce, finely written, new to science or to letters and really -worth reading, outweighs for your own purposes the five foot shelf. On -graduation, <i>presto</i>, all changes, then of necessity must your life be -independent and centrifugal; and just in so far as it has these powers -will it be successful; just in so far as it is merely imitative will it -be a failure.</p> - -<p>There is no revolution in the contrary, or outflowing design. Like all<span class='pagenum'><a name="Page_28" id="Page_28">[Pg 28]</a></span> -else in the world of thought it is, in the germ at least, as old as the -Greeks and its illustrious pioneer was Socrates (469-399 <span class="smaller">B. C.</span>), who led -the approach to truth not by laying down the law himself but by means of -answers required of his students. The efferent outflowing principle, -moreover, is in the program of the British mathematician, Perry and many -other reformers to-day.</p> - -<p>Against the centripetal theory of acquiring culture Huxley revolted with -all his might. His daily training in the centrifugal school was in the -genesis of opinion; and he incessantly practiced the precept that -forming one's own opinion is infinitely better than borrowing one. Our -sophisticated age discourages originality of view because of the -plenitude of a ready-made supply of editorials,<span class='pagenum'><a name="Page_29" id="Page_29">[Pg 29]</a></span> of reviews, of reviews -of reviews, of critiques, comments, translations and cribs. Study -political speeches, not editorials about them; read original debates, -speeches, and reports. If you purpose to be a naturalist get as soon as -you can at the objects themselves; if you would be an artist, go to your -models; if a writer, on the same principle take your authors at first -hand, and, after you have wrestled with the texts, and reached the full -length of your own fathom line, then take the fathom line of the critic -and reviewer. Do not trust to mental peptones. Carry the independent, -inquisitive, skeptical and even rebellious spirit of the graduate school -well down into undergraduate life, and even into school life. If you are -a student force yourself to think independently; if a teacher compel -your<span class='pagenum'><a name="Page_30" id="Page_30">[Pg 30]</a></span> youth to express their own minds. In listening to a lecture weigh -the evidence as presented, cultivate a polite skepticism, not affected -but genuine, keep a running fire of interrogation marks in your mind, -and you will finally develop a mind of your own. Do not climb that -mountain of learning in the hope that when you reach the summit you will -be able to think for yourself; think for yourself while you are -climbing.</p> - -<p>In studying the lives of your great men you will find certain of them -were veritable storehouses of facts, but Darwin, the greatest of them -all in the last century, depended largely upon his inveterate and -voluminous powers of note-taking. Thus you may pray for the daily bread -of real mental growth, for the future paradise<span class='pagenum'><a name="Page_31" id="Page_31">[Pg 31]</a></span> is a state of mind and -not a state of memory. The line of thought is the line of greatest -resistance; the line of memory is the line of least resistance; in -itself it is purely imitative, like the gold or silver electroplating -process which lends a superficial coating of brilliancy or polish to -what may be a shallow mind.</p> - -<p>The case is deliberately overstated to give it emphasis.</p> - -<p>True, the accumulated knowledge of what has been thought and said, -serves as the gravity law which will keep you from flying off at a -tangent. But no warning signals are needed, there is not the least -danger that constructive thinking will drive you away from learning; it -will much more surely drive you to it, with a deeply intensified -reverence for your intellectual forebears; in fact, the eldest -<span class='pagenum'><a name="Page_32" id="Page_32">[Pg 32]</a></span>offspring of centrifugal education is that keen and fresh appetite for -knowledge which springs only from trying to add your own mite to it. How -your Maxwell, Herz, Röntgen, Curie, with their world-invigorating -discoveries among the laws of radiant matter, begin to soar in your -estimation when you yourself wrest one single new fact from the -reluctant world of atoms! How your modern poets, Maeterlinck and -Rostand, take on the air of inspiration when you would add a line of -prose verse to what they are delving for in this mysterious human -faculty of ours. Regard Voltaire at the age of ten in 'Louis-le-Grand,' -the Eton of France, already producing bad verses, but with a passionate -voracity for poetry and the drama. Regard the youthful Huxley returning -from his voyage of the<span class='pagenum'><a name="Page_33" id="Page_33">[Pg 33]</a></span> 'Rattlesnake' and laying out for himself a ten -years' course in search of pure information.</p> - -<p>This route of your own to opinions, ideas, and the discovery of new -facts or principles brings you back again to Huxley as the man who -always had something of his own to say and labored to say it in such a -way as to force people to listen to him. His wondrous style did not come -easily to him; he himself told me it cost him years of effort, and I -consider his advice about style far wiser than that of Herbert Spencer. -Why forego pleasures, turn your back on the world, the flesh, and the -devil, and devote your life to erudition, observation, and the pen if -you remain unimpressive, if you cannot get an audience, if no one cares -to read what you write? This moral is one of the<span class='pagenum'><a name="Page_34" id="Page_34">[Pg 34]</a></span> first that Huxley has -impressed upon you, namely, <i>write to be read</i>; if necessary "stoop to -conquer," employ all your arts and wiles to get an audience in science, -in literature, in the arts, in politics. Get an audience you must, -otherwise you will be a cipher and not a force.</p> - -<p>Pursuant of the constructive design, the measure of the teacher's -success is the degree in which ideas come not from him but from his -pupils. A brilliant address may produce a temporary emotion of -admiration, a dry lecture may produce a permanent productive impulse in -the hearers. One may compare some who are popularly known as gifted -teachers to expert swimmers who sit on the bank and talk inspiringly on -analyses of strokes; the centrifugal teacher takes the pupils into the -water with him,<span class='pagenum'><a name="Page_35" id="Page_35">[Pg 35]</a></span> he may even pretend to drown and call for a rescue. In -football parlance the coach must get into the scrimmage with the team. -This was the lesson taught me by the great embryologist Francis Balfour -of Cambridge, who was singularly noted for doing joint papers with his -men. An experiment I have tried with marked success in order to -cultivate centrifugal power and expression at the same time is to get -out of the lecture chair and make my students in turn lecture to me. -This is virtually the famous method of teaching law re-discovered by the -educational genius of Langdell; the students do all the lecturing and -discoursing, the professor lolls quietly in his chair and makes his -comments; the stimulus upon ambition and competition is fairly magical; -there is in the classroom the real intellectual<span class='pagenum'><a name="Page_36" id="Page_36">[Pg 36]</a></span> struggle for existence -which one meets in the world of affairs. I would apply this very -Socratic principle in every branch of instruction, early and late, and -thus obey the 'acceleration' law in education which I have spoken of -above as bringing into earlier and earlier stages those powers which are -to be actually of service in after life.</p> - -<p>There is then no mystery about education if we plan it along the actual -lines of self-development followed by these great leaders and shape its -deep under-current principles after our own needs and experience. Look -early at the desired goal and work toward it from the very beginning. -The proof that the secret does not lie in subject, or language, but in -preparation for the living productive principle is found in the fact -that there have been <i>relatively</i> educated men in<span class='pagenum'><a name="Page_37" id="Page_37">[Pg 37]</a></span> every stage of -history. The wall painters in the Magdalenian caves were the producers -and hence the educated men of their day. This goal of production was -sought even earlier by the leaders of Eolithic men 200,000 years ago and -is equally magnetic for the men of dirigible balloons and aeroplanes of -our day. It is, to follow in mind-culture the principle of addition and -accretion characteristic of all living things, namely, to develop the -highest degree of productive power, centrifugal force, original, -creative, individual efficiency. Through this the world advances; the -Neolithic man with his invention of polished implements succeeds the -Palæolithic, and the man of books and printing replaces the savage.</p> - -<p>The standards of a liberal mind are and always have been the same,<span class='pagenum'><a name="Page_38" id="Page_38">[Pg 38]</a></span> -namely, the sense of Truth and Beauty, both of which are again in -conformity with Nature.</p> - -<div class="center"><div class="poem"><div class="stanza"> -<div>"Beauty is truth, truth beauty, that is all</div> -<div>Ye know on earth, and all ye need to know."</div> -</div><div class="stanza"> -<div><span class="s5"> </span><span class="smcap">Keats'</span> <i>Ode on a Grecian Urn</i>.</div> -</div></div></div> - -<p>The sources of our facts are and always have been the same, namely, the -learning of what men before you have observed and recorded, and the -advance only through the observation of new truth, that is, old to -nature but new to man. The handling of this knowledge has always been -the same, namely, through human reason. The giving forth of this -knowledge and thus the furthering of ideas and customs has and always -will be the same, namely, through expression, vocal, written, or manual, -that is, in symbols and in design.</p> - -<p>It follows that the all round <span class='pagenum'><a name="Page_39" id="Page_39">[Pg 39]</a></span>liberally educated man, from Palæolithic -times to the time when the earth shall become a cold cinder, will always -be the same, namely, <i>the man who follows his standards of truth and -beauty, who employs his learning and observation, his reason, his -expression, for purposes of production, that is, to add something of his -own to the stock of the world's ideas</i>. This is the author's conception -of a liberal education.</p> - -<p>One cannot too often quote the rugged insistence of Carlyle: "Produce! -Produce! Were it but the pitifullest infinitesimal fraction of a -product, produce it in God's name! 'Tis the utmost thou hast in thee: -out with it, then."</p> - -<p>Now note that whereas there are the above six powers, namely, truth and -beauty, learning and observation,<span class='pagenum'><a name="Page_40" id="Page_40">[Pg 40]</a></span> reason, and expression, which -subserve the seventh, production or constructive thinking, and whereas -the giving out of ideas is the object to be attained, only one power -figures prominently in our modern system of college and school -education, namely, the learning of facts and the memory thereof. It is -no exaggeration to say that this makes up 95% of modern education. Who -are the meteors of school and college days? For the most part those with -precocious or well trained memories. Why do so many of these meteors -flash out of existence at graduation? The answer is simple if you accept -my conception of education. Whereas it takes six powers to make a -liberally educated man or woman, and seven to make a productive man or -woman, only one power has been cultivated assiduously in the -<span class='pagenum'><a name="Page_41" id="Page_41">[Pg 41]</a></span>'centripetal' education; whereas there are two great gateways of -knowledge, learning and observation, only one has been continuously -passed through; whereas there are two universal standards of truth and -beauty, only truth has constantly been held up to you, and that in -precept rather than in practice. For nothing is surer than this, that -the sense of truth must come as a daily personal experience in the life -of the student through testing values for himself, as it does in the -life of the scientist, the artist, the physician, the engineer, the -merchant. Note that whereas you are powerless unless you can by the -metabolism of logic make the sum of acquired and observed knowledge your -own, that kind of work-a-day efficient logic has never been forced upon -you and you are daily, perhaps hourly, guilty of<span class='pagenum'><a name="Page_42" id="Page_42">[Pg 42]</a></span> the <i>non sequitur</i>, -the <i>post hoc ergo propter hoc</i>, the 'undistributed middle,' and all -those innocent sins against truth which come through the illogical mind.</p> - -<p>"That man," says Huxley, "has had a liberal education ... whose -intellect is a clear, cold, logic engine, with all its parts of equal -strength, and in smooth working order; ready, like a steam-engine, to be -turned to any kind of work, and spin the gossamers as well as forge the -anchors of the mind."</p> - -<p>Note that whereas you are a useless member of society unless you can -give forth something of what you know and feel in writing, speaking, or -design, your expressive powers may have been atrophied through -insufficient use. In brief, you may have shunned individual opinion, -observation, logic, expression, because they are each and<span class='pagenum'><a name="Page_43" id="Page_43">[Pg 43]</a></span> every one on -the lines of greatest resistance. And your teachers not only allowed you -but actually encouraged and rewarded you for following the lines of -least resistance in the accurate reproduction, in examination papers and -marking systems, of their own ideas and those you found in books.</p> - -<p>May you, therefore, write down these seven words and read them over -every morning: Truth, Beauty, Learning, Observation, Reason, Expression, -Production.</p> - -<p>In the wondrous old quilt work of inherited, or ancestral -predispositions which make your being you may be gifted with all these -seven powers in equal and well balanced degree; if you are so blessed -you have a great career before you. If, as is more likely, you have in -full measure only a part of each, or some in large <span class='pagenum'><a name="Page_44" id="Page_44">[Pg 44]</a></span>measure, some in -small, keep on the daily examination of your chart as giving you the -canons of a liberal education and of a productive mind.</p> - -<p>Remember that as regards the somewhat overworked word 'service' every -addition in every conceivable department of human activity which is -constructive of society is service; that the spirit of science is to -transfer something of value from the unknown into the realm of the -known, and is, therefore, identical with the spirit of literature; that -the moral test of every advance is whether or not it is constructive, -for whatever is constructive is moral.</p> - -<p>I would not for a moment take advantage of the present opportunity to -discourage the study of human nature and of the humanities, but for what -is called the best opening for a constructive career let it be Nature.</p> - -<p><span class='pagenum'><a name="Page_45" id="Page_45">[Pg 45]</a></span></p><p>The ground for my preference is that human nature is an exhaustible -fountain of research; Homer understood it well; Solomon fathomed it; -Shakespeare divined it, both normal and abnormal; the modernists have -been squeezing out the last drops of abnormality.</p> - -<p>Nature, studied since Aristotle's time, is still full to the brim; no -perceptible falling of its tides is evident from any point at which it -is attacked, from nebulæ to protoplasm; it is always wholesome, -refreshing, and invigorating. Of the two creative literary artists of -our time, Maeterlinck, jaded with human abnormality, comes back to the -bee and the flowers and the 'blue bird,' with a delicious renewal of -youth, while Rostand turns to the barnyard.</p> - -<div class="footnotes"><h3>FOOTNOTE:</h3> - -<div class="footnote"><p><a name="Footnote_1_1" id="Footnote_1_1"></a><a href="#FNanchor_1_1"><span class="label">[1]</span></a> Life and Works of Darwin. Pop. Sci. Monthly, Apr., 1909, -pp. 315-340. (Address delivered at Columbia University on the one -hundredth anniversary of Darwin's birth, as the first of a series of -nine lectures on "Charles Darwin and His Influence on Science.")</p></div></div> - -<p> </p> -<p> </p> -<hr class="full" /> -<p>***END OF THE PROJECT GUTENBERG EBOOK HUXLEY AND EDUCATION***</p> -<p>******* This file should be named 50338-h.htm or 50338-h.zip *******</p> -<p>This and all associated files of various formats will be found in:<br /> -<a href="http://www.gutenberg.org/dirs/5/0/3/3/50338">http://www.gutenberg.org/5/0/3/3/50338</a></p> -<p> -Updated editions will replace the previous one--the old editions will -be renamed.</p> - -<p>Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the United -States without permission and without paying copyright -royalties. 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You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - - - - -Title: Huxley and Education - Address at the Opening of the College Year, Columbia University, September 28, 1910 - - -Author: Henry Fairfield Osborn - - - -Release Date: October 29, 2015 [eBook #50338] - -Language: English - -Character set encoding: ISO-646-US (US-ASCII) - - -***START OF THE PROJECT GUTENBERG EBOOK HUXLEY AND EDUCATION*** - - -E-text prepared by MWS, Adrian Mastronardi, Martin Pettit, and the Online -Distributed Proofreading Team (http://www.pgdp.net) from page images -generously made available by Internet Archive/American Libraries -(https://archive.org/details/americana) - - - -Note: Images of the original pages are available through - Internet Archive/American Libraries. See - https://archive.org/details/huxleyandeducat01osbogoog - - - - - -HUXLEY AND EDUCATION - -Address at the Opening of the College Year -Columbia University -September 28, 1910 - -by - -HENRY FAIRFIELD OSBORN -LL.D., Hon. D.Sc, Camb. -Da Costa Professor of Zoology - - - - - - - -New York -Charles Scribner's Sons -1910 - -Copyright, 1910 -By Henry Fairfield Osborn - -The De Vinne Press - - - - -HUXLEY AND EDUCATION - - "The stars come nightly to the sky; - The tidal wave comes to the sea; - Nor time, nor space, nor deep, nor high - Can keep my own away from me." - - --BURROUGHS. - - -The most sanguine day of the college year is the opening one: the -student has not yet faced the impossible task annually presented of -embracing the modern world of knowledge; his errors and failures of -earlier years are forgotten; he faces the coming months full of new -hope. - -How would my old master, Huxley, address you if he were to find you in -this felicitous frame of mind, sharpening your wits and your pencils for -the contest which will begin to-morrow morning in every hall and -laboratory of this great University? May I speak for him as I heard him -during the winter of 1879-80 from his lecture desk and as he kindly in -conversation gave me of his stores of wisdom and experience? May I add -from his truly brilliant essays entitled "Science and Education," -delivered between 1874 and 1887? May I contribute also from my own -thirty-seven years of life as a student and teacher, beginning in 1873 -and reaching a turning point in 1910 when Columbia enrolled me among its -research professors? It was Huxley's life, his example, the tone of his -writings, rather than his actual precepts which most influenced me, for -in 1879 he was so intensely absorbed in public work and administration, -as well as in research and teaching, that little opportunity remained -for laboratory conferences with his students. How I happened to go to -him was as follows: - -Unlucky--as they appeared to me at the time, but lucky as I look back -upon them--were my own early flounderings and blunderings in seeking the -true method of education. Huxley has observed of his "Voyage of the -Rattlesnake" that it is a good thing to get down to the bare bones of -existence. The same is true of self-education. As compared with the -hosts of to-day, few men in 1877 knew how to guide the graduate youth; -the Johns Hopkins was still nascent; the creative force of Louis Agassiz -had spent itself in producing the first school of naturalists, including -the genius, William James. One learnt one's errors through falling into -pitfalls. With two companions I was guided by a sort of blind instinct -to feel that the most important thing in life was to make a discovery of -some kind. On consulting one of our most forceful and genial professors -his advice was negative and discouraging: "Young men," he said, "go on -with your studies for ten or twelve years until you have covered the -whole subject; you will then be ready for research of your own." There -appeared to be something wrong about this, although we did not know -exactly what. We disregarded the advice, left the laboratory of this -professor, and at the end of the year did succeed in writing a paper -which subsequently attracted the attention of Huxley and was the -indirect means of an introduction to Darwin. It was a lame product, but -it was ours, and in looking back upon it, one feels with Touchstone in -his comment upon Audrey: - - - "A poor virgin, Sir, - An ill favored thing, Sir, - But mine own." - - -I shall present in this brief address only one idea, namely, the lesson -of Huxley's life and the result of my own experience is that _productive -thinking_ is the chief _means_ as well as the chief _end_ of education, -and that the natural evolution of education will be to develop this kind -of thinking earlier and earlier in the life of the student. - -One of the most marvelous of the manifold laws of evolution is what is -called '_acceleration_.' By this law the beginning of an important organ -like the eye of the chick, for example, is thrust forward into a very -early stage of embryonic development. This is, first, because the eye -is a very complex organ and needs a long time for development, and -second because the fully formed eye of most animals is needed -immediately at birth. I predict that the analogy in the evolution of -education will be very close. Productive thinking may be compared to the -eye; it is needed by the student the moment he graduates, or is hatched, -so to speak; it is now developed only in the graduate schools. It is -such an integral and essential part of education that the spirit of it -is destined to be 'accelerated,' or thrust forward into the opening and -preparatory years. - -If the lines of one's life were to be cast afresh, if by some -metempsychosis one were moulded into what is known as a "great -educator," a man of conventions and platforms, and were suddenly to -become more or less responsible for 3,000 minds and souls, productive -thinking, or the "centrifugal method" of teaching, would not be -postponed to graduation or thereafter, but would begin with the -Freshman, yes, among these humble men of low estate! It may be _apropos_ -to recall a story told of President McCosh of Princeton, a man who -inspired all his students to production and enlivened them with a -constant flow of humor. On one occasion he invited his predecessor, -ex-President McLean, to offer prayers in the College Chapel. Dr. -McLean's prayer was at once all embracing and reminiscent; it descended -from the foreign powers to the heads of the United States government, to -the State of New Jersey, through the Trustees, the Faculty, and, in a -perfectly logical manner, finally reached the entering class. This -naturally raised a great disturbance among the Sophomores, who were -evidently jealous of the divine blessing. The disturbance brought the -prayer to an abrupt close, and Dr. McCosh was heard to remark: "I should -think that Dr. McLean would have more sense than to pray for the -Freshmen." - -As regards the raw material into which 'productive thinking' is to be -instilled, I am an optimist. I do not belong to the 'despair school' of -educators, and have no sympathy with the army of editorial writers and -prigs who are depreciating the American student. The chief trouble lies -not with our youth, nor with our schools, but with our adults. How can -springs rise higher than their sources? On the whole, you students are -very much above the average American. You are not driven to these doors; -certainly in these days of youthful freedom and choice you came of your -own free will. The very fact of your coming raises you above the general -level, and while you are here you will be living in a world of -ideas,--the only kind of a world at all worth living in. You are -temporarily cut off more or less from the world of dollars and cents, -shillings and pence. Here Huxley helps you in extolling the sheer sense -of joy in thinking truer and straighter than others, a kind of -superiority which does not mean conceit, the possession of something -which is denied the man in the street. You redound with original -impulses and creative energy, which must find expression somehow or -somewhere; if not under the prevailing incurrent, or 'centripetal -system' of academic instruction, it must let itself out in -extra-academic activities, in your sports, your societies, your -committees, your organizations, your dramatics, all good things and -having the highest educational value in so far as they represent your -output, your outflow, your centrifugal force. - -You are, in fact, in a contest with your intellectual environment -outside of these walls. Morally, according to Ferrero, politically, -according to Bryce, and economically, according to Carnegie, you are in -the midst of a 'triumphant democracy.' But in the world of ideas such as -sways Italy, Germany, England, and in the highest degree France, you are -in the midst of a 'triumphant mediocrity.' Paris is a city where -_ideas_ are at a premium and money values count for very little in -public estimation. The whole public waits breathless upon the production -of 'Chanticleer.' That Walhalla of French ambition, 'la Gloire,' may be -reached by men of ideas, but not by men of the marts. Is it conceivable -that the police of New York should assemble to fight a mob gathered to -break up the opera of a certain composer? Is it conceivable that you -students should crowd into this theatre to prevent a speaker being -heard, as those of the Sorbonne did some years ago in the case of -Brunetiere? If you should, no one in this city would understand you, and -the authorities would be called on promptly to interfere. - -A fair measure of the culture of your environment is the depth to which -your morning paper prostitutes itself for the dollar, its shades of -yellowness, its frivolity or its unscrupulousness, or both. I sometimes -think it would be better not to read the newspapers at all, even when -they are conscientious, because of their lack of a sense of proportion, -in the news columns at least, of the really important things in American -life. Our most serious evening mentor of student manners and morals -gives six columns to a football game and six lines to a great -intercollegiate debate. Such is the difference between precept and -practice. American laurels are for the giant captain of industry; when -his life is threatened or taken away acres of beautiful forest are cut -down to procure the paper pulp necessary to set forth his achievements, -while our greatest astronomer and mathematician passes away and perhaps -the pulp of a single tree will suffice for the brief, inconspicuous -paragraphs which record his illness and death. - -Your British cousin is in a far more favorable atmosphere, beginning -with his morning paper and ending with the conversation of his seniors -over the evening cigar. As a Cambridge man, having spent two years in -London and the university, I would not describe the life so much as -serious as _worth while_. There are humor and the pleasures of life in -abundance, but what is done, is done thoroughly well. Contrast the -comments of the British and American press on such a light subject as -international polo; the former alone are well worth reading, written by -experts and adding something to our knowledge of the game. In the more -novel subject of aviation we look in vain in our press for any solid -information about construction. Or take the practical subject of -politics; the British student finds every great speech delivered in -every part of the Empire published in full in his morning paper; as an -elector he gets his evidence at first hand instead of through the medium -of the editor. - -I believe the greatest fault of the American student lies in the -over-development of one of his greatest virtues, namely, his -collectivism. His strong _esprit de corps_ patterns and moulds him too -far. The rewards are for the 'lock-step' type of man who conforms to the -prevailing ideals of his college. He must parade, he must cheer, to -order. Individualism is at a discount; it debars a man from the social -rewards of college life. In my last address to Columbia students on the -life of Darwin,[1] I asked what would be thought of that peculiar, -ungainly, beetle collector if he were to enter one of our colleges -to-day? He would be lampooned and laughed out of the exercise of his -preferences and predispositions. The mother of a very talented young -honor man recently confessed to me that she never spoke of her son's -rank because she found it was considered "queer." This is not what young -America generates, but what it borrows or reflects from the environment -of its elders. - -Thus the young American is not lifted up by the example of his seniors, -he has to lift it up. If he is a student and has serious ambitions he -represents the young salt of his nation, and the college brotherhood in -general is a light shining in the darkness. Thus stumbling, groping, -often misled by his natural leaders, he does somehow or other, through -sheer force, acquire an education, and is just as surely coming to the -front in the leadership of the American nation as the Oxford or -Cambridge man is leading the British nation. - -Our student body is as fine as can be, it represents the best blood and -the best impulses of the country; but there may be something wrong, some -loss, some delay, some misdirection of educational energy. - -Bad as the British university system may be, and it has been vastly -improved by the influence of Huxley, it is more effective than ours -because more centrifugal. English lads are taught to compose, even to -speak in Latin and Greek. The Greek play is an anomaly here, it is an -annual affair at Cambridge. There are not one but many active and -successful debating clubs in Cambridge. - -The faults with our educational design are to be discovered through -study of the lives of great men and through one's own hard and stony -experience. The best text-books for the nurture of the mind are these -very lives, and they are not found in the lists of the pedagogues. -Consult your Froebel, if you will, but follow the actual steps to -Parnassus of the men whose political, literary, scientific, or -professional career you expect to follow. If you would be a missionary, -take the lives of Patterson and Livingstone; if an engineer, 'The Lives -of Engineers;' if a physician, study that of Pasteur, which I consider -by far the noblest scientific life of the nineteenth century; if you -would be a man of science, study the recently published lives and -letters of Darwin, Spencer, Kelvin, and of our prototype Huxley. - -Here you may discover the secret of greatness, which is, first, to be -born great, unfortunately a difficult and often impossible task; second, -to possess the _instinct of self-education_. You will find that every -one of these masters while more or less influenced by their tutors and -governors was led far more by a sort of internal, instinctive feeling -that they must do certain things and learn certain things. They may -fight the battle royal with parents, teachers, and professors, they may -be as rebellious as ducklings amidst broods of chickens and give as much -concern to the mother fowls, but without exception from a very early age -they do their own thinking and revolt against having it done for them, -and they seek their own mode of learning. The boy Kelvin is taken to -Germany by his father to study the mathematics of Kelland; he slips down -into the cellar to the French of Fourier, and at the age of fifteen -publishes his first paper to demonstrate that Fourier is right and -Kelland is wrong. Pasteur's first research in crystallography is so -brilliant that his professor urges him to devote himself to this branch -of science, but Pasteur insists upon continuing for five years longer -his general studies in chemistry and physics. - -This is the true empirical, or laboratory method of getting at the -trouble, if trouble there be in the American _modus operandi_; but a -generation of our great educators have gone into the question as if no -experiments had ever been made. In the last thirty years one has seen -rise up a series of 'healers,' trying to locate the supposed weakness in -the American student: one finds it in the classic tongues and -substitutes the modern; one in the required system and substitutes the -elective; one in the lack of contact between teacher and student and -brings in preceptors, under whom the patient shows a slight improvement. -Now the kind of diagnosis which comes from examining such a life as that -of Huxley shows that the real trouble lies in the prolongation to mature -years of what may be styled the 'centripetal system,' namely, that -afferent, or inflowing mediaeval and oriental kind of instruction in -which the student is rarely if ever forced to do his own thinking. - -You will perceive by this that I am altogether on your side, an -insurgent in education, altogether against most of my profession, -altogether in sympathy with the over-fed student, and altogether against -the prevailing system of overfeeding, which stuffs, crams, pours in, -spoon-feeds, and as a sort of deathbed repentance institutes creative -work after graduation. - -How do you yourself stand on this question? Is your idea of a good -student that of a good 'receptacle'? Do you regard your instructors as -useful grain hoppers whose duty it is to gather kernels of wisdom from -all sources and direct them into your receptive minds? Are you content -to be a sort of psychic _Sacculina_, a vegetative animal, your mind a -vast sack with two systems, one for the incurrent, the other for the -outcurrent of predigested ideas? If so, all your mental organs of combat -and locomotion will atrophy. Do you put your faith in reading, or in -book knowledge? If so, you should know that not a five foot shelf of -books, not even the ardent reading of a fifty foot shelf aided by -prodigious memory will give you that enviable thing called culture, -because the yardstick of this precious quality is not what you take in -but what you give out, and this from the subtle chemistry of your brain -must have passed through a mental metabolism of your own so that you -have lent something to it. To be a man of culture you need not be a man -of creative power, because such men are few, they are born not made; but -you must be a man of some degree of centrifugal force, of individuality, -of critical opinion, who must make over what is read into conversation -and into life. Yes, one little idea of your own well expressed has a -greater cultural value than one hundred ideas you absorb; one page that -you produce, finely written, new to science or to letters and really -worth reading, outweighs for your own purposes the five foot shelf. On -graduation, _presto_, all changes, then of necessity must your life be -independent and centrifugal; and just in so far as it has these powers -will it be successful; just in so far as it is merely imitative will it -be a failure. - -There is no revolution in the contrary, or outflowing design. Like all -else in the world of thought it is, in the germ at least, as old as the -Greeks and its illustrious pioneer was Socrates (469-399 B. C.), who led -the approach to truth not by laying down the law himself but by means of -answers required of his students. The efferent outflowing principle, -moreover, is in the program of the British mathematician, Perry and many -other reformers to-day. - -Against the centripetal theory of acquiring culture Huxley revolted with -all his might. His daily training in the centrifugal school was in the -genesis of opinion; and he incessantly practiced the precept that -forming one's own opinion is infinitely better than borrowing one. Our -sophisticated age discourages originality of view because of the -plenitude of a ready-made supply of editorials, of reviews, of reviews -of reviews, of critiques, comments, translations and cribs. Study -political speeches, not editorials about them; read original debates, -speeches, and reports. If you purpose to be a naturalist get as soon as -you can at the objects themselves; if you would be an artist, go to your -models; if a writer, on the same principle take your authors at first -hand, and, after you have wrestled with the texts, and reached the full -length of your own fathom line, then take the fathom line of the critic -and reviewer. Do not trust to mental peptones. Carry the independent, -inquisitive, skeptical and even rebellious spirit of the graduate school -well down into undergraduate life, and even into school life. If you are -a student force yourself to think independently; if a teacher compel -your youth to express their own minds. In listening to a lecture weigh -the evidence as presented, cultivate a polite skepticism, not affected -but genuine, keep a running fire of interrogation marks in your mind, -and you will finally develop a mind of your own. Do not climb that -mountain of learning in the hope that when you reach the summit you will -be able to think for yourself; think for yourself while you are -climbing. - -In studying the lives of your great men you will find certain of them -were veritable storehouses of facts, but Darwin, the greatest of them -all in the last century, depended largely upon his inveterate and -voluminous powers of note-taking. Thus you may pray for the daily bread -of real mental growth, for the future paradise is a state of mind and -not a state of memory. The line of thought is the line of greatest -resistance; the line of memory is the line of least resistance; in -itself it is purely imitative, like the gold or silver electroplating -process which lends a superficial coating of brilliancy or polish to -what may be a shallow mind. - -The case is deliberately overstated to give it emphasis. - -True, the accumulated knowledge of what has been thought and said, -serves as the gravity law which will keep you from flying off at a -tangent. But no warning signals are needed, there is not the least -danger that constructive thinking will drive you away from learning; it -will much more surely drive you to it, with a deeply intensified -reverence for your intellectual forebears; in fact, the eldest -offspring of centrifugal education is that keen and fresh appetite for -knowledge which springs only from trying to add your own mite to it. How -your Maxwell, Herz, Roentgen, Curie, with their world-invigorating -discoveries among the laws of radiant matter, begin to soar in your -estimation when you yourself wrest one single new fact from the -reluctant world of atoms! How your modern poets, Maeterlinck and -Rostand, take on the air of inspiration when you would add a line of -prose verse to what they are delving for in this mysterious human -faculty of ours. Regard Voltaire at the age of ten in 'Louis-le-Grand,' -the Eton of France, already producing bad verses, but with a passionate -voracity for poetry and the drama. Regard the youthful Huxley returning -from his voyage of the 'Rattlesnake' and laying out for himself a ten -years' course in search of pure information. - -This route of your own to opinions, ideas, and the discovery of new -facts or principles brings you back again to Huxley as the man who -always had something of his own to say and labored to say it in such a -way as to force people to listen to him. His wondrous style did not come -easily to him; he himself told me it cost him years of effort, and I -consider his advice about style far wiser than that of Herbert Spencer. -Why forego pleasures, turn your back on the world, the flesh, and the -devil, and devote your life to erudition, observation, and the pen if -you remain unimpressive, if you cannot get an audience, if no one cares -to read what you write? This moral is one of the first that Huxley has -impressed upon you, namely, _write to be read_; if necessary "stoop to -conquer," employ all your arts and wiles to get an audience in science, -in literature, in the arts, in politics. Get an audience you must, -otherwise you will be a cipher and not a force. - -Pursuant of the constructive design, the measure of the teacher's -success is the degree in which ideas come not from him but from his -pupils. A brilliant address may produce a temporary emotion of -admiration, a dry lecture may produce a permanent productive impulse in -the hearers. One may compare some who are popularly known as gifted -teachers to expert swimmers who sit on the bank and talk inspiringly on -analyses of strokes; the centrifugal teacher takes the pupils into the -water with him, he may even pretend to drown and call for a rescue. In -football parlance the coach must get into the scrimmage with the team. -This was the lesson taught me by the great embryologist Francis Balfour -of Cambridge, who was singularly noted for doing joint papers with his -men. An experiment I have tried with marked success in order to -cultivate centrifugal power and expression at the same time is to get -out of the lecture chair and make my students in turn lecture to me. -This is virtually the famous method of teaching law re-discovered by the -educational genius of Langdell; the students do all the lecturing and -discoursing, the professor lolls quietly in his chair and makes his -comments; the stimulus upon ambition and competition is fairly magical; -there is in the classroom the real intellectual struggle for existence -which one meets in the world of affairs. I would apply this very -Socratic principle in every branch of instruction, early and late, and -thus obey the 'acceleration' law in education which I have spoken of -above as bringing into earlier and earlier stages those powers which are -to be actually of service in after life. - -There is then no mystery about education if we plan it along the actual -lines of self-development followed by these great leaders and shape its -deep under-current principles after our own needs and experience. Look -early at the desired goal and work toward it from the very beginning. -The proof that the secret does not lie in subject, or language, but in -preparation for the living productive principle is found in the fact -that there have been _relatively_ educated men in every stage of -history. The wall painters in the Magdalenian caves were the producers -and hence the educated men of their day. This goal of production was -sought even earlier by the leaders of Eolithic men 200,000 years ago and -is equally magnetic for the men of dirigible balloons and aeroplanes of -our day. It is, to follow in mind-culture the principle of addition and -accretion characteristic of all living things, namely, to develop the -highest degree of productive power, centrifugal force, original, -creative, individual efficiency. Through this the world advances; the -Neolithic man with his invention of polished implements succeeds the -Palaeolithic, and the man of books and printing replaces the savage. - -The standards of a liberal mind are and always have been the same, -namely, the sense of Truth and Beauty, both of which are again in -conformity with Nature. - - - "Beauty is truth, truth beauty, that is all - Ye know on earth, and all ye need to know." - - KEATS' _Ode on a Grecian Urn_. - - -The sources of our facts are and always have been the same, namely, the -learning of what men before you have observed and recorded, and the -advance only through the observation of new truth, that is, old to -nature but new to man. The handling of this knowledge has always been -the same, namely, through human reason. The giving forth of this -knowledge and thus the furthering of ideas and customs has and always -will be the same, namely, through expression, vocal, written, or manual, -that is, in symbols and in design. - -It follows that the all round liberally educated man, from Palaeolithic -times to the time when the earth shall become a cold cinder, will always -be the same, namely, _the man who follows his standards of truth and -beauty, who employs his learning and observation, his reason, his -expression, for purposes of production, that is, to add something of his -own to the stock of the world's ideas_. This is the author's conception -of a liberal education. - -One cannot too often quote the rugged insistence of Carlyle: "Produce! -Produce! Were it but the pitifullest infinitesimal fraction of a -product, produce it in God's name! 'Tis the utmost thou hast in thee: -out with it, then." - -Now note that whereas there are the above six powers, namely, truth and -beauty, learning and observation, reason, and expression, which -subserve the seventh, production or constructive thinking, and whereas -the giving out of ideas is the object to be attained, only one power -figures prominently in our modern system of college and school -education, namely, the learning of facts and the memory thereof. It is -no exaggeration to say that this makes up 95% of modern education. Who -are the meteors of school and college days? For the most part those with -precocious or well trained memories. Why do so many of these meteors -flash out of existence at graduation? The answer is simple if you accept -my conception of education. Whereas it takes six powers to make a -liberally educated man or woman, and seven to make a productive man or -woman, only one power has been cultivated assiduously in the -'centripetal' education; whereas there are two great gateways of -knowledge, learning and observation, only one has been continuously -passed through; whereas there are two universal standards of truth and -beauty, only truth has constantly been held up to you, and that in -precept rather than in practice. For nothing is surer than this, that -the sense of truth must come as a daily personal experience in the life -of the student through testing values for himself, as it does in the -life of the scientist, the artist, the physician, the engineer, the -merchant. Note that whereas you are powerless unless you can by the -metabolism of logic make the sum of acquired and observed knowledge your -own, that kind of work-a-day efficient logic has never been forced upon -you and you are daily, perhaps hourly, guilty of the _non sequitur_, -the _post hoc ergo propter hoc_, the 'undistributed middle,' and all -those innocent sins against truth which come through the illogical mind. - -"That man," says Huxley, "has had a liberal education ... whose -intellect is a clear, cold, logic engine, with all its parts of equal -strength, and in smooth working order; ready, like a steam-engine, to be -turned to any kind of work, and spin the gossamers as well as forge the -anchors of the mind." - -Note that whereas you are a useless member of society unless you can -give forth something of what you know and feel in writing, speaking, or -design, your expressive powers may have been atrophied through -insufficient use. In brief, you may have shunned individual opinion, -observation, logic, expression, because they are each and every one on -the lines of greatest resistance. And your teachers not only allowed you -but actually encouraged and rewarded you for following the lines of -least resistance in the accurate reproduction, in examination papers and -marking systems, of their own ideas and those you found in books. - -May you, therefore, write down these seven words and read them over -every morning: Truth, Beauty, Learning, Observation, Reason, Expression, -Production. - -In the wondrous old quilt work of inherited, or ancestral -predispositions which make your being you may be gifted with all these -seven powers in equal and well balanced degree; if you are so blessed -you have a great career before you. If, as is more likely, you have in -full measure only a part of each, or some in large measure, some in -small, keep on the daily examination of your chart as giving you the -canons of a liberal education and of a productive mind. - -Remember that as regards the somewhat overworked word 'service' every -addition in every conceivable department of human activity which is -constructive of society is service; that the spirit of science is to -transfer something of value from the unknown into the realm of the -known, and is, therefore, identical with the spirit of literature; that -the moral test of every advance is whether or not it is constructive, -for whatever is constructive is moral. - -I would not for a moment take advantage of the present opportunity to -discourage the study of human nature and of the humanities, but for what -is called the best opening for a constructive career let it be Nature. - -The ground for my preference is that human nature is an exhaustible -fountain of research; Homer understood it well; Solomon fathomed it; -Shakespeare divined it, both normal and abnormal; the modernists have -been squeezing out the last drops of abnormality. - -Nature, studied since Aristotle's time, is still full to the brim; no -perceptible falling of its tides is evident from any point at which it -is attacked, from nebulae to protoplasm; it is always wholesome, -refreshing, and invigorating. Of the two creative literary artists of -our time, Maeterlinck, jaded with human abnormality, comes back to the -bee and the flowers and the 'blue bird,' with a delicious renewal of -youth, while Rostand turns to the barnyard. - -FOOTNOTE: - -[1] Life and Works of Darwin. Pop. Sci. Monthly, Apr., 1909, pp. -315-340. (Address delivered at Columbia University on the one hundredth -anniversary of Darwin's birth, as the first of a series of nine lectures -on "Charles Darwin and His Influence on Science.") - - - -***END OF THE PROJECT GUTENBERG EBOOK HUXLEY AND EDUCATION*** - - -******* This file should be named 50338.txt or 50338.zip ******* - - -This and all associated files of various formats will be found in: -http://www.gutenberg.org/dirs/5/0/3/3/50338 - - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the United -States without permission and without paying copyright -royalties. 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