sin in which, with a rationalistic bumptiousness as grotesque as it is distasteful, theologians have systematically wallowed. From indulgence in this kind of delinquency there has arisen, in most of the great religious traditions of the world, a fantastic over-valution of words. Over-valuation of words leads all too frequently to the fabrication and idolatrous worship of dogmas, to the insistence on uniformity of belief, the demand for assent by all and sundry to a set of propositions which, though meaningless, are to be regarded as sacred. Those who do not consent to this idolatrous worship of words are to be “converted” and, if that should prove impossible, either persecuted or, if the dogmatizers lack political power, ostracized and denounced. Immediate experience of reality unites men. Conceptualized beliefs, including even the belief in a God of love and righteousness, divide them and, as the dismal record of religious history bears witness, set them for centuries on end at each other’s throats.
Over-simplification, over-generalization and over-abstraction are three other sins closely related to the sin of imagining that knowledge and pseudo-knowledge are the same as understanding. The over-generalizing over-simplifier is the man who asserts, without producing evidence, that “All X’s are Y,” or, “All A’s have a single cause, which is B.” The over-abstractor is the one who cannot be bothered to deal with Jones and Smith, with Jane and Mary, as individuals, but enjoys being eloquent on the subject of Humanity, of Progress, of God and History and the Future. This brand of intellectual delinquency is indulged in by every demagogue, every crusader. In the Middle Ages the favorite over-generalization was “All infidels are damned.” (For the Moslems, “all infidels” meant “all Christians”; for the Christians, “all Moslems.”) Almost as popular was the nonsensical proposition, “All heretics are inspired by the devil” and “All eccentric old women are witches.” In the sixteenth and seventeenth centuries the wars and persecutions were justified by the luminously clear and simple belief that “All Roman Catholics (or, if you happened to be on the Pope’s side, all Lutherans, Calvinists and Anglicans) are God’s enemies.” In our own day Hitler proclaimed that all the ills of the world had one cause, namely Jews, and that all Jews were subhuman enemies of mankind. For the Communists, all the ills of the world have one cause, namely capitalists, and all capitalists and their middle-class supporters are subhuman enemies of mankind. It is perfectly obvious, on the face of it, that none of these over-generalized statements can possibly be true. But the urge to intellectual sin is fearfully strong. All are subject to temptation and few are able to resist.
There are in the lives of human beings very many situations in which only knowledge, conceptualized, accumulated and passed on by means of words, if of any practical use. For example, if I want to manufacture sulphuric acid or to keep accounts for a banker, I do not start at the beginnings of chemistry or economics; I start at what is now the end of these sciences. In other words, I go to a school where the relevant knowledge is taught, I read books in which the accumulations of past experience in these particular fields are set forth. I can learn the functions of an accountant or a chemical engineer on the basis of knowledge alone. For this particular purpose it is not necessary for me to have much understanding of concrete situations as they arise, moment by moment, from the depths of the given mystery of our existence. What is important for me as a professional man is that I should be familiar with all the conceptual knowledge in my field. Ours is an industrial civilization, in which no society can prosper unless it possesses an elite of highly trained scientists and a considerable army of engineers and technicians. The possession and wide dissemination of a great deal of correct, specialized knowledge has become a prime condition of national survival. In the United States, during the last twenty or thirty years, this fact seems to have been forgotten. Professional educationists have taken John Dewey’s theories of “learning through doing” and of “education as life-adjustment,” and have applied them in such a way that, in many American schools, there is now doing without learning, along with courses in adjustment to everything except the basic twentieth-century fact that we live in a world where ignorance of science and its methods is the surest, shortest road to national disaster. During the past half century every other nation has made great efforts to impart more knowledge to more young people. In the United States professional educationists have chosen the opposite course. At the turn of the century fifty-six per cent of the pupils in American high schools studied algebra; today less than a quarter of them are so much as introduced to the subject. In 1955 eleven per cent of American boys and girls were studying geometry; fifty years ago the figure was twenty-seven per cent. Four per cent of them now take physics, as against nineteen per cent in 1900. Fifty per cent of American high schools offer no courses in chemistry, fifty-three per cent no course in physics. This headlong decline in knowledge has not been accompanied by any increase in understanding; for it goes without saying that high school courses in life adjustment do not teach understanding. They teach only conformity to current conventions of personal and collective behavior. There is no substitute for correct knowledge, and in the process of acquiring correct knowledge there is no substitute for concentration and prolonged practice. Except for the unusually gifted, learning, by whatever method, must always be hard work. Unfortunately there are many professional educationists who seem to think that children should never be required to work hard. Wherever educational methods are based on this assumption, children will not in fact acquire much knowledge; and if the methods are followed for a generation or two, the society which tolerates them will find itself in full decline.
In theory, deficiencies in knowledge can be made good simply by changing the curriculum. In practice, a change in the curriculum will do little good, unless there is a corresponding change in the point of view of professional educationists. For the trouble with American educationists, writes a distinguished member of their profession, Dr. H. L. Dodge, is that they “regard any subject from personal grooming to philosophy as equally important or interchangeable in furthering the process of self-realization. This anarchy of values has led to the displacement of the established disciplines of science and the humanities by these new subjects.” Whether professional educationists can be induced to change their current attitudes is uncertain. Should it prove impossible, we must fall back on the comforting thought that time never stands still and that nobody is immortal. What persuasion and the threat of national decline fail to accomplish, retirement, high blood pressure and death will bring to pass, more slowly, it is true, but much more surely.
The dissemination of correct knowledge is one of the essential functions of education, and we neglect it at our peril. But, obviously, education should be more than a device for passing on correct knowledge. It should also teach what Dewey called life adjustment and self-realization. But precisely how should self-realization and life adjustment be promoted? To this question modern educators have given many answers. Most of these answers belong to one or other of two main educational families, the Progressive and the Classical. Answers of the Progressive type find expression in the provision of courses in such subject as “family living, consumer economics, job information, physical and mental health, training for world citizenship and statesmanship and last, and we are afraid least” (I quote again the words of Dr. Dodge) “training in fundamentals.” Where answers of the Classical type are preferred, educators provide courses in Latin, Greek and modern European literature, in world history and in philosophy—exclusively, for some odd reason, of the Western brand. Shakespeare and Chaucer, Virgil and Homer—how far away they seem, how irrevocably dead! Why, then, should we bother to teach the classics? The reasons have been stated a thousand times, but seldom with more force and lucidity than by Albert Jay Nock in his
The Progressive and the Classical approaches to education are not incompatible. It is perfectly possible to combine a schooling in the local cultural tradition with a training, half vocational, half psychological, in adaptation to the current conventions of social life, and then to combine this combination with training in the sciences, in other words with the inculcation of correct knowledge. But is this enough? Can such an education result in the self- realization which is its aim? The question deserves our closest scrutiny. Nobody, of course, can doubt the importance of accumulated experience as a guide for individual and social conduct. We are human because, at a very early stage in the history of the species, our ancestors discovered a way of preserving and disseminating the results of experience. They learned to speak and were thus enabled to translate what they had perceived, what they had inferred from given fact and home-grown phantasy, into a set of concepts, which could be added to by each generation and bequeathed, a treasure of mingled sense and nonsense, to posterity. In Mr. Nock’s words “the mind that has canvassed this record is an experienced mind.” The only trouble, so far as
