Social Diseases : Part 6

Evolution and Ethics
by Thomas H. Huxley

(Page 11 of 30)

Intelligence, knowledge, and skill are undoubtedly conditions of success; but of what avail are they likely to be unless they are backed up by honesty, energy, goodwill, and all the physical and moral faculties that go to the making of manhood, and unless they are stimulated by hope of such reward as men may fairly look to? And what dweller in the slough of want, dwarfed in body and soul, demoralized, hopeless, can reasonably be expected to possess these qualities?

Any full and permanent development of the productive powers of an industrial population, then, must be compatible with and, indeed, based upon a social organization which will secure a fair amount of physical and moral welfare to that population; which will make for good and not for evil. Natural science and religious enthusiasm rarely go hand in hand, but on this matter their concord is complete; and the least sympathetic of naturalists can but admire the insight and the devotion of such social reformers as the late Lord Shaftesbury, whose recently published "Life and Letters" gives a vivid picture of the condition of the working classes fifty years ago, and of the pit which our industry, ignoring these plain truths, was then digging under its own feet.

There is, perhaps, no more hopeful sign of progress among us, in the last half-century, than the steadily increasing devotion which has been and is directed to measures for promoting physical and moral welfare among the poorer classes. Sanitary reformers, like most other reformers whom I have had the advantage of knowing, seem to need a good dose of fanaticism, as a sort of moral coca, to keep them up to the mark, and, doubtless, they have made many mistakes; but that the endeavour to improve the condition under our industrial population live, to amend the drainage of densely peopled streets, to provide baths, washhouses, and gymnasia, to facilitate habits of thrift, to furnish some provision for instruction and amusement in public libraries and the like, is not only desirable from a philanthropic point of view, but an essential condition of safe industrial development, appears to me to be indisputable. It is by such means alone, so far as I can see, that we can hope to check the constant gravitation of industrial society towards la misere, until the general progress of intelligence and morality leads men to grapple with the sources of that tendency. If it is said that the carrying out of such arrangements as those indicated must enhance the cost of production, and thus handicap the producer in the race of competition, I venture, in the first place, to doubt the fact; but if it be so, it results that industrial society has to face a dilemma, either alternative of which threatens destruction.

On the one hand, a population the labour of which is sufficiently remunerated may be physically and morally healthy and socially stable, but may fail in industrial competition by reason of the dearness of its produce. On the other hand, a population the labour of which is insufficiently remunerated must become physically and morally unhealthy, and socially unstable; and though it may succeed for a while in industrial competition, by reason of the cheapness of its produce, it must in the end fall, through hideous misery and degradation, to utter ruin.

Well, if these are the only possible alternatives, let us for ourselves and our children choose the former, and, if need be, starve like men. But I do not believe that the stable society made up of healthy, vigorous, instructed, and self-ruling people would ever incur serious risk of that fate. They are not likely to be troubled with many competitors of the same character, just yet; and they may be safely trusted to find ways of holding their own.

Assuming that the physical and moral well-being and the stable social order, which are the indispensable conditions of permanent industrial development, are secured, there remains for consideration the means of attaining that knowledge and skill without which, even then, the battle of competition cannot be successfully fought. Let us consider how we stand. A vast system of elementary education has now been in operation among us for sixteen years, and has reached all but a very small fraction of the population. I do not think that there is any room for doubt that, on the whole, it has worked well, and that its indirect no less than its direct benefits have been immense. But, as might be expected, it exhibits the defects of all our educational systems - fashioned as they were to meet the wants of a bygone condition of society. There is a widespread and, I think, well-justified complaint that it has too much to do with books and too little to do with things. I am as little disposed as any one can well be to narrow early education and to make the primary school a mere annexe of the shop. And it is not so much in the interests of industry, as in that of breadth of culture, that I echo the common complaint against the bookish and theoretical character of our primary instruction.

If there were no such things as industrial pursuits, a system of education which does nothing for the faculties of observation, which trains neither the eye nor the hand, and is compatible with utter ignorance of the commonest natural truths, might still be reasonably regarded as strangely imperfect. And when we consider that the instruction and training which are lacking are exactly; those which are of most importance for the great mass of our population, the fault becomes almost a crime, the more that there is no practical difficulty in making good these defects. There really is no reason why drawing should not be universally taught, and it is an admirable training for both eye and hand. Artists are born, not made; but everybody may be taught to draw elevations, plans, and sections; and pots and pans are as good, indeed better, models for this purpose than the Apollo Belvedere.

The plant is not expensive; and there is this excellent quality about drawing of the kind indicated, that it can be tested almost as easily and severely as arithmetic. Such drawings are either right or wrong, and if they are wrong the pupil can be made to see that they are wrong. From the industrial point of view, drawing has the further merit that there is hardly any trade in which the power of drawing is not of daily and hourly utility. In the next place, no good reason, except the want of capable teachers, can be assigned why elementary notions of science should not be an element in general instruction. In this case, again, no expensive or elaborate apparatus is necessary. The commonest thing - a candle, a boy's squirt, a piece of chalk - in the hands of a teacher who knows his business, may be made the starting-point whence children may be led into the regions of science as far as their capacity permits, with efficient exercise of their observational and reasoning faculties on the road. If object lessons often prove trivial failures, it is not the fault of object lessons, but that of the teacher, who has not found out how much the power of teaching a little depends on knowing a great deal, and that thoroughly; and that he has not made that discovery is not the fault of the teachers, but of the detestable system of training them which is widely prevalent.

About the Author

Thomas Huxley's famous debate against the Lord Bishop of Oxford Samuel Wilberforce was a key moment in the wider acceptance of evolution, and in his own career. Wilberforce was coached by Richard Owen, against whom Huxley also debated on whether man was closely related to apes. Huxley was slow to accept some of Darwin's ideas, such as gradualism, and was undecided about natural selection, but despite this he was wholehearted in his public support of Darwin.