Much of this essay seems to be relevant to the mulling I have been doing in terms of the distinction between learning that accrues from Required Reading (as in school or elsewhere) versus Recreational Reading (which I am uncertain generates much learning at all) versus Purposeful Reading (which I suspect to be the most important of all).
Hazlitt's is essentially the rabid tearing down of a strawman of the educated as a scholastic pedant. Fine as far as it goes, but really in some ways an unnecessary savaging. Who cares about the strawman pedant? But in the midst of this essay, there are all sorts of striking statements that are either true or likely to be true or are a jolt to thinking about something more deeply and more clearly than one might have in the past. A collection of confident assertions.
Books are less often made use of as 'spectacles' to look at nature with, than as blinds to keep out its strong light and shifting scenery from weak eyes and indolent dispositions. The book-worm wraps himself up in his web of verbal generalities, and sees only the glimmering shadows of things reflected from the minds of others.
The impressions of real objects, stripped of the disguises of words and voluminous roundabout descriptions, are blows that stagger him; their variety distracts, their rapidity exhausts him; and he turns from the bustle, the noise, and glare, and whirling motion of the world about him (which he has not an eye to follow in its fantastic changes, nor an understanding to reduce to fixed principles), to the quiet monotony of the dead languages, and the less startling and more intelligible combinations of the letters of the alphabet.
He can only breathe a learned atmosphere, as other men breathe common air. He is a borrower of sense. He has no ideas of his own, and must live on those of other people.
The faculties of the mind, when not exerted, or when cramped by custom and authority, become listless, torpid, and unfit for the purposes of thought or action.
Any one who has passed through the regular gradations of a classical education, and is not made a fool by it, may consider himself as having had a very narrow escape. It is an old remark, that boys who shine at school do not make the greatest figure when they grow up and come out into the world. The things, in fact, which a boy is set to learn at school, and on which his success depends, are things which do not require the exercise either of the highest or the most useful faculties of the mind.
There is indeed a degree of stupidity which prevents children from learning the usual lessons, or ever arriving at these puny academic honours. But what passes for stupidity is much oftener a want of interest, of a sufficient motive to fix the attention and force a reluctant application to the dry and unmeaning pursuits of school-learning. The best capacities are as much above this drudgery as the dullest are beneath it. Our men of the greatest genius have not been most distinguished for their acquirements at school or at the university.
A mediocrity of talent, with a certain slenderness of moral constitution, is the soil that produces the most brilliant specimens of successful prize-essayists and Greek epigrammatists. It should not be forgotten that the least respectable character among modern politicians was the cleverest boy at Eton.
Learning is the knowledge of that which is not generally known to others, and which we can only derive at second-hand from books or other artificial sources. The knowledge of that which is before us, or about us, which appeals to our experience, passions, and pursuits, to the bosoms and businesses of men, is not learning. Learning is the knowledge of that which none but the learned know. He is the most learned man who knows the most of what is farthest removed from common life and actual observation, that is of the least practical utility, and least liable to be brought to the test of experience, and that, having been handed down through the greatest number of intermediate stages, is the most full of uncertainty, difficulties, and contradictions.
He knows as much of what he talks about as a blind man does of colours. He cannot give a satisfactory answer to the plainest question, nor is he ever in the right in any one of his opinions upon any one matter of fact that really comes before him, and yet he gives himself out for an infallible judge on all these points, of which it is impossible that he or any other person living should know anything but by conjecture.
The thing is plain. All that men really understand is confined to a very small compass; to their daily affairs and experience; to what they have an opportunity to know, and motives to study or practise. The rest is affectation and imposture.
. . . more home truths are to be learnt from listening to a noisy debate in an alehouse than from attending a formal one in the House of Commons. An elderly country gentlewoman will often know more of character, and be able to illustrate it by more amusing anecdotes taken from the history of what has been said, done, and gossiped in a country town for the last fifty years, than the best bluestocking of the age will be able to glean from that sort of learning which consists in an acquaintance with all the novels and satirical poems published in the same period.
They pile hypothesis on hypothesis, mountain high, till it is impossible to come at the plain truth on any question. They see things, not as they are, but as they find them in books, and 'wink and shut their apprehensions up,' in order that they may discover nothing to interfere with their prejudices or convince them of their absurdity.
There is no dogma, however fierce or foolish, to which these persons have not set their seals, and tried to impose on the understandings of their followers as the will of Heaven, clothed with all the terrors and sanctions of religion. How little has the human understanding been directed to find out the true and useful! How much ingenuity has been thrown away in the defence of creeds and systems!
The most sensible people to be met with in society are men of business and of the world, who argue from what they see and know, instead of spinning cobweb distinctions of what things ought to be.
If we wish to know the force of human genius we should read Shakespeare. If we wish to see the insignificance of human learning we may only study his commentators.
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