A General View of Positivism by Auguste Comte (learn to read books TXT) 📕

which the course is given, and still more to the discursive and unphilosophical spirit of most of the teachers, consequent on the miserable manner in which our scientific system is organized. Such a regeneration of scientific studies as Positivism proposes, will animate them with a social spirit, and thus give them a larger and more comprehensive tendency. Teachers will become more practised in the art of condensing, and their lectures will be far more substantial. They will not indeed be a substitute for voluntary effort, on which all the real value of teaching depends. Their aim will be rather to direct such effort. A striking example, which is not so well remembered as it should be, will help to explain my meaning. At the first opening of the Polytechnic School, courses of lectures were given, very appropriately named “Revolutionary Courses,” which concentrated the teaching of three years into three months. What was in that case an extraordinary anomaly, due to republican enthusiasm, may become the normal state when a moral power arises not inferior in energy, and yet based upon a consistent intellectual synthesis, of which our great predecessors of the Revolution could have no conception.

Little attention has hitherto been given to the didactic value of Feeling. Since the close of the Middle Ages, the heart has been neglected in proportion as the mind has been cultivated. But it is the characteristic principle of Positivism, a principle as fertile in intellectual as in moral results, that the Intellect, whether we look at its natural or at its normal position, is subordinate to Social Feeling. Throughout this course of popular education, parents and masters will seize every suitable occasion for calling Social Feeling into play; and the most abstruse subjects will often be vivified by its influence. The office of the mind is to strengthen and to cultivate the heart; the heart again should animate and direct the mental powers. This mutual influence of general views and generous feelings will have greater effect upon scientific study, from the aesthetic culture previously given, in which such habits of mind will have been formed, as will give grace and beauty to the whole life.

When I speak of this education as specially destined for the people, I am not merely using words to denote its comprehensiveness and philosophic character. It is, in my opinion, the only education, with the exception of certain special branches, for which public organization is needed. It should be looked on as a sacred debt which the republic owes to the working classes. But the claim does not extend to other classes, who can easily pay for any special instruction that they may require. Besides such instruction will be only a partial development of the more general teaching, or an application of it to some particular purpose. Therefore if the general training be sound, most people will be able to prosecute accessory studies by themselves. Apprenticeship to any business involves very little, except the practice of it. Even in the highest arts, no course of systematic instruction is necessary. The false views now prevalent on the subject are due to the unfortunate absence of all general education, since the decay of Catholicism. The special institutions founded in Europe during the last three centuries, and carefully remodelled in France by the Convention, are only valuable as containing certain germs of truth, which will be found indispensable when general education is finally reorganized. But important as they may be from a scientific aspect, their practical utility, which seems to have been the motive for establishing them, is exceedingly doubtful. The arts which they were intended to promote could have done perfectly well without them. I include in these remarks such institutions as the Polytechnic School, the Museum of Natural History, etc. Their value, like that of all good institutions of modern times, is purely provisional. Viewed in this light, it may be worth our while to reorganize them. Positivist principles, discarding all attempts to make them permanent, will be all the better able to adapt them to their important temporary purpose. Indeed there are some new institutions which it might be advisable to form; such, for instance, as a School of Comparative Philology, the object of which would be to range all human languages according to their true affinities. This would compensate the suppression of Greek and Latin professorships, which is certainly an indispensable measure. But the whole of this provisional framework would no doubt disappear before the end of the nineteenth century, when a system of general education will have been thoroughly organized. The present necessity for a provisional system should lead to no misconception of its character and purpose. Working men are the only class who have a real claim upon the State for instruction; and this, if wisely organized, dispenses with the necessity of special institutions. The adoption of these views would at once facilitate and ennoble popular education. Nations, provinces, and towns will vie with one another in inviting the best teachers that the spiritual authorities of Western Europe can supply. And every true philosopher will take pride in such teaching, when it becomes generally understood that the popular character of his lectures implies that they shall be at the same time systematic. Members of the new spiritual power will in most cases regard teaching as their principal occupation, for at least a considerable portion of their public life.

What has been said makes it clear that any organization of such education as this at the present time would be impossible. However sincere the intentions of governments to effect this great result might be, any premature attempt to do it would but injure the work, especially if they put in a claim to superintend it. The truth is that a system of education, if it deserve the name, presupposes the acceptance of a definite philosophical and social creed to determine its character and purpose. Children cannot be brought up in convictions contrary to those of their parents; indeed,