Aesthetical Essays of Friedrich Schiller
understanding. The orator, on the other hand, has in view an immediate
end, and his voice must correspond with an immediate want of the public.
His interest is to make his knowledge practically available as soon as
possible; and the surest way is to hand it over to the senses, and to
prepare it for the use of sensation. The professor, who only admits
hearers on certain conditions, and who is entitled to suppose in his
hearers the dispositions of mind in which a man ought to be to receive
the truth, has only in view in his lecture the object of which he is
treating; while the orator, who cannot make any conditions with his
audience, and who needs above everything sympathy, to secure it on his
side, must regulate his action and treatment according to the subjects on
which he turns his discourse. The hearers of the professor have already
attended his lectures, and will attend them again; they only want
fragments that will form a whole after having been linked to the
preceding lectures. The audience of the orator is continually renewed;
it comes unprepared, and perhaps will not return; accordingly in every
address the orator must finish what he wishes to do; each of his
harangues must form a whole and contain expressly and entirely his
conclusion.
It is not therefore surprising that a dogmatic composition or address,
however solid, should not have any success either in conversation or in
the pulpit, nor that a fine diction, whatever wit it may contain, should
not bear fruit in a professor's chair. It is not surprising that the
fashionable world should not read writings that stand out in relief in
the scientific world, and that the scholar and the man of science are
ignorant of works belonging to the school of worldly people that are
devoured greedily by all lovers of the beautiful. Each of these works
may be entitled to admiration in the circle to which it belongs; and more
than this, both, fundamentally, may be quite of equal value; but it would
be requiring an impossibility to expect that the work which demands all
the application of the thinker should at the same time offer an easy
recreation to the man who is only a fine wit.
For the same reason I consider that it is hurtful to choose for the
instruction of youth books in which scientific matters are clothed in an
attractive style. I do not speak here of those in which the substance is
sacrificed to the form, but of certain writings really excellent, which
are sufficiently well digested to stand the strictest examination, but
which do not offer their proofs by their very form. No doubt books of
this kind attain their end, they are read; but this is always at the cost
of a more important end, the end for which they ought to be read. In
this sort of reading the understanding is never exercised save in as far
as it agrees with the fancy; it does not learn to distinguish the form
from the substance, nor to act alone as pure understanding. And yet the
exercise of the pure understanding is in itself an essential and capital
point in the instruction of youth; and very often the exercise itself of
thought is much more important than the object on which it is exercised.
If you wish for a matter to be done seriously, be very careful not to
announce it as a diversion. It is preferable, on the contrary, to secure
attention and effort by the very form that is employed, and to use a kind
of violence to draw minds over from the passive to an active state. The
professor ought never to hide from his pupil the exact regularity of the
method; he ought rather to fix his attention on it, and if possible to
make him desire this strictness. The student ought to learn to pursue an
end, and in the interest of that end to put up with a difficult process.
He ought early to aspire to that loftier satisfaction which is the reward
of exertion. In a scientific lecture the senses are altogether set
aside; in an aesthetic address it is wished to interest them. What is
the result? A writing or conversation of the aesthetic class is devoured
with interest; but questions are put as to its conclusions; the hearer is
scarcely able to give an answer. And this is quite natural, as here the
conceptions reach the mind only in entire masses, and the understanding
only knows what it analyzes. The mind during a lecture of this kind is
more passive than active, and the intellect only possesses what it has
produced by its own activity.
However, all this applies only to the vulgarly beautiful, and to a vulgar
fashion of perceiving beauty. True beauty reposes on the strictest
limitation, on the most exact definition, on the highest and most
intimate necessity. Only this limitation ought rather to let itself be
sought for than be imposed violently. It requires the most perfect
conformity to law, but this must appear quite natural. A product that
unites these conditions will fully satisfy the understanding as soon as
study is made of it. But exactly because this result is really
beautiful, its conformity is not expressed; it does not take the
understanding apart to address it exclusively; it is a harmonious unity
which addresses the entire man--all his faculties together; it is nature
speaking to nature.
A vulgar criticism may perhaps find it empty, paltry, and too little
determined. He who has no other knowledge than that of distinguishing,
and no other sense than that for the particular, is actually pained by
what is precisely the triumph of art, this harmonious unity where the
parts are blended in a pure entirety. No doubt it is necessary, in a
philosophical discourse, that the understanding, as a faculty of
analysis, find what will satisfy it; it must obtain single concrete
results; this is the essential that must not by any means be lost sight
of. But if the writer, while giving all possible precision to the
substance of his conceptions, has taken the necessary measures to enable
the understanding, as soon as it will take the trouble, to find of
necessity these truths, I do not see that he is a less good writer
because he has approached more to the highest perfection. Nature always
acts as a harmonious unity, and when she loses this in her efforts after
abstraction, nothing appears more urgent to her than to re-establish it,
and the writer we are speaking of is not less commendable if he obeys
nature by attaching to the understanding what had been separated by
abstraction, and when, by appealing at the same time to the sensuous and
to the spiritual faculties, he addresses altogether the entire man. No
doubt the vulgar critic will give very scant thanks to this writer for
having given him a double task. For vulgar criticism has not the feeling
for this harmony, it only runs after details, and even in the Basilica of
St. Peter would exclusively attend to the pillars on which the ethereal
edifice reposes. The fact is that this critic must begin by translating
it to understand it--in the same way that the pure understanding, left to
itself, if it meets beauty and harmony, either in nature or in art, must
begin by transferring them into its own language--and by decomposing it,
by doing in fact what the pupil does who spells before reading. But it
is not from the narrow mind of his readers that the writer who expresses
his conceptions in the language of the beautiful receives his laws. The
ideal which he carries in himself is the goal at which he aims without
troubling himself as to who follows and who remains behind. Many will
stay behind; for if it be a rare thing to find readers simply capable of
thinking, it is infinitely more rare to meet any who can think with
imagination. Thus our writer, by the force of circumstances, will fall
out, on the one hand, with those who have only intuitive ideas and
feelings, for he imposes on them a painful task by forcing them to think;
and, on the other hand, he aggravates those who only know how to think,
for he asks of them what is absolutely impossible--to give a living,
animated form to conception. But as both only represent true humanity
very imperfectly--that normal humanity which requires the absolute
harmony of these two operations--their contradictory objections have no
weight, and if their judgments prove anything, it is rather that the
author has succeeded in attaining his end. The abstract thinker finds
that the substance of the work is solidly thought; the reader of
intuitive ideas finds his style lively and animated; both consequently
find and approve in him what they are able to understand, and that alone
is wanting which exceeds their capacity.
But precisely for this very reason a writer of this class is not adapted
to make known to an ignorant reader the object of what he treats, or, in
the most proper sense of the word, to teach. Happily also, he is not
required for that, for means will not be wanting for the teaching of
scholars. The professor in the strictest acceptation is obliged to bind
himself to the needs of his scholars; the first thing he has to
presuppose is the ignorance of those who listen to him; the other, on the
other hand, demands a certain maturity and culture in his reader or
audience. Nor is his office confined to impart to them dead ideas; he
grasps the living object with a living energy, and seizes at once on the
entire man--his understanding, his heart, and his will.
We have found that it is dangerous for the soundness of knowledge to give
free scope to the exigencies of taste in teaching, properly so called.
But this does not mean by any means that the culture of this faculty in
the student is a premature thing. He must, on the contrary, be
encouraged to apply the knowledge that he has appropriated in the school
to the field of living development. When once the first point has been
observed, and the knowledge acquired, the other point, the exercise of
taste, can only have useful results. It is certain that it is necessary
to be quite the master of a truth to abandon without danger the form in
which it has been found; a great strength of understanding is required
not to lose sight of your object while giving free play to the
imagination. He who transmits his knowledge under a scholastic form
persuades me, I admit, that he has grasped these truths properly and that
he knows how to support them. But he who besides this is in a condition
to communicate them to me in a beautiful form not only proves that he is
adapted to promulgate them, he shows moreover that he has assimilated
them and that he is able to make their image pass into his productions
and into his acts. There is for the results of thought only one way by
which they can penetrate into the will and pass into life; that is, by
spontaneous imagination, only what in ourselves was already a living act
can become so out of us; and the same thing happens with the creations of
the mind as with those of organic nature, that the fruit issues only from
the flower. If we consider how many truths were living and active as
interior intuitions before philosophy showed their existence, and how
many truths most firmly secured by proofs often remain inactive on the
will and the feelings, it will be seen how important it is for practical
life to follow in this the indications of nature, and when we have
acquired a knowledge scientifically to bring it back again to the state
of a living intuition. It is the only way to enable those whose nature
has forbidden them to follow the artificial path of science to share in
the treasures of wisdom. The beautiful renders us here in relation with
knowledge what, in morals, it does in relation with conduct; it places
men in harmony on results, and on the substance of things, who would
never have agreed on the form and principles.
The other sex, by its very nature and fair destiny, cannot and ought not