Essays of Schopenhauer
thwart the higher exertions of the human race by wantonly making a
noise. I should like to know how many great and splendid thoughts these
whips have cracked out of the world. If I had any authority, I should
soon produce in the heads of these carters an inseparable _nexus
idearum_ between cracking a whip and receiving a whipping.
Let us hope that those nations with more intelligence and refined
feelings will make a beginning, and then by force of example induce the
Germans to do the same.[8] Meanwhile, hear what Thomas Hood says of them
(_Up the Rhine)_: "_For a musical people they are the most noisy I ever
met with_" That they are so is not due to their being more prone to
making a noise than other people, but to their insensibility, which
springs from obtuseness; they are not disturbed by it in reading or
thinking, because they do not think; they only smoke, which is their
substitute for thought. The general toleration of unnecessary noise, for
instance, of the clashing of doors, which is so extremely ill-mannered
and vulgar, is a direct proof of the dulness and poverty of thought that
one meets with everywhere. In Germany it seems as though it were planned
that no one should think for noise; take the inane drumming that goes on
as an instance. Finally, as far as the literature treated of in this
chapter is concerned, I have only one work to recommend, but it is an
excellent one: I mean a poetical epistle in _terzo rimo_ by the famous
painter Bronzino, entitled "_De' Romori: a Messer Luca Martini_" It
describes fully and amusingly the torture to which one is put by the
many kinds of noises of a small Italian town. It is written in
tragicomic style. This epistle is to be found in _Opere burlesche del
Berni, Aretino ed altri,_ vol. ii. p. 258, apparently published in
Utrecht in 1771.
The nature of our intellect is such that _ideas_ are said to spring by
abstraction from _observations_, so that the latter are in existence
before the former. If this is really what takes place, as is the case
with a man who has merely his own experience as his teacher and book, he
knows quite well which of his observations belong to and are represented
by each of his ideas; he is perfectly acquainted with both, and
accordingly he treats everything correctly that comes before his notice.
We might call this the natural mode of education.
On the other hand, an artificial education is having one's head crammed
full of ideas, derived from hearing others talk, from learning and
reading, before one has anything like an extensive knowledge of the
world as it is and as one sees it. The observations which produce all
these ideas are said to come later on with experience; but until then
these ideas are applied wrongly, and accordingly both things and men are
judged wrongly, seen wrongly, and treated wrongly. And so it is that
education perverts the mind; and this is why, after a long spell of
learning and reading, we enter the world, in our youth, with views that
are partly simple, partly perverted; consequently we comport ourselves
with an air of anxiety at one time, at another of presumption. This is
because our head is full of ideas which we are now trying to make use
of, but almost always apply wrongly. This is the result of ὑστερον
προτερον (putting the cart before the horse), since we are directly
opposing the natural development of our mind by obtaining ideas first
and observations last; for teachers, instead of developing in a boy his
faculties of discernment and judgment, and of thinking for himself,
merely strive to stuff his head full of other people's thoughts.
Subsequently, all the opinions that have sprung from misapplied ideas
have to be rectified by a lengthy experience; and it is seldom that they
are completely rectified. This is why so few men of learning have such
sound common sense as is quite common among the illiterate.
* * * * *
From what has been said, the principal point in education is that _one's
knowledge of the world begins at the right end;_ and the attainment of
which might be designated as the aim of all education. But, as has been
pointed out, this depends principally on the observation of each thing
preceding the idea one forms of it; further, that narrow ideas precede
broader; so that the whole of one's instruction is given in the order
that the ideas themselves during formation must have followed. But
directly this order is not strictly adhered to, imperfect and
subsequently wrong ideas spring up; and finally there arises a perverted
view of the world in keeping with the nature of the individual--a view
such as almost every one holds for a long time, and most people to the
end of their lives. If a man analyses his own character, he will find
that it was not until he reached a very ripe age, and in some cases
quite unexpectedly, that he was able to rightly and clearly understand
many matters of a quite simple nature.
Previously, there had been an obscure point in his knowledge of the
world which had arisen through his omitting something in his early
education, whether he had been either artificially educated by men or
just naturally by his own experience. Therefore one should try to find
out the strictly natural course of knowledge, so that by keeping
methodically to it children may become acquainted with the affairs of
the world, without getting false ideas into their heads, which
frequently cannot be driven out again. In carrying this out, one must
next take care that children do not use words with which they connect no
clear meaning. Even children have, as a rule, that unhappy tendency of
being satisfied with words instead of wishing to understand things, and
of learning words by heart, so that they may make use of them when they
are in a difficulty. This tendency clings to them afterwards, so that
the knowledge of many learned men becomes mere verbosity.
However, the principal thing must always be to let one's observations
precede one's ideas, and not the reverse as is usually and unfortunately
the case; which may be likened to a child coming into the world with its
feet foremost, or a rhyme begun before thinking of its reason. While the
child's mind has made a very few observations one inculcates it with
ideas and opinions, which are, strictly speaking, prejudices. His
observations and experience are developed through this ready-made
apparatus instead of his ideas being developed out of his own
observations. In viewing the world one sees many things from many sides,
consequently this is not such a short or quick way of learning as that
which makes use of abstract ideas, and quickly comes to a decision about
everything; therefore preconceived ideas will not be rectified until
late, or it may be they are never rectified. For, when a man's view
contradicts his ideas, he will reject at the outset what it renders
evident as one-sided, nay, he will deny it and shut his eyes to it, so
that his preconceived ideas may remain unaffected. And so it happens
that many men go through life full of oddities, caprices, fancies, and
prejudices, until they finally become fixed ideas. He has never
attempted to abstract fundamental ideas from his own observations and
experience, because he has got everything ready-made from other people;
and it is for this very reason that he and countless others are so
insipid and shallow. Instead of such a system, the natural system of
education should be employed in educating children. No idea should be
impregnated but what has come through the medium of observations, or at
any rate been verified by them. A child would have fewer ideas, but they
would be well-grounded and correct. It would learn to measure things
according to its own standard and not according to another's. It would
then never acquire a thousand whims and prejudices which must be
eradicated by the greater part of subsequent experience and education.
Its mind would henceforth be accustomed to thoroughness and clearness;
the child would rely on its own judgment, and be free from prejudices.
And, in general, children should not get to know life, in any aspect
whatever, from the copy before they have learnt it from the original.
Instead, therefore, of hastening to place mere books in their hands, one
should make them gradually acquainted with things and the circumstances
of human life, and above everything one should take care to guide them
to a clear grasp of reality, and to teach them to obtain their ideas
directly from the real world, and to form them in keeping with it--but
not to get them from elsewhere, as from books, fables, or what others
have said--and then later to make use of such ready-made ideas in real
life. The result will be that their heads are full of chimeras and that
some will have a wrong comprehension of things, and others will
fruitlessly endeavour to remodel the world according to those chimeras,
and so get on to wrong paths both in theory and practice. For it is
incredible how much harm is done by false notions which have been
implanted early in life, only to develop later on into prejudices; the
later education which we get from the world and real life must be
employed in eradicating these early ideas. And this is why, as is
related by Diogenes Laertius, Antisthenes gave the following answer:
έρωτηθεις τι των μαθηματων ἀναγκαιοτατον, έφη, "το κακα ἀπομαθειν."
(_Interrogatus quaenam esset disciplina maxime necessaria, Mala, inquit,
dediscere_.)
* * * * *
Children should be kept from all kinds of instruction that may make
errors possible until their sixteenth year, that is to say, from
philosophy, religion, and general views of every description; because it
is the errors that are acquired in early days that remain, as a rule,
ineradicable, and because the faculty of judgment is the last to arrive
at maturity. They should only be interested in such things that make
errors impossible, such as mathematics, in things which are not very
dangerous, such as languages, natural science, history, and so forth; in
general, the branches of knowledge which are to be taken up at any age
must be within reach of the intellect at that age and perfectly
comprehensible to it. Childhood and youth are the time for collecting
data and getting to know specially and thoroughly individual and
particular things. On the other hand, all judgment of a general nature
must at that time be suspended, and final explanations left alone. One
should leave the faculty of judgment alone, as it only comes with
maturity and experience, and also take care that one does not anticipate
it by inculcating prejudice, when it will be crippled for ever.
On the contrary, the memory is to be specially exercised, as it has its
greatest strength and tenacity in youth; however, what has to be
retained must be chosen with the most careful and scrupulous
consideration. For as it is what we have learnt well in our youth that
lasts, we should take the greatest possible advantage of this precious
gift. If we picture to ourselves how deeply engraven on our memory the
people are whom we knew during the first twelve years of our life, and
how indelibly imprinted are also the events of that time, and most of
the things that we then experienced, heard, or learnt, the idea of
basing education on this susceptibility and tenacity of the youthful
mind will seem natural; in that the mind receives its impressions
according to a strict method and a regular system. But because the years
of youth that are assigned to man are only few, and the capacity for
remembering, in general, is always limited (and still more so the
capacity for remembering of the individual), everything depends on the
memory being filled with what is most essential and important in any