The moral obligation to be intelligent
Parts 1 and 2 of John Erskine's essay by the same name
Dear readers,
Next up in Education, Serialized is a collection of essays by John Erskine, an American educator, author, and musician, and the inspiration for the Great Books movement. The first essay in the collection is titled “The Moral Obligation to be Intelligent.” What follows is “the Call to Service,” “the Mind of Shakspere,” and “Magic and Wonder in Literature.”
Enjoy, and happy reading!
Samantha
If a wise man should ask, What are the modern virtues? and should answer his own question by a summary of the things we admire; if he should discard as irrelevant the ideals which by tradition we profess, but which are not found outside of the tradition or the profession—ideals like meekness, humility, the renunciation of this world; if he should include only those excellences to which our hearts are daily given, and by which our conduct is motived,—in such an inventory what virtues would he name?
This question is neither original nor very new. Our times await the reckoning up of our spiritual goods which is here suggested. We have at least this wisdom, that many of us are curious to know just what our virtues are. I wish I could oflfer myself as the wise man who brings the answer. But I raise this question merely to ask another—When the wise man brings his list of our genuine admirations, will intelligence be one of them? We might seem to be well within the old ideal of modesty if we claimed the virtue of intelligence. But before we claim the virtue, are we convinced that it is a virtue, not a peril?
The disposition to consider intelligence a peril is an old Anglo-Saxon inheritance. Our ancestors have celebrated this disposition in verse and prose. Splendid as our literature is, it has not voiced all the aspirations of humanity, nor could it be expected to voice an aspiration that has not characteristically belonged, to the English race; the praise of intelligence is not one of its characteristic glories.
"Be good, sweet maid, and let who will be clever."
Here is the startling alternative which to the English, alone among great nations, has been not startling but a matter of course. Here is the casual assumption that a choice must be made between goodness and intelligence; that stupidity is first cousin to moral conduct, and cleverness the first step into mischief; that reason and God are not on good terms with each other; that the mind and the heart are rival buckets in the well of truth, inexorably balanced—full mind, starved heart—stout heart, weak head.
Kingsley's line is a convenient text, but to establish the point that English literature voices a traditional distrust of the mind we must go to the masters. In Shakspere's plays there are some highly intelligent men, but they are either villains or tragic victims. To be as intelligent as Richard or Iago or Edmund seems to involve some break with goodness; to be as wise as Prospero seems to imply some Faust-like traffic with the forbidden world; to be as thoughtful as Hamlet seems to be too thoughtful to live. In Shakspere the prizes of life go to such men as Bassanio, or Duke Orsino, or Florizel—men of good conduct and sound character, but of no particular intelligence. There might, indeed, appear to be one general exception to this sweeping statement: Shakspere does concede intelligence as a fortunate possession to some of his heroines. But upon even a slight examination those ladies, like Portia, turn out to have been among Shakspere's Italian importations—their wit was part and parcel of the story he borrowed; or, like Viola, they are English types of humility, patience, and loyalty, such as we find in the old ballads, with a bit of Euphuism added, a foreign cleverness of speech. After all, these are only a few of Shakspere's heroines; over against them are Ophelia, Juliet, Desdemona, Hero, Cordelia, Miranda, Perdita—lovable for other qualities than intellect,—and in a sinister group. Lady Macbeth, Cleopatra, Goneril, intelligent and wicked.
In Paradise Lost Milton attributes intelligence of the highest order to the devil. That this is an Anglo-Saxon reading of the infernal character may be shown by a reference to the book of Job, where Satan is simply a troublesome body, and the great wisdom of the story is from the voice of God in the whirlwind. But Milton makes his Satan so thoughtful, so persistent and liberty-loving, so magnanimous, and God so illogical, so heartless and repressive, that many perfectly moral readers fear lest Milton, like the modern novelists, may have known good and evil, but could not tell them apart. It is disconcerting to intelligence that it should be God's angel who cautions Adam not to wander in the earth, nor inquire concerning heaven's causes and ends, and that it should be Satan meanwhile who questions and explores. By Milton's reckoning of intelligence the theologian and the scientist to-day alike take after Satan.
If there were time, we might trace this valuation of intelligence through the English novel. We should see how often the writers have distinguished between intelligence and goodness, and have enlisted our affections for a kind of inexpert virtue. In Fielding or Scott, Thackeray or Dickens, the hero of the English novel is a well-meaning blunderer who in the last chapter is temporarily rescued by the grace of God from the mess he has made of his life. Unless he also dies in the last chapter, he will probably need rescue again. The dear woman whom the hero marries is, with a few notable exceptions, rather less intelligent than himself. When David Copperfield marries Agnes, his prospects of happiness, to the eyes of intelligence, look not very exhilarating. Agnes has more sense than Dora, but it is not even for that slight distinction that we must admire her; her great qualities are of the heart—patience, humility, faithfulness. These are the qualities also of Thackeray's good heroines, like Laura or Lady Castlewood. Beatrice Esmond and Becky Sharp, both highly intelligent, are of course a bad lot.
No less significant is the kind of emotion the English novelist invites towards his secondary or lower-class heroes—toward Mr. Boffin in Our Mutual Friend, for example, or Harry Foker in Pendennis. These characters amuse us, and we feel pleasantly superior to them, but we agree with the novelist that they are wholly admirable in their station. Yet if a Frenchman—let us say Balzac—were presenting such types, he would make us feel, as in Pere Goriot or Eugenie Grandet, not only admiration for the stable, loyal nature, but also deep pity that such goodness should be so tragically bound in unintelligence or vulgarity. This comparison of racial temperaments helps us to understand ourselves. We may continue the method at our leisure. What would Socrates have thought of Mr. Pickwick, or the Vicar of Wakefield, or David Copperfield, or Arthur Pendennis? For that matter, would he have felt admiration or pity for Colonel Newcome?
Education, Serialized, a section of EduThirdSpace: The Newsletter, features retellings of how education has been viewed over the course of history from books, reports, letters, and so forth. The posts in this section are the words of the authors and not editorialized by me, Samantha, or anyone else. However, interpretation or commentary on the texts may be published in other sections of EduThirdSpace.