Civilization considered as a science

Front matter

Ser 4)

Mots % Sak i)

ee px ie rom nate ya

Preface To The First Edition

Tx principal object aimed at in the following pages is to exhibit a comprehensive though concise view of the nature of civilization, to demonstrate its capacity for scientific treatment, as also for practical application, and to evince the necessity for cultivating every branch of it alike, in order to ensure the establishment of it as an entire system or condition. An attempt is thus made to effect a complete, definite, and systematic exposition of the true principles upon which the general Educational and Moral Policy of each country ought to be conducted.

_As regards the plan upon which I have proceeded in the elucidation of my subject, I have, in the first part of this work, endeavoured to define and point out, clearly and correctly, the real and essential Nature of Civilization. After this, I have specified and set forth the various Elements which seemed to me to contribute to its constitution and progress; and I have concluded by demonstrating the principal Ends at which Civilization aims, and which may be attained by its complete establishment _ in any country.

The axioms here laid down, and the Elements of Civilization here enunciated, are applicable alike to every nation, whatever be its general condition, or the form of its constitution.

An effort is also made to trace out each of the Elements

Yi te Preface to the First Edition.

of Civilization, and to analyze their first principles; to point out their essential qualities and constituents, to define clearly what active agents may claim to be ranked as such Elements, and to demonstrate the distinctive use and application of each. Even should these Elements be denied accurately and fully to comprehend the efficient causes of Civilization; yet it cannot be doubted that in their consideration is included every principle that extensively conduces to its promotion and perfect establishment.

It is not, however, either expected or intended that every rule which is prescribed for the regulation of the science proposed for consideration, should be always rigidly adhered to, or literally carried out. The object is merely to enunciate the leading principles generally applicable, which although varying as regards their suitableness to each special exigency, retain the same main features and characteristics, in whatever case, or under whatever circumstances they are availed of.

It appears, moreover, to be uniformly desirable, so far as circumstances may admit of its being adopted,—as I have indeed remarked in the following pages,—both in laying down and in establishing a system for the regulation of a State, that we should not only work by natural means, and as little as possible go contrary to Nature; but that we should endeavour, in all our plans and operations, to imitate and carry out the system of Nature.

On my first entering on the present subject, and endeavouring to treat upon it, it appeared to me that Civilization was mainly to be promoted by legislative measures expressly adapted for the purpose, and which I have here classed under the term “ Moral Jurisprudence,” and have considered it, as upon reflection I became convinced was the case, to be merely one single Element of Civilization out of several. Education next struck me as constituting the real, efficient cause, if not the actual Essence of Civiliza-

Preface to the First Edition. vil tion. But upon taking a comprehensive view of the whole matter, in all its different bearings, and with regard to all its varied requirements; the ultimate conclusion which I arrived at was, that that which is not only really needed, but what is in fact in many cases actually intended in the demands for the intellectual and moral improvement and advancement of the nation, is not Education merely, but Civilization generally. This principle, which has not been adopted without the fullest deliberation and the sincerest conviction of its truth, is the basis of the doctrine propounded in the following pages, and its recognition is deemed of the utmost consequence to the well-being of society.

Education is, in fact, so to speak, one only out of several of the chains by which the car of Civilization is drawn onwards. By applying to this one alone, not only is the machine moved very feebly and very slowly, but there is considerable danger incurred of snapping the single chain. On the other hand, by applying to\them all together, it is impelled rapidly and easily, and the strain on the one chain is relieved, all the rest contributing alike their proper share in the labour.

A very moderate degree of observation and reflection will, moreover, suffice to convince us that even Education itself,—although now considered by many as the sole Element of Civilization, and consequently allowed to ‘engross the whole attention both of the State, and of individuals anxious for its extension,—suffers in reality very largely from our neglect to resort to, and to promote the application of the other Elements of Civilization, which are essentially auxiliary to Education itself, as well as to Civilization generally.

The general correctness of the theory here maintained, receives, indeed, an important confirmation from the views on this subject expressed by that comprehensive and. penetrating statesman, the Emperor Napoleon I., who, when

Viil Preface to the First Edition.

referring to what he had done for the cultivation of his people, remarked that he had “ caused every institution to be formed upon a plan which offered instruction to the public. The Museums were thrown open to the canaille. All my exertions were directed to illuminate the mass of the nation.”* In additicn to this, we know the corresponding efforts which he made as regards certain of what IT have here termed the other Elements of Civilization, in the maintenance of Religion, the promotion of Art, the establishment of a sound Jurisprudential code, and the construction of roads and other public works.

As in the allotment and determination of the studies to be followed ina university, all the different elements of knowledge are cultivated together and each aids the pursuit of the other; so in the general Civilization of a nation, the various Elements for this purpose should be adopted contemporaneously, each assisting and co-operating with, and conducing to the efficiency of the other, and contributing to promote the general object in view. Analogously, indeed, to what we see attained by certain chemical compounds of great power and efficacy, the merit of which consists in or results from the admixture, in their proper measure, of the several ingredients of which they are constituted ; Civilization is completely effected, and fully established in any country, not by carrying to the utmost extreme the introduction of any one of its Elements singly,—be it Education, or Religious - Influence, or Art,—but by the harmonious blending of them all together, and the adoption of each, though in due proportion.

It is in truth as unreasonable to expect a nation to advance in enlightenment and in Civilization by supplying to it only the means of Education, without affording any opportunities, through the requisite National Institutions and other Elements of Civilization, of gratifying the intel-

* Voice from St. Helena, vol. ii. p, 385, 6th edition.

Preface to the Furst Edition. ix lectual craving so produced and excited; as it is to invite a number of hungry men to a feast, and to suppose that they will be perfectly satisfied with having several empty dishes set before them. We readily supply mental dishes, but resolutely deny mental food.

To a certain extent, nevertheless, all Civilization, and every Element of it which is here enumerated, might be said to constitute, and to be comprehended in, Education ; so that in one respect Education may be contended to be the only Element of Civilization. But this is true only in a particular and very limited, and by no means in a strict or general sense, and in the same way only that all nutriment, in which we might include water, and even air, may be said to be meat. Thus, every Element of Civilization conduces, more or less, to the Education of a man, as tending in some degree to influence and develope his mental and moral being. This, however, may be remarked of every single occurrence of his life, but which no one would think of classing among the Elements of his Education. So Education, as regards its application in the Civilization of a nation, has its proper and strict limits, and is distinct from the other Elements of Civilization, each of which, however, contributes to aid its progress. They are, nevertheless, in reality, no more a part of our Education, than air is a portion of our food; however necessary it may be to our preservation, and even in order to render food itself nutritious.

It may also be correctly laid down, that the only really true and legitimate mode of rendering Education compulsory, is not by legislative enactment, but by Civilization ; by creating such a strong necessity for it from the general Civilization of the people through the application of its other Elements, that all, in self-defence, in order to enable them to avail themselves of these Elements, and of the sources of enjoyment thereby opened to them, will be at once voluntarily induced of themselves to segk Education, x Preface to the First Edition.

instead of having it, as now proposed, involuntarily forced upon them.

On the other hand, the error pursued by many,— which is doubtless both very great, and very deleterious in its consequences,—in urging the excessive extension of Education of every kind upon all classes indiscriminately, has arisen from considering Education alone, and not Civilization generally, as the real requirement of the nation; in fact, from mistaking Education for Civilization. It is, indeed, possible that even Education itself,— as where itis the means of promoting a too exclusive attention to one pursuit, either in an individual or a nation, to the neglect of the other branches or Elements of Civilization ; or where it tends too largely to foster luxury or refinement, as in the case of the extensive cultivation of certain mere accomplishments,—may be directly and essentially injurious to the promotion of Civilization.

Two important circumstances seemed peculiarly to point out the present period as a fit time for the publication of the following pages, which have been for some years lying by since their original composition, have occasionally received additions as new ideas presented themselves to the author’s mind, and have obtained a revision as opportunity offered, or as events appeared to render this expedient :—

1. The extensive feeling now abroad in this country in favour of the Education of the people generally, and on the most comprehensive principles. 2. The great desirableness which has long been felt, and is now generally perceived and acknowledged, of some grand, and leading, and distinct elementary principles being laid down which should serve to guide the framing of any measures for this purpose.

T’o encourage and stimulate still further the one, and to supply in some measure the want of the other, is the reason for the appearance of the present work, and must

Preface to the First Edition. x]

form the apology for its publication. Should it only have the effect of causing a yet deeper attention to the very important and interesting subject treated. on, the author will not conclude that his labours have been entirely in vain. Ifhis views are deemed by any erroneous or deficient, ° he trusts that this consideration will induce others to discuss the matter with more discretion and more discernment.

19 QUEEN Square, St. GEORGE THE MARTYR; 8th October, 1861.

Preface To The Present Edition

Srnce the first edition of this work appeared before the public, although considerable activity has prevailed among those who are anxious to promote the extension of Education and Civilization, no progress whatever has been made in reducing the system to a regular plan, or in deducing any fixed and certain principles for its regulation. On the contrary, the more energetic the movement that has taken place, the more confused and chaotic have been the notions which have been put forward, and which have met with ready approval, if they have not been actually adopted. The Government and the Legislature alike, however expert on all matters of detail, appear determined utterly to repudiate or to neglect the consideration of leading principles, which ought to constitute the foundation of every solid system, and without the laying down of which it is impossible that the structure itself should stand on any firm basis. The correctness of what is here asserted is exemplified alike in matters directly relating to Education, and in those which are connected with Civilization generally, embraced in this work, such as our policy towards our Colonial connections, the want of any fixed and definite principles to regulate which has lately been acknowledged, and in consequence of which measures directly at variance with each other, - and of course very disastrous, have been adopted by

Preface to the Present Edition. Xl successive governments, one reversing and overturning what its predecessor had done ;—the natural and almost necessary consequence of attempting to act without rule, analogous to trying to navigate some strange sea without either chart or compass.

Nevertheless, although nothing has been done towards the adoption of fixed systematic and leading principles in the promotion of Civilization, but rather the contrary course is more rigidly followed, and, in consequence, the extensive and systematic general spread of Civilization is more hopeless than ever, certain particular branches of it have fructified with extraordinary vigour. Indeed, the characteristic feature, perhaps the leading defect of the Civilization of the present day, is its unequal distribution. While in some of its branches the stream is overflowing, in others the channel is left nearly dry. The object of the present work is to promote an equal dissemination of it throughout each avenue. Our aim should nevertheless be not to lessen the measure of Civilization in any particular department, but to increase the amount of all those that are deficient to the level of that which is the most abundantly supplied. As a skilful physician while endeavouring to cure a malady, aims not only at eradicating that particular disease, but at restoring the health of the entire frame; so a statesman of wise ‘ and comprehensive policy will adopt and carry out not one Element only of Civilization, but will consider the whole system together, and avail of each Element in conjunction with the others, and apply all of them to their appointed ends.

It is, however, satisfactory to the Author to be able to record that while so little has been accomplished as regards the recognition of systematic principles in the promotion of Civilization, a great number of the proposals made by him with regard to particular measures which he deemed calculated to be advantageous for the further-

Xiv Preface to the Present Kdition.

ance of Civilization, but which had not before been mooted, have since been adopted by the Legislature; while others also suggested in this work are now recommended for adoption by individuals of extensive influence. This is the more remarkable from the book being mainly devoted to the elucidation of principles, rather than the development of any particular practical measures

The fact in question, the author flatters himself that he is entitled without presumption to appeal to as some proof of the soundness of his views and the practical nature of his recommendations; and this whether the measures ip question owed their origin to suggestions thrown out by him, or were spontaneously adopted from a perception of their value, which of course evinces that the work itself was somewhat in advance of the period of its production.

Of one portion of this book, relating to popular amusements, an edition of three thousand copies was reprinted for gratuitous distribution by an anonymous friend to the cause of Civilization.

C0 NT NOS:

THE REAL NATURE AND ESSENCE OF

CIVILIZATION.

Capacity of Man for Improvement i Natural Analogy between Men and States . Civilization of different kinds Threefold consideration of Man

1. As an Individual .

2. As the Constituent of a State

3. As the Type of a State Rival and Conflicting Influences .

Moral Influences and Causes .

Origin of Civilization . : Influence of External Piero Stimulus to Civilization Civilization the Natural and Proper Condition of Man Essence of Civilization.

Requisites to Civilization .

Elements of Civilization Geographical Position . : Situation and Circumstances éf Grea Briard ; Mixture of National Races.

Influence of Climate National Character . ; Influence of Prejudice. . . .

Letters and Language reflective of National Character Ancient and Modern Civilization.

Influence of Scientific Inventions.

Vast Achievements of the Ancients .

Application of Discoveries.

Progress. . P Christianity and Civilization 3 xvi Contents.

PAGE Chiveuegemne. Civilization .. - oy. 7°) te ee ees ome een gene eh oemmrrcron Civilization.) <4. 5) ey Aig ae ce eee Uo) hl Be a i rei rr St ce res yh AS dee INeiuormal: Wealth (62) ce ted . ieee ARE ee WR OE ae ey National Poverty ojo): ys isk ke gad sl gos Ree teh sn a nc National Debt .° .. . of Geen baal WE 3 Gi n/n NE eee RN Civilization reducible to a indore gies F EME Sos ot Duty of the State in regard to its Prenones Bi ok Wl wae ee ee Constituents and Elements of Civilization . . . . . . d4

THE ELEMENTS WHICH CONTRIBUTE TO THE PRO- MOTION AND PROGRESS OF CIVILIZATION.

I, NATIONAL EpUCATION OF THE PEOPLE.

Education the Keystone of Civilization . . . . . . . 987 Its Threefold* Natures ws Ge.) Te AAO Le OR og Different; Kinds.or Hducation <2 )00, 0.) 1 Ne. eae eee Classical Studies . . SOURS ARE? 02s ia! eon Principles and Objects of Education . Gel® Beri <q.) oe Dice eevee Necessity for Systematic Bieri Spa Ries ste ais 6 Education and Crime . . (Re wl i765 Want of a suitable Literature for the ‘Lower! Classes Satis Pegs 1 Ba. Political Knowledge for the eae «RMT S AT ob with fe Be Popular Ignorance. . . bay Snare habs Ont Ghee Educational Fallacies... « MT Bane aL ly eh nesocotnen Extension of Intercourse between Classes CEO) SC puenro National Education a National Duty . . WiLL Hier State Provision and Regulations for this Purpose oy sie agile?

Competitive Examinations for Civil Offices. . . . . . 7 Period and Und of Hducationz: | ja). wheel Lap eat Weert ar 78 Artiicial Stimulus to Educationgiie 6% Be inde 288 Religious Education . . TORRES ees ce BE eee Pt Threefold Results of Education Biya Aeon: GEOR ES ee): reel ie

II. NATIONAL RELIGIOUS INFLUENCE.

Reciprocal Influence of Religion and Education . . . . 84 " ‘Universality of Religious Influence: . .. . © + ) + ugh St Civilizing Influence of Christianity. . . . . . » « 8d

Fundamental Principles of Religion. . . . . . . . 86

Contents. XVil

PAGE Different Kinds of Religious Influence. 5)... i) wi, 86 Different Modes of its Operation. . LFA Won Acree baa ta 17) Civilizing Effect of Christianity upon Mankind Wak 88 Its Aid to the Operation of the other Elements of Civilization 90 Immensity of its Influence. . oe tet ers ee 91 Relative Influence of Christianity aud Paganism Sin Shey OE Personality and Materiality in Religion. . . «© «© . . 98 Priest Worship and Fabric Worship. . . Wh 3 talent Pa Popular Instruction in the Evidences of Relation Shah RecmR EIA OS Ceremonials in the Celebration of Religious Services. . . = 95 Constituents of a Religious Service)... 6. . sei. s) 96 Charagtemot Religious Hdifices::!. 4) psa fe 2 ol dy 1 297 Morality and Religian. ; ae) Civilized Countries and Tiiyeeals Destitute of Religion SPL es kn Duty of the State in the Promotion of Religious Influence . 99 Reverence and Regard to be rendered to Religion. . . . 99 State Protection of Religion . . sate LOO Avoidance of Repulsiveness i in Religious Celebrations, LOS The Style of the Scriptures a Model for Sacred Services . . 102 III. Nationa Instavorory Instirurions.

Nature, Object, and Regulation of Institutions of this Descrip- HOW! 1.2). RO re Pe remy A: Institutions entitled to be decmed National. Mass ea. ae

Adaptation of National Institutions to National W: nts oe ele Counteracting Effects, and Changes in the Condition of these

Institutions .. 105 Threefold Correspondence of ‘Tnatitutions of this Claas, with

Education. . . Serpe) Reins saaaE LOG Different Kinds of Tnstructory Tnetitusions oH ipl ae ated fee LOG I. A Church Establishment . . Thy peat bed hol ion LOG Its Advantages Direct and Indirect . Nae eT, Tendency to Corruption, necessitating certain Ageeianis: sf hO9 Expediency of eine the Basis of the Church Establish-

XVlil Contents.

Requisite division of Clerieal Duties. . . Say Educational and Religious Institutions and lige sees ptt. II. Universities and Scholastic Institutions . . . . .

Ends they ought to Serve . ‘ ?

Necessity for a Systematic Plan of Instruct on. Lectures and Readings :

Examinations, to what purpose to be ‘Dirovted . Requirements of Instructory Institutions generally Intercourse between learned Institutions Suitable Local Position for Universities . Public Libraries :

III. Museums and Galleries of Works of Art IV. Spectacular Institutions .

A National Theatre y :

The Stage a National Moral Censor :

Unjust Aspersions on its Character .

Civilizing tendency of the Stage .

LV. NATIONAL CULTIVATION OF ART AND SCIENCE.

Reciprocal Influence between Civilization and Art and Science Classification and Apportionment of Pursuits of this kind. Aid of Science to Civilization .

Influence of Art on Civilization

Effect and Power of Music

Poetry, National and Devotional .

National Monuments :

Partiality evinced in their rection

Civilizing Effect of Monumental Tributes

Memorials not Monumental

National Buildings. . .

Domestic Application of Art and Science

National Disfigurements ha»

Ornamental Gardening.

State Provision for the Promovion of ‘Art and Divorature , Popular Art . ‘

Blending and Co- pperation. of Art and Science ‘

State Patronage for the Promotion of Science