The Atlantic Monthly, Volume 14, No. 84, October, 1864. VariousЧитать онлайн книгу.

      AMATO

      AMAR PERDONA.

      COMMUNICATION

      Whether virtue can be taught is a question over which Plato lingers long. And it is a curious illustration of the different eyes with which different men read, that some students of Plato are confident he answers the question in the affirmative, while others are equally sure that he gives it an unqualified negative. "Plato," says Schwegler, "holds fast to the opinion that virtue is science, and therefore to be imparted by instruction." "We are told," says Burgess, one of Bohn's translators, "that, as virtue is not a science, it cannot, like a science, be made a subject of teaching." Professor Blackie, again, an open-minded and eloquent scholar, cannot doubt that virtue may be verbally imparted, nor, therefore, that the great Athenian thinker so believed and affirmed.

      What is the voice of common sense and the teaching of history touching this matter? Can a liberal and lofty nature be included in words, and so passed over to another? Elevation of character, nobility of spirit, wealth of soul,—is any method known, or probably ever to be known, among men, whereby these can be got into a text-book, and then out of the text-book into a bosom wherein they had no dwelling before? Alas, is not the story of the world too full of cases in which the combined eloquence of verbal instruction, vital influence, and lustrous example, aided even by all the inspirations of the most majestic and moving presence, have failed utterly to shape the character of disciples? Did Alcibiades profit greatly by the conversation of Socrates? Was Judas extremely ennobled by the companionship of Jesus? Was it to any considerable purpose that the pure-minded, earnest, affluent Cicero strewed the seeds of Stoic culture upon the wayside nature of his son? Did Faustina learn much from Antoninus Pius, or Commodus from Marcus Aurelius?

      I think we must assume it as the judgment of common sense that there neither is nor is likely to be any educational mortar wherein a fool may be so brayed that he shall come forth a wise man. The broad, unequivocal sentence of history seems to be that whoever is not noble by nature will hardly be rendered so by art. Education can do much; it can foster nobilities, it can discourage vices; but literal conveyance of lofty qualities, can it effect that? Can it create opulence of soul in a sterile nature? Can it cause a thin soil to do the work of a deep one? We have seen harsh natures mellowed, violent natures chastened, rough ones refined; but who has seen an essentially mean nature made large-hearted, self-forgetful, fertile of grandest faiths and greatest deeds? Who has beheld a Thersites transformed into an Achilles? Who a Shylock, Iago, or Regan changed into an Antonio, Othello, or Cordelia, or a Simon Magus into a Paul? What virtue of nature is in a man culture may bring out; but to put nature into any man surpasses her competence.

      Nay, it would even seem that in some cases the finest openings and invitations for what is best in man must operate inversely, and elicit only what is worst in him. Every profoundest truth, when uttered with fresh power in history, polarizes men, accumulating atheism at one pole, while collecting faith and resolve at the other. As the sun bleaches some surfaces into whiteness, but tans and blackens others, so the sweet shining of Truth illumines some countenances with belief, but some it darkens into a scowl of hate and denial. The American Revolution gave us George Washington; but it gave us also Benedict Arnold. One and the same great spiritual emergency in Europe produced Luther's Protestantism and Loyola's Jesuitism. Our national crisis has converted General Butler; what has it done for Vallandigham?

      It were easy to show that the deepest intelligence of the world concurs with common sense in this judgment. Its declaration ever is, in effect, that, though Paul plant and Apollos water, yet fruit can come only out of divine and infinite Nature,—only, that is, out of the native, incommunicable resources of the soul. "No man can come to me," said Jesus, "except the Father draw him." "To him that hath shall be given." The frequent formula, "He that hath ears to hear, let him hear," is a confession that no power of speech, no wisdom of instruction, can command results. The grandest teacher, like the humblest, can but utter his word, sure that the wealthy and prepared spirits will receive it, and equally sure that shallow, sterile, and inane natures will either not receive it at all, or do so to extremely little purpose.

      And such, as I read, is the judgment of Plato; though, ever disposed to explore the remote possibilities of education, he discusses the subject in a tentative spirit, as if vaguely hoping that more might, through some discovery in method, be accomplished by means of doctrine. But in the "Republic" his permanent persuasion is shown. He there bases his whole scheme of polity, as Goethe in the second part of "Wilhelm Meister" bases his scheme of education, upon a primary inspection of natures, in which it is assumed that culture must begin by humbly accepting the work of Nature, forswearing all attempt to add one jot or tittle to the native virtue of any human spirit.

      It is always, however, less important for us to know what another thinks upon any high matter than to know what is our own deepest and inevitable thought concerning it; for, as the man himself thinketh, not as another thinketh for him, so is he: his own thoughts are forces and engines in his nature; those of any other are at best but candidates for these profound effects. I propose, therefore, that we throw open the whole question of man's benefit to man by means of words. Let us inquire—if possible, with somewhat of courage and vigor—what are the limits and what the laws of instructive communication.

      And our first discovery will be that such communication has adamantine limitations. The off-hand impression of most persons would probably be that we are able to make literal conveyance of our thought. But, in truth, one could as soon convey the life out of his veins into the veins of another as transfer from his own mind to that of another any belief, thought, or perception whatsoever.

      Words are simply the signs, they are not the vehicles, of thought. Like all signs, they convey nothing, but only suggest. Like all signs, they are intelligible to none but the initiated. One man, having a certain mental experience, hoists, as it were, a signal, like ships at sea, whereby he would make suggestion of it to another; and if in the mental experience of that other be somewhat akin to this, which, by virtue of that kindred, can interpret its symbol, then only, and to the extent of such interpretation, does communication occur. But the mental experience itself, the thought itself, does not pass; it only makes the sign.

      If, for example, I utter the word God, it conveys nothing out of my mind into the mind of you, the reader; it simply appeals to your conception of divinity. If I attempt to explain, then every word of the explanation must be subject to the same conditions; not one syllable of it can do more than merely appeal to somewhat already in your mind. For instance, suppose I say, God is love; what then is done? The appeal is shifted to another sign; that is all. What my own soul, fed from the vital resources and incited by the vital relationships of my life, has learned of love, that my thought may connect with the word; but of all this nothing passes when it is uttered; and the sound, arriving at your ear, can do no more than invite you to summon and bring before the eye of your consciousness that which your own soul, out of its divine depths and through the instruction of vital relationship, has learned and has privily whispered to you of this sacred mystery, love. Just so much as each one, in the inviolable solitudes of his own consciousness, has learned to connect with this, or with any great word, just that, and never a grain more, it can summon. And if endeavor be made to explain any such by others, the explanation can come no nearer; it can only send words to your ear, each of which performs its utmost office by inviting you to call up and bring before your cognizance this or that portion of your mental experience. But always what answers the call is your mental experience, no less yours, no less wedded to your life, than the blood in your arteries; it cannot be that of any other.

      And the same is true, or nearly the same, respecting the most obvious outside matters. Suppose one to make merely this statement, I see a house. Now, if the person addressed has ever had experience of the act of vision, if he has ever seen anything, he will know what see means; otherwise not. If, again, he has ever seen a house, he will know what house denotes; not otherwise. Or suppose, that, not knowing, he ask what a house is, and that the first speaker attempt to explain by telling him that it is such and such a structure, built of brick, wood, or stone; then it is assumed that he has seen stone, wood, or brick, that he has seen the act of building, or at least its result;—and in fine, the explanation, every syllable of it, can do no more than appeal to perceptions