Complete Works of D.H. Lawrence (Illustrated)

by D. H. Lawrence

  Time to recognize again this great truth of human life, and to put it once more into practice. Democracy is gone beyond itself. The true democracy is that in which a people gradually cumulate, from the vast base of the populace upwards through the zones of life and understanding to the summit where the great man, or the most perfect utterer, is alone. The false democracy is that wherein every issue, even the highest, is dragged down to the lowest issue, the myriad-multiple lowest human issue: today, the wage.

  Mankind may have a perverse, self-wounding satisfaction in this reversal of the life-course. But it is a poor, spiteful, ignominious satisfaction.

  In its living periods mankind accumulates upwards, through the zones of life-expression and passionate consciousness, upwards to the supreme utterer, or utterers. In its disintegrating periods the reverse is the case. Man accumulates downwards, down to the lowest issue. And the great men of the downward development are the men who symbolize the gradually sinking zones of being, till the final symbol, the great man who represents the wage-reality rises up and is hailed as the supreme. No doubt he is the material, mechanical universal of mankind, a unit of automatized existence.

  It is a pity that democracy should be identified with this downward tendency. We who believe that every man’s soul is single and incomparable, we thought we were democrats. But evidently democracy is a question of the integral wage, not the integral soul. If everything comes down to the wage, then down it comes. When it is a question of the human soul, the direction must be a cumulation upwards: upwards from the very roots, in the vast Demos, up to the very summit of the supreme judge and utterer, the first of men. There is a first of men: and there is the vast, basic Demos: always, at every age in every continent. The people is an organic whole, rising from the roots, through trunk and branch and leaf, to the perfect blossom. This is the tree of human life. The supreme blossom utters the whole tree, supremely. Roots, stem, branch, these have their own being. But their perfect climax is in the blossom which is beyond them, and which yet is organically one with them.

  We see mankind through countless ages trying to express this truth. There is the rising up through degrees of aristocracy up to kings or emperors; there is a rising up through degrees of church dignity, to the pope; there is a rising up through zones of priestly and military elevation, to the Egyptian King-God; there is the strange accumulation of caste.

  And what is the fault mankind has had to find with all these great systems? The fact that somewhere, the individual soul was discounted, abrogated. And when? Usually at the bottom. The slave, the serf, the vast populace, had no soul. It has been left to our era to put the populace in possession of its own soul. But no populace will ever know, by itself, what to do with its own soul. Left to itself, it will never do more than demand a pound a day, and so on. The populace finds its living soul-expression cumulatively through the rising up of the classes above it, towards pure utterance or expression or being. And the populace has its supreme satisfaction in the up-flowing of the sap of life, from its vast roots and trunk, up to the perfect blossom. The populace partakes of the flower of life: but it can never be the supreme, lofty flower of life: only leaves of grass. And shall we hew down the Tree of Life for the sake of the leaves of grass?

  It is time to start afresh. And we need system. Those who cry out against our present system, blame it for all evils of modern life, call it the Machine which devours us all, and demand the abolition of all systems, these people confuse the issue. They actually desire the disintegration of mankind into amorphousness and oblivion: like the parched dust of Babylon. Well, that is a goal, for those that want it.

  As a matter of fact, all life is organic. You can’t have the merest speck of rudimentary life, without organic differentiation. And men who are collectively active in organic life-production must be organized. Men who are active purely in material production must be mechanized. There is the duality.

  Obviously a system which is established for the purposes of pure material production, as ours today, is in its very nature a mechanism, a social machine. In this system we live and die. But even such a system as the great popes tried to establish was palpably not a machine, but an organization, a social organism. There is nothing at all to be gained from disunion, disintegration, and amorphousness. From mechanical systematization there is vast material productivity to be gained. But from an organic system of human life we shall produce the real blossoms of life and being.

  There must be a system; there must be classes of men; there must be differentiation: either that, or amorphous nothingness. The true choice is not between system and no-system. The choice is between system and system, mechanical or organic.

  We have blamed the great aristocratic system of the past, because of the automatic principle of heredity upon which they were established. A great man does not necessarily have a son at all great. We have blamed the great ecclesiastical system of the Church of Rome for the automatic principle of mediation on which it was established; we blame the automatism of caste, and of dogma. And then what? What do we put in place of all these semi-vital principles? The utterly non-vital, comjfletely automatized system of material production. The ghosts of the great dead must turn on us.

  What good is our intelligence to us, if we will not use it in the greatest issues? Nothing will excuse us from the responsibility of living: even death is no excuse. We have to live. So we may as well live fully. We are doomed to live. And therefore it is not the smallest use running into pis alters and trying to shirk the responsibility of living. We can’t get out of it.

  And therefore the only thing to do is to undertake the responsibility with good grace. What responsibility? The responsibility of establishing a new system: a new, organic system, free as far as ever ‘t can be from automatism or mechanism: a system which depends °n the profound spontaneous soul of men.

  How to begin? Is it any good having revolutions and cataclysms? Who knows? Revolutions and cataclysms may be inevitable. But they are merely hopeless and catastrophic unless there come to life the germ of a new mode. And the new mode must be incipient somewhere. And therefore, let us start with education.

  Let us start at once with a new system of education: a system which will cost us no more, nay, less than the dangerous present system. At least we shall produce capable individuals. Let us first of all have compulsory instruction of all teachers in the new idea. Then let us begin with the schools. Life can go on just the same. It is not a cataclysmic revolution. It is a forming of new buds upon the tree, under the harsh old foliage.

  What do we want? We want to produce the new society of the future, gradually, livingly. It will be a slow job, but why not? We cut down the curriculum for the elementary school at once. We abolish all the smatterings. The smatterings of science, drawing, painting and music are only the absolute death-blow to real science and song and artistic capacity. Folk-song lives till we have schools; and then it is dead, and the shrill shriek of self-conscious scholars is supposed to take its place.

  Away with all smatterings. Away with the imbecile pretence of culture in the elementary schools. Remember the back streets, remember that the souls of the working people are only rendered neurasthenic by your false culture. We want to keep the young populace robust and sufficiently nonchalant. Teach a boy to read, to write, and to do simple sums, and you have opened the door of all culture to him, if he wants to go through.

  Even if we do no more, let us do so much. Away with all smatterings. Three hours a day of reading, writing and arithmetic, and that’s the lot of mental education, until the age of twelve. When we say three hours a day, we mean the three hours of the morning. What it will amount to will be two hours of work: two intervals of absolutely free play, twenty minutes each interval: and twenty minutes for assembly and clearing-up and dismissal.

  In the afternoon, actual martial exercises, swimming, and games, actual gymnasium games, but no Swedish drill. None of that physical-exercise business, that meaningless, vicious self-aut
omatization; no athleticism. Never let physical movement be didactic, didactically performed from the mind.

  Thus doing, we shall reduce the cost of our schools hugely, and we can hope to get some children, not the smirking, self-conscious, nervous little creatures we do produce. If we dare to have workshops, let us convert some of our schools into genuine work-sheds, where boys learn to mend boots and do joinering and carpentry and plumbing such as they will need in their own homes; other schools into kitchens, sculleries, and sewing-rooms for the girls. But let this be definite technical instruction for practical use, not some nonsense of fancy wood-carving and model churches. And let the craft- instructors be actual craftsmen, not school-teachers. Separate the workshop entirely from the school. Let there be no connexion. Avoid all “correlation,” it is most vicious. Craftsmanship is a physical spontaneous intelligence, quite apart from ideal intelligence, and ruined by the introduction of the deliberate mental act.

  And all the time, watch the being in each scholar. Let the schoolmaster and the crafts-master and the games-master all watch the individual lads, to find out the living nature in each child, so that, ultimately, a man’s destiny shall be shaped into the natural form of that man’s being, not as now, where children are rammed down into ready-made destinies, like so much canned fish.

  You can cut down the expenses of the morning school to one- half. Big classes will not matter. The personal element, personal supervision is of no moment.

  V

  State Education has a dual aim: (1) The production of the desirable citizen; (2) The development of the individual.

  You can obtain one kind of perfect citizen by suppressing individuality and cultivating the public virtues: which has been the invariable tendency of reform, and of social idealism in modern days. A real individual has a spark of danger in him, a menace to society. Quench this spark and you quench the individuality, you obtain a social unit, not an integral man. All modern progress has tended, and still tends, to the production of quenched social units: danger- less beings, ideal creatures.

  On the other hand, by the over-development of the individualistic qualities, you produce a disintegration of all society. This was the Greek danger, as the quenching of the individual in the social unit was the Roman danger.

  You must have a harmony and an inter-relation between the two modes. Because, though man is first and foremost an individual be- lng, yet the very accomplishing of his individuality rests upon his Now it is according to this creed that we proceed, at present, to educate our children. Sentimentally, we like to assume that a child is a little pure spirit arrived out of the infinite and clothed in innocent, manna-like flesh. This pure little spirit only needs to be fed on beauty, truth, and light, and it will grow up into a creature so near the angels that we’d best not mention it. Little stories full of love and sacrifice, little acts full of grace, little productions, little models in plasticine more spiritual than Donatello, little silver-point drawings more ethereal than Botticelli, little water-colour blobs that will suggest the world’s dawn: all these things we quite seriously expect of small children, and in this expectation Whitehall gravely elaborates the educational system.

  Ideal and innocent little beings, their minds only need to be led into the Canaan of their promise, and we shall have a world of blameless Shelleys and superior Botticellis. The degree of blameless- ness and ideal superiority we set out to attain, in educating our children, is unimaginable. Pure little spirits, unblemished darlings! So sad that as they grow up some of the grossness of the world creeps inl How it creeps in, heaven knows, unless it is through the Irish stew and rice pudding at dinner. Or perhaps somewhere there are evil communications to corrupt good manners: time itself seems the great corrupter.

  Whatever the end may be — and the end is bathos — our children must be regarded as ideal little beings, and their little minds must be led into blossom. Of course their little bodies are important: most important. Because, of course, their little bodies are the instruments of their dear little minds. And therefore you can’t have a good sweet mind without a sweet healthy body. Give every attention to the body, for it is the sacred ark, the holy vessel which contains the holy of holies, the mind of the ideal little creature. Mens sana in corpore sano.

  And therefore the child is taught to cherish its own little body, to do its little exercises and its little drill, so that it can become a fine man, or a fine woman. Let it only turn its mind to its own physique, and it will produce a physique that would shame Phidias. Let only the mind take up the body, and it will produce a body as a show gardener produces carrots, something to take your breath away. For the mind, the ideal reality, this is omnipotent and everything. The body is but a lower extension from the mind, diminishing in virtue as it descends. What is noble is near the brain: the ignoble is near the earth. A child is an ideal little creature, a term of ideal consciousness, pure spirit.

  Any ideal, once it is really established, becomes ridiculous, so ridiculous that we begin to feel a certain mistrust of mankind’s collective sense of humour. A man is never half such a fool as mankind makes of him. Mankind is a sententious imbecile without misgiving. When an individual reaches this stage, we put him away.

  Well, our ideal little darlings, our innocents from the infinite, our sweet and unspoiled little natures, our little spirits straight from the hands of the Maker, our idealized little children, what are we making of them, as we lead their pure little minds into the Canaan of promise, as we educate them up to all that is pure and spiritual and ideal? What are we making of them? Fools, bitter fools. Bitter fools. If you want to know, ask them.

  What is a child? A breath of the spirit of God? Well then, the breath of the spirit of God is something that still needs defining. It isn’t like the waft of a handkerchief perfumed with Ess-Bouquet.

  But, seriously, before we can dream of pretending to educate a child, we must get a different notion of the nature of children. When we see a seed putting forth its fat cotyledon, do we rhapsodize about the pure beauty of the divine issue? When we see a foal on stalky legs creaking after its mother, are we smitten with dazzled revelation of the hidden God? If we want to be dazzled with revelation, look at a mature tree in full blossom, a mature stallion in the full pride of spring. Look at a man or a woman in the magnificence of their full-grown powers, not at a tubby infant.

  What is an infant? What is its holy little mind? An infant is a new clue to an as-yet-unformed human being, and its little mind is a pulp of undistinguished memory and cognition. A little child has one clue to itself, central within itself. For the rest, it is new pulp, busy with differentiation towards the great goal of fulfilled being. Instead of worshipping the child, and seeing in it a divine emission which time will stale, we ought to realize that here is a new little clue to a human being, laid soft and vulnerable on the face of the earth. Here is our responsibility, to see that this unformed thing shall come to its own final form and fullness, both physical and mental.

  Which is a long and difficult business. We have to feed the little creature in more ways than one: not only its little stomach and its little mind, but its little passions and will, its senses. Long experience has taught us that a baby should be fed on milk and pap: though we’re not quite sure even now whether carrot-water wouldn’t be better. Our ancient creed makes us insist on awaking the little “mind.” We are all quite agreed that we have serious responsibilities with regard to the infant stomach and the infant mind. But we don’t even know, yet, that there is anything else.

  We think that all the reaction goes on within the stomach and the little brain. All that is wonderful, under the soft little skull; all that is tiresome, under the tubby wall of the abdomen. A set of organs which ought to work beautifully and automatically, considering the care we take: and a marvellous little mind which, we are sure, is full of invisible celestial blossoms of consciousness.

  Poor baby: no wonder it is queer. That self-same little stomach isn’t half so automatic as we and our
precious doctors would like to have it. The “instrument” of the human body isn’t half so instrumental as it might be. Imagine a kettle, for instance, suddenly refusing to sit on the fire, and not to be persuaded. Think of a sewing-machine that insisted on sewing cushions, nothing but cushions, and would not be pacified. What a world! And yet we go on expecting the baby’s stomach to cook the food and boil the water automatically, as if it were a kettle. And when it refuses, we still talk to it as if it were a kettle. Anything rather than depart from our foregone conclusion that the human body is a complicated instrument, a sort of system of retorts and generators which will finally produce the electric messages of ideas.

  The body is not an instrument, but a living organism. And the goal of life is not the idea, the mental consciousness is not the sum and essence of a human being. Human consciousness is not only ideal; cognition, or knowing, is not only a mental act. Acts of emotion and volition are acts of primary cognition and may be almost entirely non-mental.

  Even apart from this, it is obvious to anyone who handles a baby that the vital activity is neither mental nor stomachic. Wherein lies the mystery of a baby, for us adults? From what has grown the legend of the adoration of the infant? From the fact that in the infant the great affective centres, volitional and emotional, act direct and spontaneous, without mental cognition or interference. When mental cognition starts, it only puts a spoke in the wheel of the great affective centres. This for ever baffles us. We can see that it is not mental reaction which constitutes the true consciousness of a baby. Neither perception nor apperception, nor conception, nor any form of cognition, such as is recognized by our psychology, is to be ascribed to the infant mind. And yet there is consciousness, and even cognition: here, as in the mindless animals.