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Updated: May 8, 2025
The Wanderjahre contains some of Goethe's most beautiful conceptions, The Flight Into Egypt, The Description of the Pedagogic Province, The Parable of the Three Reverences. The second part of Faust has been a battlefield of controversy since its publication, and demands fuller attention. Its fate may be compared with that of the latest works of Beethoven.
This whole discussion, however, has been in order to explain and to justify the present use of the term "School" in that wide sense in which the historian of art or thought the sociologist in fact has ever used the term, while yet covering the specialised pedagogic schools of all kinds also. Tarde, "L'imitation Sociale," and other works.
His neighbours do not like him, because he will not take their cricket or their whist seriously, because he will persist in offering counsel and the stimulus of his gift of satire. All whist than his he avers is "Bumble-puppy." His umpiring is pedagogic in tone; he fails to see the contest in the game.
An admirable example was old Mr. Rhomboid of a pedagogic type which, I am told, is passing away precise, accurate, stern, solid; knowing very little, but that little thoroughly; never overlooking a slip, but seldom guilty of an injustice; sternest and most unbending of prehistoric Tories, both in matters political and educational; yet carrying concealed somewhere under the square-cut waistcoat a heart which knew how to sympathize with boy-flesh and the many ills which it is heir to.
To those who have been bred under bad conditions, it may indeed seem hopeless to attempt to rise to the level of the Greeks and the other finer tempered peoples of antiquity in realizing the moral, as well as the pedagogic, hygienic, and æsthetic advantages of admitting into life the spectacle of the naked human body.
Dons, head-masters, the pedagogic and professorial tribe generally, he had long taken in his stride quite unabashed. Church dignitaries, too, left him saucily cool. For so at least he argued was not his elder brother, Pontifex, private chaplain to the Bishop of Harchester?
Moreover, for the outward task that he undertook he required internally, not only undisputed possession of all executive and legislative powers, not only perfect obedience from all legal authorities, but, again, the annihilation of all moral authority but his own, that is to say, the silence of public opinion and the isolation of each individual, and therefore the abolition, preventive and systematic, of any religious, ecclesiastic, pedagogic, charitable, literary, departmental, or communal initiative that might, now or in the future gather men against him or alongside of him.
This fierce ridicule was the thing which finally punctured the rhinoceros hide of the pedagogic blunder. There is one test for all of our educational experiments will it bring increased love? That which breeds hate and fosters misery is bad in every star.
Another indication of Young’s deficiency in moral, i.e., in sympathetic emotion, is his unintermitting habit of pedagogic moralizing. On its theoretic and perceptive side, morality touches science; on its emotional side, Art. Now, the products of Art are great in proportion as they result from that immediate prompting of innate power which we call Genius, and not from labored obedience to a theory or rule; and the presence of genius or innate prompting is directly opposed to the perpetual consciousness of a rule. The action of faculty is imperious, and excludes the reflection why it should act. In the same way, in proportion as morality is emotional, i.e., has affinity with Art, it will exhibit itself in direct sympathetic feeling and action, and not as the recognition of a rule. Love does not say, “I ought to love”—it loves. Pity does not say, “It is right to be pitiful”—it pities. Justice does not say, “I am bound to be just”—it feels justly. It is only where moral emotion is comparatively weak that the contemplation of a rule or theory habitually mingles with its action; and in accordance with this, we think experience, both in literature and life, has shown that the minds which are pre-eminently didactic—which insist on a “lesson,” and despise everything that will not convey a moral, are deficient in sympathetic emotion. A certain poet is recorded to have said that he “wished everything of his burned that did not impress some moral; even in love-verses, it might be flung in by the way.” What poet was it who took this medicinal view of poetry? Dr. Watts, or James Montgomery, or some other singer of spotless life and ardent piety? Not at all. It was Waller. A significant fact in relation to our position, that the predominant didactic tendency proceeds rather from the poet’s perception that it is good for other men to be moral, than from any overflow of moral feeling in himself. A man who is perpetually thinking in apothegms, who has an unintermittent flux of admonition, can have little energy left for simple emotion. And this is the case with Young. In his highest flights of contemplation and his most wailing soliloquies he interrupts himself to fling an admonitory parenthesis at “Lorenzo,” or to hint that “folly’s creed” is the reverse of his own. Before his thoughts can flow, he must fix his eye on an imaginary miscreant, who gives unlimited scope for lecturing, and recriminates just enough to keep the spring of admonition and argument going to the extent of nine books. It is curious to see how this pedagogic habit of mind runs through Young’s contemplation of Nature. As the tendency to see our own sadness reflected in the external world has been called by Mr. Ruskin the “pathetic fallacy,” so we may call Young’s disposition to see a rebuke or a warning in every natural object, the “pedagogic fallacy.” To his mind, the heavens are “forever scolding as they shine;” and the great function of the stars is to be a “lecture to mankind.” The conception of the Deity as a didactic author is not merely an implicit point of view with him; he works it out in elaborate imagery, and at length makes it the occasion of his most extraordinary achievement in the “art of sinking,” by exclaiming,
There are now between three and four hundred occupations in the census, more than half of these involving manual work, so that never perhaps was there so great a pedagogic problem as to make these natural developments into conscious art, to extract what may be called basal types.
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