Essays of Schopenhauer Part 2

Hence just as a plebeian is recognised by a certain display in his dress and his _tire a quatre epingles_, so is an ordinary writer recognised by his style.

If a man has something to say that is worth saying, he need not envelop it in affected expressions, involved phrases, and enigmatical innuendoes; but he may rest a.s.sured that by expressing himself in a simple, clear, and nave manner he will not fail to produce the right effect. A man who makes use of such artifices as have been alluded to betrays his poverty of ideas, mind, and knowledge.

Nevertheless, it is a mistake to attempt to write exactly as one speaks.

Every style of writing should bear a certain trace of relations.h.i.+p with the monumental style, which is, indeed, the ancestor of all styles; so that to write as one speaks is just as faulty as to do the reverse, that is to say, to try and speak as one writes. This makes the author pedantic, and at the same time difficult to understand.

Obscurity and vagueness of expression are at all times and everywhere a very bad sign. In ninety-nine cases out of a hundred they arise from vagueness of thought, which, in its turn, is almost always fundamentally discordant, inconsistent, and therefore wrong. When a right thought springs up in the mind it strives after clearness of expression, and it soon attains it, for clear thought easily finds its appropriate expression. A man who is capable of thinking can express himself at all times in clear, comprehensible, and unambiguous words. Those writers who construct difficult, obscure, involved, and ambiguous phrases most certainly do not rightly know what it is they wish to say: they have only a dull consciousness of it, which is still struggling to put itself into thought; they also often wish to conceal from themselves and other people that in reality they have nothing to say. Like Fichte, Sch.e.l.ling, and Hegel, they wish to appear to know what they do not know, to think what they do not think, and to say what they do not say.

Will a man, then, who has something real to impart endeavour to say it in a clear or an indistinct way? Quintilian has already said, _plerumque accidit ut faciliora sint ad intelligendum et lucidiora multo, quae a doctissimo quoque dic.u.n.tur.... Erit ergo etiam obscurior, quo quisque deterior_.

A man's way of expressing himself should not be _enigmatical_, but he should know whether he has something to say or whether he has not. It is an uncertainty of expression which makes German writers so dull. The only exceptional cases are those where a man wishes to express something that is in some respect of an illicit nature. As anything that is far-fetched generally produces the reverse of what the writer has aimed at, so do words serve to make thought comprehensible; but only up to a certain point. If words are piled up beyond this point they make the thought that is being communicated more and more obscure. To hit that point is the problem of style and a matter of discernment; for every superfluous word prevents its purpose being carried out. Voltaire means this when he says: _l'adjectif est l'ennemi du substantif_. (But, truly, many authors try to hide their poverty of thought under a superfluity of words.)

Accordingly, all prolixity and all binding together of unmeaning observations that are not worth reading should be avoided. A writer must be sparing with the reader's time, concentration, and patience; in this way he makes him believe that what he has before him is worth his careful reading, and will repay the trouble he has spent upon it. It is always better to leave out something that is good than to write down something that is not worth saying. Hesiod's p???? ???s? p??t??[6]

finds its right application. In fact, not to say everything! _Le secret pour etre ennuyeux, c'est de tout dire_. Therefore, if possible, the quintessence only! the chief matter only! nothing that the reader would think for himself. The use of many words in order to express little thought is everywhere the infallible sign of mediocrity; while to clothe much thought in a few words is the infallible sign of distinguished minds.

Truth that is naked is the most beautiful, and the simpler its expression the deeper is the impression it makes; this is partly because it gets un.o.bstructed hold of the hearer's mind without his being distracted by secondary thoughts, and partly because he feels that here he is not being corrupted or deceived by the arts of rhetoric, but that the whole effect is got from the thing itself. For instance, what declamation on the emptiness of human existence could be more impressive than Job's: _h.o.m.o, natus de muliere, brevi vivit tempore, repletus multis miseriis, qui, tanquam flos, egreditur et conteritur, et fugit velut umbra_. It is for this very reason that the nave poetry of Goethe is so incomparably greater than the rhetorical of Schiller. This is also why many folk-songs have so great an effect upon us. An author should guard against using all unnecessary rhetorical adornment, all useless amplification, and in general, just as in architecture he should guard against an excess of decoration, all superfluity of expression--in other words, he must aim at _chast.i.ty_ of style. Everything that is redundant has a harmful effect. The law of simplicity and navete applies to all fine art, for it is compatible with what is most sublime.

True brevity of expression consists in a man only saying what is worth saying, while avoiding all diffuse explanations of things which every one can think out for himself; that is, it consists in his correctly distinguis.h.i.+ng between what is necessary and what is superfluous. On the other hand, one should never sacrifice clearness, to say nothing of grammar, for the sake of being brief. To impoverish the expression of a thought, or to obscure or spoil the meaning of a period for the sake of using fewer words shows a lamentable want of judgment. And this is precisely what that false brevity nowadays in vogue is trying to do, for writers not only leave out words that are to the purpose, but even grammatical and logical essentials.[7]

_Subjectivity_, which is an error of style in German literature, is, through the deteriorated condition of literature and neglect of old languages, becoming more common. By _subjectivity_ I mean when a writer thinks it sufficient for himself to know what he means and wants to say, and it is left to the reader to discover what is meant. Without troubling himself about his reader, he writes as if he were holding a monologue; whereas it should be a dialogue, and, moreover, a dialogue in which he must express himself all the more clearly as the questions of the reader cannot be heard. And it is for this very reason that style should not be subjective but objective, and for it to be objective the words must be written in such a way as to directly compel the reader to think precisely the same as the author thought. This will only be the case when the author has borne in mind that thoughts, inasmuch as they follow the law of gravity, pa.s.s more easily from head to paper than from paper to head. Therefore the journey from paper to head must be helped by every means at his command. When he does this his words have a purely objective effect, like that of a completed oil painting; while the subjective style is not much more certain in its effect than spots on the wall, and it is only the man whose fantasy is accidentally aroused by them that sees figures; other people only see blurs. The difference referred to applies to every style of writing as a whole, and it is also often met with in particular instances; for example, I read in a book that has just been published: _I have not written to increase the number of existing books_. This means exactly the opposite of what the writer had in view, and is nonsense into the bargain.

A man who writes carelessly at once proves that he himself puts no great value on his own thoughts. For it is only by being convinced of the truth and importance of our thoughts that there arises in us the inspiration necessary for the inexhaustible patience to discover the clearest, finest, and most powerful expression for them; just as one puts holy relics or priceless works of art in silvern or golden receptacles. It was for this reason that the old writers--whose thoughts, expressed in their own words, have lasted for thousands of years and hence bear the honoured t.i.tle of cla.s.sics--wrote with universal care. Plato, indeed, is said to have written the introduction to his _Republic_ seven times with different modifications. On the other hand, the Germans are conspicuous above all other nations for neglect of style in writing, as they are for neglect of dress, both kinds of slovenliness which have their source in the German national character.

Just as neglect of dress betrays contempt for the society in which a man moves, so does a hasty, careless, and bad style show shocking disrespect for the reader, who then rightly punishes it by not reading the book.

FOOTNOTES:

[5] Schopenhauer here gives an example of this bombastic style which would be of little interest to English readers.--TRANSLATOR.

[6] _Opera et dies_, v. 40.

[7] Schopenhauer here at length points out various common errors in the writing and speaking of German which would lose significance in a translation.--TR.

ON NOISE.

Kant has written a treatise on _The Vital Powers_; but I should like to write a dirge on them, since their lavish use in the form of knocking, hammering, and tumbling things about has made the whole of my life a daily torment. Certainly there are people, nay, very many, who will smile at this, because they are not sensitive to noise; it is precisely these people, however, who are not sensitive to argument, thought, poetry or art, in short, to any kind of intellectual impression: a fact to be a.s.signed to the coa.r.s.e quality and strong texture of their brain tissues. On the other hand, in the biographies or in other records of the personal utterances of almost all great writers, I find complaints of the pain that noise has occasioned to intellectual men. For example, in the case of Kant, Goethe, Lichtenberg, Jean Paul; and indeed when no mention is made of the matter it is merely because the context did not lead up to it. I should explain the subject we are treating in this way: If a big diamond is cut up into pieces, it immediately loses its value as a whole; or if an army is scattered or divided into small bodies, it loses all its power; and in the same way a great intellect has no more power than an ordinary one as soon as it is interrupted, disturbed, distracted, or diverted; for its superiority entails that it concentrates all its strength on one point and object, just as a concave mirror concentrates all the rays of light thrown upon it. Noisy interruption prevents this concentration. This is why the most eminent intellects have always been strongly averse to any kind of disturbance, interruption and distraction, and above everything to that violent interruption which is caused by noise; other people do not take any particular notice of this sort of thing. The most intelligent of all the European nations has called "Never interrupt" the eleventh commandment.

But noise is the most impertinent of all interruptions, for it not only interrupts our own thoughts but disperses them. Where, however, there is nothing to interrupt, noise naturally will not be felt particularly.

Sometimes a trifling but incessant noise torments and disturbs me for a time, and before I become distinctly conscious of it I feel it merely as the effort of thinking becomes more difficult, just as I should feel a weight on my foot; then I realise what it is.

But to pa.s.s from _genus_ to _species_, the truly infernal cracking of whips in the narrow resounding streets of a town must be denounced as the most unwarrantable and disgraceful of all noises. It deprives life of all peace and sensibility. Nothing gives me so clear a grasp of the stupidity and thoughtlessness of mankind as the tolerance of the cracking of whips. This sudden, sharp crack which paralyses the brain, destroys all meditation, and murders thought, must cause pain to any one who has anything like an idea in his head. Hence every crack must disturb a hundred people applying their minds to some activity, however trivial it may be; while it disjoints and renders painful the meditations of the thinker; just like the executioner's axe when it severs the head from the body. No sound cuts so sharply into the brain as this cursed cracking of whips; one feels the p.r.i.c.k of the whip-cord in one's brain, which is affected in the same way as the _mimosa pudica_ is by touch, and which lasts the same length of time. With all respect for the most holy doctrine of utility, I do not see why a fellow who is removing a load of sand or manure should obtain the privilege of killing in the bud the thoughts that are springing up in the heads of about ten thousand people successively. (He is only half-an-hour on the road.)

Hammering, the barking of dogs, and the screaming of children are abominable; but it is _only_ the cracking of a whip that is the true murderer of thought. Its object is to destroy every favourable moment that one now and then may have for reflection. If there were no other means of urging on an animal than by making this most disgraceful of all noises, one would forgive its existence. But it is quite the contrary: this cursed cracking of whips is not only unnecessary but even useless.

The effect that it is intended to have on the horse mentally becomes quite blunted and ineffective; since the constant abuse of it has accustomed the horse to the crack, he does not quicken his pace for it.

This is especially noticeable in the unceasing crack of the whip which comes from an empty vehicle as it is being driven at its slowest rate to pick up a fare. The slightest touch with the whip would be more effective. Allowing, however, that it were absolutely necessary to remind the horse of the presence of the whip by continually cracking it, a crack that made one hundredth part of the noise would be sufficient.

It is well known that animals in regard to hearing and seeing notice the slightest indications, even indications that are scarcely perceptible to ourselves. Trained dogs and canary birds furnish astonis.h.i.+ng examples of this. Accordingly, this cracking of whips must be regarded as something purely wanton; nay, as an impudent defiance, on the part of those who work with their hands, offered to those who work with their heads. That such infamy is endured in a town is a piece of barbarity and injustice, the more so as it could be easily removed by a police notice requiring every whip cord to have a knot at the end of it. It would do no harm to draw the proletariat's attention to the cla.s.ses above him who work with their heads; for he has unbounded fear of any kind of head work. A fellow who rides through the narrow streets of a populous town with unemployed post-horses or cart-horses, unceasingly cracking with all his strength a whip several yards long, instantly deserves to dismount and receive five really good blows with a stick. If all the philanthropists in the world, together with all the legislators, met in order to bring forward their reasons for the total abolition of corporal punishment, I would not be persuaded to the contrary.

But we can see often enough something that is even still worse. I mean a carter walking alone, and without any horses, through the streets incessantly cracking his whip. He has become so accustomed to the crack in consequence of its unwarrantable toleration. Since one looks after one's body and all its needs in a most tender fas.h.i.+on, is the thinking mind to be the only thing that never experiences the slightest consideration or protection, to say nothing of respect? Carters, sack-bearers (porters), messengers, and such-like, are the beasts of burden of humanity; they should be treated absolutely with justice, fairness, forbearance and care, but they ought not to be allowed to thwart the higher exertions of the human race by wantonly making a noise. I should like to know how many great and splendid thoughts these whips have cracked out of the world. If I had any authority, I should soon produce in the heads of these carters an inseparable _nexus idearum_ between cracking a whip and receiving a whipping.

Let us hope that those nations with more intelligence and refined feelings will make a beginning, and then by force of example induce the Germans to do the same.[8] Meanwhile, hear what Thomas Hood says of them (_Up the Rhine)_: "_For a musical people they are the most noisy I ever met with_" That they are so is not due to their being more p.r.o.ne to making a noise than other people, but to their insensibility, which springs from obtuseness; they are not disturbed by it in reading or thinking, because they do not think; they only smoke, which is their subst.i.tute for thought. The general toleration of unnecessary noise, for instance, of the clas.h.i.+ng of doors, which is so extremely ill-mannered and vulgar, is a direct proof of the dulness and poverty of thought that one meets with everywhere. In Germany it seems as though it were planned that no one should think for noise; take the inane drumming that goes on as an instance. Finally, as far as the literature treated of in this chapter is concerned, I have only one work to recommend, but it is an excellent one: I mean a poetical epistle in _terzo rimo_ by the famous painter Bronzino, ent.i.tled "_De' Romori: a Messer Luca Martini_" It describes fully and amusingly the torture to which one is put by the many kinds of noises of a small Italian town. It is written in tragicomic style. This epistle is to be found in _Opere burlesche del Berni, Aretino ed altri,_ vol. ii. p. 258, apparently published in Utrecht in 1771.

The nature of our intellect is such that _ideas_ are said to spring by abstraction from _observations_, so that the latter are in existence before the former. If this is really what takes place, as is the case with a man who has merely his own experience as his teacher and book, he knows quite well which of his observations belong to and are represented by each of his ideas; he is perfectly acquainted with both, and accordingly he treats everything correctly that comes before his notice.

We might call this the natural mode of education.

On the other hand, an artificial education is having one's head crammed full of ideas, derived from hearing others talk, from learning and reading, before one has anything like an extensive knowledge of the world as it is and as one sees it. The observations which produce all these ideas are said to come later on with experience; but until then these ideas are applied wrongly, and accordingly both things and men are judged wrongly, seen wrongly, and treated wrongly. And so it is that education perverts the mind; and this is why, after a long spell of learning and reading, we enter the world, in our youth, with views that are partly simple, partly perverted; consequently we comport ourselves with an air of anxiety at one time, at another of presumption. This is because our head is full of ideas which we are now trying to make use of, but almost always apply wrongly. This is the result of ?ste???

p??te??? (putting the cart before the horse), since we are directly opposing the natural development of our mind by obtaining ideas first and observations last; for teachers, instead of developing in a boy his faculties of discernment and judgment, and of thinking for himself, merely strive to stuff his head full of other people's thoughts.

Subsequently, all the opinions that have sprung from misapplied ideas have to be rectified by a lengthy experience; and it is seldom that they are completely rectified. This is why so few men of learning have such sound common sense as is quite common among the illiterate.

From what has been said, the princ.i.p.al point in education is that _one's knowledge of the world begins at the right end;_ and the attainment of which might be designated as the aim of all education. But, as has been pointed out, this depends princ.i.p.ally on the observation of each thing preceding the idea one forms of it; further, that narrow ideas precede broader; so that the whole of one's instruction is given in the order that the ideas themselves during formation must have followed. But directly this order is not strictly adhered to, imperfect and subsequently wrong ideas spring up; and finally there arises a perverted view of the world in keeping with the nature of the individual--a view such as almost every one holds for a long time, and most people to the end of their lives. If a man a.n.a.lyses his own character, he will find that it was not until he reached a very ripe age, and in some cases quite unexpectedly, that he was able to rightly and clearly understand many matters of a quite simple nature.

Previously, there had been an obscure point in his knowledge of the world which had arisen through his omitting something in his early education, whether he had been either artificially educated by men or just naturally by his own experience. Therefore one should try to find out the strictly natural course of knowledge, so that by keeping methodically to it children may become acquainted with the affairs of the world, without getting false ideas into their heads, which frequently cannot be driven out again. In carrying this out, one must next take care that children do not use words with which they connect no clear meaning. Even children have, as a rule, that unhappy tendency of being satisfied with words instead of wis.h.i.+ng to understand things, and of learning words by heart, so that they may make use of them when they are in a difficulty. This tendency clings to them afterwards, so that the knowledge of many learned men becomes mere verbosity.

However, the princ.i.p.al thing must always be to let one's observations precede one's ideas, and not the reverse as is usually and unfortunately the case; which may be likened to a child coming into the world with its feet foremost, or a rhyme begun before thinking of its reason. While the child's mind has made a very few observations one inculcates it with ideas and opinions, which are, strictly speaking, prejudices. His observations and experience are developed through this ready-made apparatus instead of his ideas being developed out of his own observations. In viewing the world one sees many things from many sides, consequently this is not such a short or quick way of learning as that which makes use of abstract ideas, and quickly comes to a decision about everything; therefore preconceived ideas will not be rectified until late, or it may be they are never rectified. For, when a man's view contradicts his ideas, he will reject at the outset what it renders evident as one-sided, nay, he will deny it and shut his eyes to it, so that his preconceived ideas may remain unaffected. And so it happens that many men go through life full of oddities, caprices, fancies, and prejudices, until they finally become fixed ideas. He has never attempted to abstract fundamental ideas from his own observations and experience, because he has got everything ready-made from other people; and it is for this very reason that he and countless others are so insipid and shallow. Instead of such a system, the natural system of education should be employed in educating children. No idea should be impregnated but what has come through the medium of observations, or at any rate been verified by them. A child would have fewer ideas, but they would be well-grounded and correct. It would learn to measure things according to its own standard and not according to another's. It would then never acquire a thousand whims and prejudices which must be eradicated by the greater part of subsequent experience and education.

Its mind would henceforth be accustomed to thoroughness and clearness; the child would rely on its own judgment, and be free from prejudices.

And, in general, children should not get to know life, in any aspect whatever, from the copy before they have learnt it from the original.

Instead, therefore, of hastening to place mere books in their hands, one should make them gradually acquainted with things and the circ.u.mstances of human life, and above everything one should take care to guide them to a clear grasp of reality, and to teach them to obtain their ideas directly from the real world, and to form them in keeping with it--but not to get them from elsewhere, as from books, fables, or what others have said--and then later to make use of such ready-made ideas in real life. The result will be that their heads are full of chimeras and that some will have a wrong comprehension of things, and others will fruitlessly endeavour to remodel the world according to those chimeras, and so get on to wrong paths both in theory and practice. For it is incredible how much harm is done by false notions which have been implanted early in life, only to develop later on into prejudices; the later education which we get from the world and real life must be employed in eradicating these early ideas. And this is why, as is related by Diogenes Laertius, Antisthenes gave the following answer: ???t??e?? t? t?? a??at?? ??a??a??tat??, ?f?, "t? ?a?a ?p?a?e??."

(_Interrogatus quaenam esset disciplina maxime necessaria, Mala, inquit, dediscere_.)

Children should be kept from all kinds of instruction that may make errors possible until their sixteenth year, that is to say, from philosophy, religion, and general views of every description; because it is the errors that are acquired in early days that remain, as a rule, ineradicable, and because the faculty of judgment is the last to arrive at maturity. They should only be interested in such things that make errors impossible, such as mathematics, in things which are not very dangerous, such as languages, natural science, history, and so forth; in general, the branches of knowledge which are to be taken up at any age must be within reach of the intellect at that age and perfectly comprehensible to it. Childhood and youth are the time for collecting data and getting to know specially and thoroughly individual and particular things. On the other hand, all judgment of a general nature must at that time be suspended, and final explanations left alone. One should leave the faculty of judgment alone, as it only comes with maturity and experience, and also take care that one does not antic.i.p.ate it by inculcating prejudice, when it will be crippled for ever.

On the contrary, the memory is to be specially exercised, as it has its greatest strength and tenacity in youth; however, what has to be retained must be chosen with the most careful and scrupulous consideration. For as it is what we have learnt well in our youth that lasts, we should take the greatest possible advantage of this precious gift. If we picture to ourselves how deeply engraven on our memory the people are whom we knew during the first twelve years of our life, and how indelibly imprinted are also the events of that time, and most of the things that we then experienced, heard, or learnt, the idea of basing education on this susceptibility and tenacity of the youthful mind will seem natural; in that the mind receives its impressions according to a strict method and a regular system. But because the years of youth that are a.s.signed to man are only few, and the capacity for remembering, in general, is always limited (and still more so the capacity for remembering of the individual), everything depends on the memory being filled with what is most essential and important in any department of knowledge, to the exclusion of everything else. This selection should be made by the most capable minds and masters in every branch of knowledge after the most mature consideration, and the result of it established. Such a selection must be based on a sifting of matters which are necessary and important for a man to know in general, and also for him to know in a particular profession or calling.

Knowledge of the first kind would have to be divided into graduated courses, like an encyclopaedia, corresponding to the degree of general culture which each man has attained in his external circ.u.mstances; from a course restricted to what is necessary for primary instruction up to the matter contained in every branch of the philosophical faculty.

Knowledge of the second kind would, however, be reserved for him who had really mastered the selection in all its branches. The whole would give a canon specially devised for intellectual education, which naturally would require revision every ten years. By such an arrangement the youthful power of the memory would be put to the best advantage, and it would furnish the faculty of judgment with excellent material when it appeared later on.

What is meant by maturity of knowledge is that state of perfection to which any one individual is able to bring it, when an exact correspondence has been effected between the whole of his abstract ideas and his own personal observations: whereby each of his ideas rests directly or indirectly on a basis of observation, which alone gives it any real value; and likewise he is able to place every observation that he makes under the right idea corresponding to it.

_Maturity_ of knowledge is the work of experience alone, and consequently of time. For the knowledge we acquire from our own observation is, as a rule, distinct from that we get through abstract ideas; the former is acquired in the natural way, while the latter comes through good and bad instruction and what other people have told to us.

Consequently, in youth there is generally little harmony and connection between our ideas, which mere expressions have fixed, and our real knowledge, which has been acquired by observation. Later they both gradually approach and correct each other; but maturity of knowledge does not exist until they have become quite incorporated. This maturity is quite independent of that other kind of perfection, the standard of which may be high or low, I mean the perfection to which the capacities of an individual may be brought; it is not based on a correspondence between the abstract and intuitive knowledge, but on the degree of intensity of each.

The most necessary thing for the practical man is the attainment of an exact and thorough knowledge of _what is really going on in the world;_ but it is also the most irksome, for a man may continue studying until old age without having learnt all that is to be learnt; while one can master the most important things in the sciences in one's youth. In getting such a knowledge of the world, it is as a novice that the boy and youth have the first and most difficult lessons to learn; but frequently even the matured man has still much to learn. The study is of considerable difficulty in itself, but it is made doubly difficult by _novels_, which depict the ways of the world and of men who do not exist in real life. But these are accepted with the credulity of youth, and become incorporated with the mind; so that now, in the place of purely negative ignorance, a whole framework of wrong ideas, which are positively wrong, crops up, subsequently confusing the schooling of experience and representing the lesson it teaches in a false light. If the youth was previously in the dark, he will now be led astray by a will-o'-the-wisp: and with a girl this is still more frequently the case. They have been deluded into an absolutely false view of life by reading novels, and expectations have been raised that can never be fulfilled. This generally has the most harmful effect on their whole lives. Those men who had neither time nor opportunity to read novels in their youth, such as those who work with their hands, have decided advantage over them. Few of these novels are exempt from reproach--nay, whose effect is contrary to bad. Before all others, for instance, _Gil Blas_ and the other works of Le Sage (or rather their Spanish originals); further, _The Vicar of Wakefield_, and to some extent the novels of Walter Scott. _Don Quixote_ may be regarded as a satirical presentation of the error in question.

FOOTNOTES:

[8] According to a notice from the Munich Society for the Protection of Animals, the superfluous whipping and cracking were strictly forbidden in Nuremberg in December 1858.

ON READING AND BOOKS.