第3章 CHAPTER I(2)

The Higher Learning as currently cultivated by the scholars and scientists of the Western civilization differs not generically from the esoteric knowledge purveyed by specialists in other civilizations, elsewhere and in other times. It engages the same general range of aptitudes and capacities, meets the same range of human wants, and grows out of the same impulsive propensities of human nature. Its scope and method are different from what has seemed good in other cultural situations, and its tenets and canons are so far peculiar as to give it a specific character different from these others; but in the main this specific character is due to a different distribution of emphasis among the same general range of native gifts that have always driven men to the pursuit of knowledge. The stress falls in a somewhat obviously different way among the canons of reality by recourse to which men systematize and verify the knowledge gained; which is in its turn due to the different habituation to which civilized men are subjected, as contrasted with the discipline exercised by other and earlier cultures.

In point of its genesis and growth any system of knowledge may confidently be run back, in the main, to the initiative and bias afforded by two certain impulsive traits of human nature: an Idle Curiosity, and the Instinct of Workmanship.(2*)In this generic trait the modern learning does not depart from the rule that holds for the common run. Men instinctively seek knowledge, and value it. The fact of this proclivity is well summed up in saying that men are by native gift actuated with an idle curiosity, -- "idle" in the sense that a knowledge of things is sought, apart from any ulterior use of the knowledge so gained.(3*) This, of course, does not imply that the knowledge so gained will not be turned to practical account. In point of fact, although the fact is not greatly relevant to the inquiry here in hand, the native proclivity here spoken of as the instinct of workmanship will unavoidably incline men to turn to account, in a system of ways and means, whatever knowledge so becomes available. But the instinct of workmanship has also another and more pertinent bearing in these premises, in that it affords the norms, or the scheme of criteria and canons of verity, according to which the ascertained facts will be construed and connected up in a body of systematic knowledge. Yet the sense of workmanship takes effect by recourse to divers expedients and reaches its ends by recourse to varying principles, according as the habituation of workday life has enforced one or another scheme of interpretation for the facts with which it has to deal.

The habits of thought induced by workday life impose themselves as ruling principles that govern the quest of knowledge; it will therefore be the habits of thought enforced by the current technological scheme that will have most (or most immediately) to say in the current systematization of facts. The working logic of the current state of the industrial arts will necessarily insinuate itself as the logical scheme which must, of course, effectually govern the interpretation and generalizations of fact in all their commonplace relations. But the current state of the industrial arts is not all that conditions workmanship.

Under any given institutional situation, -- and the modern scheme of use and wont, law and order, is no exception,workmanship is held to a more or less exacting conformity to several tests and standards that are not intrinsic to the state of the industrial arts, even if they are not alien to it; such as the requirements imposed by the current system of ownership and pecuniary values.

These pecuniary conditions that impose themselves on the processes of industry and on the conduct of life, together with the pecuniary accountancy that goes with them -- the price system have much to say in the guidance and limitations of workmanship.

And when and in so far as the habituation so enforced in the traffic of workday life goes into effect as a scheme of logic governing the quest of knowledge, such principles as have by habit found acceptance as being conventionally salutary and conclusive in the pecuniary conduct of affairs will necessarily leave their mark on the ideals, aims, methods and standards of science and those principles and scholarship. More particularly, standards of organization, control and achievement, that have been accepted as an habitual matter of course in the conduct of business will, by force of habit, in good part reassert themselves as indispensable and conclusive in the conduct of the affairs of learning. While it remains true that the bias of workmanship continues to guide the quest of knowledge, under the conditions imposed by modern institutions it will not be the naive conceptions of primitive workmanship that will shape the framework of the modern system of learning; but rather the preconceptions of that disciplined workmanship that has been instructed in the logic of the modern technology and sophisticated with much experience in a civilization in whose scheme of life pecuniary canons are definitive.