And it is in that sense that we may truly call the fundamental concept of Catholic Education a scientific fact, and especially a psychological fact. Our demand for a complete culture, based on its own philosophy and religion, is a demand that is really unanswerable, in the light of the most vital and even the most modern psychology. For that matter, for those who care for such things, there could hardly be a word more modern than atmosphere.

  Now, so long as they are engaged in doing anything whatever except arguing with us, our modern and scientific friends are never tired of telling us that education must be treated as a whole; that all parts of the mind affect each other; that nothing is too trivial to be significant and even symbolic; that all thoughts can be coloured by conscious or unconscious emotions; that knowledge can never be in watertight compartments; that what may seem a senseless detail may be the symbol of a deep desire; that nothing is negative, nothing is naked, nothing stands separate and alone.

  They use these arguments for all sorts of purposes, some of them sensible enough, some of them almost insanely silly; but this is, broadly speaking, how they argue. And the one thing they do not know is that they are arguing in favour of Catholic education, and especially in favour of Catholic atmosphere in Catholic schools. Perhaps if they did know they would leave off.

  As a matter of fact, those who refuse to understand that Catholic children must have an entirely Catholic school are back in the bad old days, as they would express it, when nobody wanted education but only instruction. They are relics of the dead time when it was thought enough to drill pupils in two or three dull and detached lessons that were supposed to be quite mechanical. They descend from the original Philistine who first talked about “The Three R.s”; and the joke about him is very symbolic of his type or time. For he was the sort of man who insists very literally on literacy, and, even in doing so, shows himself illiterate.

  They were very uneducated rich men who loudly demanded education. And among the marks of their ignorance and stupidity was the particular mark that they regarded letters and figures as dead things, quite separate from each other and from a general view of life. They thought of a boy learning his letters as something quite cut off, for instance, from what is meant by a man of letters. They thought a calculating boy could be made like a calculating machine.

  When somebody said to them, therefore, “These things must be taught in a spiritual atmosphere”, they thought it was nonsense; they had a vague idea that it meant that a child could only do a simple addition sum when surrounded with the smell of incense. But they thought simple addition much more simple than it is. When the Catholic controversialist said to them, “Even the alphabet can be learnt in a Catholic way”, they thought he was a raving bigot, they thought he meant that nobody must ever read anything but a Latin missal.

  But he meant what he said, and what he said is thoroughly sound psychology. There is a Catholic view of learning the alphabet; for instance, it prevents you from thinking that the only thing that matters is learning the alphabet; or from despising better people than yourself, if they do not happen to have learnt the alphabet.

  The old unpsychological school of instructors used to say: “What possible sense can there be in mixing up arithmetic with religion?” But arithmetic is mixed up with religion, or at the worst with philosophy. It does make a great deal of difference whether the instructor implies that truth is real, or relative, or changeable, or an illusion. The man who said, “Two and two may make five in the fixed stars”, was teaching arithmetic in an anti-rational way, and, therefore, in an anti-Catholic way. The Catholic is much more certain about the fixed truths than about the fixed stars.

  But I am not now arguing which philosophy is the better; I am only pointing out that every education teaches a philosophy; if not by dogma then by suggestion, by implication, by atmosphere. Every part of that education has a connection with every other part. If it does not all combine to convey some general view of life, it is not education at all. And the modern educationists, the modern psychologists, the modern men of science, all agree in asserting and reasserting this — until they begin to quarrel with Catholics over Catholic schools.

  In short, if there is a psychological truth discoverable by human reason, it is this; that Catholics must either go without Catholic teaching or possess and govern Catholic schools. There is a case for refusing to allow Catholic families to grow up Catholic, by any machinery worth calling education in the existing sense. There is a case for refusing to make any concessions to Catholics at all, and ignoring their idiosyncrasy as if it were an insanity. There is a case for that, because there is and always has been a case for persecution; for the State acting on the principle that certain philosophies are false and dangerous and must be crushed even if they are sincerely held; indeed that they must be crushed, especially if they are sincerely held.

  But if Catholics are to teach Catholicism all the time, they cannot merely teach Catholic theology for part of the time. It is our opponents, and not we, who give a really outrageous and superstitious position to dogmatic theology. It is they who suppose that the special “subject” called theology can be put into people by an experiment lasting half an hour; and that this magical inoculation will last them through a week in a world that is soaked through and through with a contrary conception of life.

  Theology is only articulate religion; but, strange as it seems to the true Christians who criticise us, it is necessary to have religion as well as theology. And religion, as they are often obliging enough to remind us when this particular problem is not involved, is a thing for every day of the week and not merely for Sunday or Church services.

  The truth is that the modern world has committed itself to two totally different and inconsistent conceptions about education. It is always trying to expand the scope of education; and always trying to exclude from it all religion and philosophy. But this is sheer nonsense. You can have an education that teaches atheism because atheism is true, and it can be, from its own point of view, a complete education. But you cannot have an education claiming to teach all truth, and then refusing to discuss whether atheism is true.

  Since the coming of the more ambitious psychological education, our schools have claimed to develop all sides of human nature; that is, to produce a complete human being. You cannot do this and totally ignore a great living tradition, which teaches that a complete human being must be a Christian or Catholic human being. You must either persecute it out of existence or allow it to make its own education complete.

  When schooling was supposed to consist of spelling, of counting and making pothooks and hangers, you might make out some kind of case for saying that it could be taught indifferently by a Baptist or Buddhist. But what in the world is the sense of having an education which includes lessons in “citizenship”, for instance; and then pretending not to include anything like a moral theory, and ignoring all those who happen to hold that a moral theory depends on a moral theology.

  Our schoolmasters profess to bring out every side of the pupil; the aesthetic side; the athletic side; the political side, and so on; and yet they still talk the stale cant of the nineteenth century about public instruction having nothing to do with the religious side. The truth is that, in this matter, it is our enemies who are stick-in-the mud, and still remain in the stuffy atmosphere of undeveloped and unscientific education; while we are, in this at any rate, on the side of all modern psychologists and serious educationists in recognising the idea of atmosphere. They sometimes like to call it environment.

  VULGARITY

  Vulgarity is one of the great new modern inventions; like the telephone or the wireless set. It may be plausibly maintained that the telephone is less of an instrument of torture than the thumbscrew or the rack, and in the same way that other ages had other vices that were worse than this new or modern vice. As we may find fanciful sketches of aeroplanes in the sketchbooks of Leonardo da Vinci, or speculations very near to modern physics in the philosophers of ancient Greece, so we may find here and there in history a hint or foreshadowing of the great and golden vision of vulgarity that was later to burst on the world. We may find it in the smell of Punic plutocracy that stank in the nostrils of Greeks and Romans, or in a certain touch of bad taste in an aesthete like Nero.

  Nevertheless, the thing is so new that the new world has not yet really found a name for it, but has had to borrow a rather misleading name, which is really the Latin word for something else. So we have to go on using the Greek name of amber as the only name of electricity because we have no notion what is the real name or nature of electricity. And so we have to go on using the Latin word vulgus, which only meant the common people, to describe something that is not particularly common among the common people.

  Indeed, through long stretches of human history, and over wide spaces of the habitable globe, it is very uncommon among the common people. Farmers living by long agricultural traditions, peasants in normal villages, even savages in savage tribes, are hardly ever vulgar. Even when they massacre and enslave, even when they offer human sacrifice or eat human flesh, they are hardly ever vulgar. All travellers attest to the natural dignity of their carriage and the ceremonial gravity of their customs. Even in the more complex modern cities and civilisations the poor as such are not particularly vulgar.

  No; there is a new thing, which really needs a new name, and still more, a new definition. I do not say I can define vulgarity; but, having just been reading a modern book about love, I feel inclined to throw out a few suggestions.

  In so far as I can get near to its essence, it consists largely of two elements, which I should describe as facility and familiarity. The first means that a man does really, as the phrase goes, “gush”; that is, his self-expression flows without effort, selection or control. It does not come from him like picked and pointed words, passing through an articulate organ; it simply streams from him like perspiration. He need never stop explaining himself, for he understands neither himself nor the limits of explanation. He is the sort of man who understands women; he is the man who can always get on with the boys; he finds it easy to talk, easy to write, easy to speak in public, for his own self-satisfaction carries with it a sort of huge cloud and illusion of applause.

  And the second element is familiarity, which, if understood, would be called profanity. Horace spoke of the “profane vulgar”, and it is true that this familiarity is the loss of holy fear and a sin against the mystical side of man. In practice it means handling things confidently and contemptuously, without the sense that all things in their way are sacred things. Its most recent mode is the readiness to write torrents of tosh on either side of any serious subject, for you hardly ever get real vulgarity on a frivolous subject.

  The point is that the fool is so subjective that it never occurs to him to be afraid of the subject. For instance, he can be a Pagan fool, as well as a Puritan fool, in the debate on modern morals; but in the first case there will be torrents of tosh about love and passion and the right to live and in the other, exactly similar torrents of tosh about Christian manhood and healthy boyhood and noble motherhood and the rest. The trouble is that they are so infernally familiar with these things.

  Never do you find that note in a real lover writing of the woman he loves or in a real saint writing of the sin he hates. Both say the right thing, because they would rather say nothing at all.

  THE REVIVAL OF PHILOSOPHY — WHY?

  The best reason for a revival of philosophy is that unless a man has a philosophy certain horrible things will happen to him. He will be practical; he will be progressive; he will cultivate efficiency; he will trust in evolution; he will do the work that lies nearest; he will devote himself to deeds, not words. Thus struck down by blow after blow of blind stupidity and random fate, he will stagger on to a miserable death with no comfort but a series of catchwords; such as those which I have catalogued above. Those things are simply substitutes for thoughts. In some cases they are the tags and tail-ends of somebody else’s thinking. That means that a man who refuses to have his own philosophy will not even have the advantages of a brute beast, and be left to his own instincts. He will only have the used-up scraps of somebody else’s philosophy; which the beasts do not have to inherit; hence their happiness. Men have always one of two things: either a complete and conscious philosophy or the unconscious acceptance of the broken bits of some incomplete and shattered and often discredited philosophy. Such broken bits are the phrases I have quoted: efficiency and evolution and the rest. The idea of being “practical”, standing all by itself, is all that remains of a Pragmatism that cannot stand at all. It is impossible to be practical without a Pragma. And what would happen if you went up to the next practical man you met and said to the poor dear old duffer, “Where is your Pragma?” Doing the work that is nearest is obvious nonsense; yet it has been repeated in many albums. In nine cases out of ten it would mean doing the work that we are least fitted to do, such as cleaning the windows or clouting the policeman over the head. “Deeds, not words” is itself an excellent example of “Words, not thoughts”. It is a deed to throw a pebble into a pond and a word that sends a prisoner to the gallows. But there are certainly very futile words; and this sort of journalistic philosophy and popular science almost entirely consists of them.

  Some people fear that philosophy will bore or bewilder them; because they think it is not only a string of long words, but a tangle of complicated notions. These people miss the whole point of the modern situation. These are exactly the evils that exist already; mostly for want of a philosophy. The politicians and the papers are always using long words. It is not a complete consolation that they use them wrong. The political and social relations are already hopelessly complicated. They are far more complicated than any page of medieval metaphysics; the only difference is that the medievalist could trace out the tangle and follow the complications; and the moderns cannot. The chief practical things of today, like finance and political corruption, are frightfully complicated. We are content to tolerate them because we are content to misunderstand them, not to understand them. The business world needs metaphysics — to simplify it.

  I know these words will be received with scorn, and with gruff reassertion that this is no time for nonsense and paradox; and that what is really wanted is a practical man to go in and clear up the mess. And a practical man will doubtless appear, one of the unending succession of practical men; and he will doubtless go in, and perhaps clear up a few millions for himself and leave the mess more bewildering than before; as each of the other practical men has done. The reason is perfectly simple. This sort of rather crude and unconscious person always adds to the confusion; because he himself has two or three different motives at the same moment, and does not distinguish between them. A man has, already entangled hopelessly in his own mind, (1) a hearty and human desire for money, (2) a somewhat priggish and superficial desire to be progressing, or going the way the world is going, (3) a dislike to being thought too old to keep up with the young people, (4) a certain amount of vague but genuine patriotism or public spirit, (5) a misunderstanding of a mistake made by Mr. H. G. Wells, in the form of a book on Evolution. When a man has all these things in his head, and does not even attempt to sort them out, he is called by common consent and acclamation a practical man. But the practical man cannot be expected to improve the impracticable muddle; for he cannot clear up the muddle in his own mind, let alone in his own highly complex community and civilisation. For some strange reason, it is the custom to say of this sort of practical man that “he knows his own mind”. Of course this is exactly what he does not know. He may in a few fortunate cases know what he wants, as does a dog or a baby of two years old; but even then he does not know why he wants it. And it is the why and the how that have to be considered when we are tracing out the way in which some culture or tradition has got into a tangle. What we need, as the ancients understood, is not a politician who is a business man, but a king who is a philosopher.

  I apologise for the word “king”, which is not strictly necessary to the sense; but I suggest that it would be one of the functions of the philosopher to pause upon such words, and determine their importance and unimportance. The Roman Republic and all its citizens had to the last a horror of the word “king”. It was in consequence of this that they invented and imposed on us the word “Emperor”. The great Republicans who founded America also had a horror of the word “king”; which has therefore reappeared with the special qualification of a Steel King, an Oil King, a Pork King, or other similar monarchs made of similar materials. The business of the philosopher is not necessarily to condemn the innovation or to deny the distinction. But it is his duty to ask himself exactly what it is that he or others dislike in the word “king”. If what he dislikes is a man wearing the spotted fur of a small animal called the ermine, or a man having once had a metal ring placed on the top of his head by a clergyman, he will decide one way. If what he dislikes is a man having vast or irresponsible powers over other men, he may decide another. If what he dislikes is such fur or such power being handed on from father to son, he will enquire whether this ever occurs under commercial conditions today. But, anyhow, he will have the habit of testing the thing by the thought; by the idea which he likes or dislikes; and not merely by the sound of a syllable or the look of four letters beginning with an “R”.

  Philosophy is merely thought that has been thought out. It is often a great bore. But man has no alternative, except between being influenced by thought that has been thought out and being influenced by thought that has not been thought out. The latter is what we commonly call culture and enlightenment today. But man is always influenced by thought of some kind, his own or somebody else’s; that of somebody he trusts or that of somebody he never heard of, thought at first, second or third hand; thought from exploded legends or unverified rumours; but always something with the shadow of a system of values and a reason for preference. A man does test everything by something. The question here is whether he has ever tested the test.