The Letters of William James, Vol. 1 · William James
WM. JAMES.
"I have often wished that the 'Nation' would devote some space to the condition of philosophy in American colleges. Within the last few years I have visited the class-rooms of many of our best institutions, and believe that there are few if any branches which are so inadequately taught as those generally roughly classed as philosophy. Deductive logic, or the syllogism, is the most thoroughly dwelt upon, while induction, æsthetic and psychological and ethical studies, and especially the history of the leading systems of philosophy, ancient and modern, and the marvellous new developments in England and Germany, are almost entirely ignored. The persistent use of Hamilton, Butler's 'Analogy' and a score of treatises on 'moral science,' which deduce all the ground of obligation from theological considerations, as text-books, is largely responsible for the supposed unpopularity of the studies.... I think the success which has attended the recent lecture courses at Cambridge on modern systems of philosophy, and on æsthetic studies of literature and the fine arts, shows plainly how much might be accomplished in this direction by the proper method of instruction." James's comment on this, printed anonymously in the "Nation" for September 21, 1876, expressed his view of the situation more fully:-- "The philosophical teaching, as a rule, in our higher seminaries is in the hands of the president, who is usually a minister of the Gospel, and, as he more often owes his position to general excellence of character and administrative faculty than to any speculative gifts or propensities, it usually follows that 'safeness' becomes the main characteristic of his tuition; that his classes are edified rather than awakened, and leave college with the generous youthful impulse, to reflect on the world and our position in it, rather dampened and discouraged than stimulated by the lifeless discussions and flabby formulas they have had to commit to memory....
"Let it not be supposed that we are prejudging the question whether the final results of speculation will be friendly or hostile to the formulas of Christian thought. All we contend for is that we, like the Greeks and the Germans, should now attack things as if there were no official answer preoccupying the field. At present we are bribed beforehand by our reverence or dislike for the official answer; and the free-thinking tendency which the 'Popular Science Monthly,' for example, represents, is condemned to an even more dismal shallowness than the spiritualistic systems of our text-books of 'Mental Science.' We work with one eye on our problem, and with the other on the consequences to our enemy or to our lawgiver, as the case may be; the result in both cases is mediocrity.
"If the best use of our colleges is to give young men a wider openness of mind and a more flexible way of thinking than special technical training can generate, then we hold that philosophy (taken in the broad sense in which our correspondent uses the word) is the most important of all college studies. However skeptical one may be of the attainment of universal truths (and to make our position more emphatic, we are willing here to concede the extreme Positivistic position), one can never deny that philosophic study means the habit of always seeing an alternative, of not taking the usual for granted, of making conventionalities fluid again, of imagining foreign states of mind. In a word, it means the possession of mental perspective. Touchstone's question, 'Hast any philosophy in thee, shepherd?' will never cease to be one of the tests of a wellborn nature. It says, Is there space and air in your mind, or must your companions gasp for breath whenever they talk with you? And if our colleges are to make men, and not machines, they should look, above all things, to this aspect of their influence.... "As for philosophy, technically so called, or the reflection of man on his relations with the universe, its educational essence lies in the quickening of the spirit to its _problems_. What doctrines students take from their teachers are of little consequence provided they catch from them the living, philosophic attitude of mind, the independent, personal look at all the data of life, and the eagerness to harmonize them....
"In short, philosophy, like Molière, claims her own where she finds it. She finds much of it today in physics and natural history, and must and will educate herself accordingly.... Meanwhile, when we find announced that the students in Harvard College next year may study any or all of the following works under the guidance of different professors,--Locke's 'Essay,' Kant's 'Kritik,' Schopenhauer and Hartmann, Hodgson's 'Theory of Practice,' and Spencer's 'Psychology,'--we need not complain of universal academic stagnation, even today."
Text from Project Gutenberg, public domain in the United States.