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For instance: Gibbon selects the period between the accession of Trajan and the death of Marcus Aurelius as the time in which the human race enjoyed more general happiness than they had ever known before, or had since known. Yet, says Mr. Froude, in the midst of this prosperity the heart of the empire was dying out of it; luxury and selfishness were eating away the principle that held society together, and the ancient world was on the point of collapsing into a heap of incoherent sand. Now, it is impossible to conceive that the catastrophe which did happen to that civilization could have happened if the world had then possessed the steam-engine, the printing-press, and the electric telegraph. The Roman power might have gone down, and the face of the world been recast; but such universal chaos and such a relapse for the individual people would seem impossible.

If we turn from these general considerations to the evidences that this is an “era of progress” in the condition of individual men, we are met by more specific denials. Granted, it is said, all your facilities for travel and communication, for cheap and easy manufacture, for the distribution of cheap literature and news, your cheap education, better homes, and all the comforts and luxuries of your machine civilization, is the average man, the agriculturist, the machinist, the laborer any better for it all? Are there more purity, more honest, fair dealing, genuine work, fear and honor of God? Are the proceeds of labor more evenly distributed? These, it is said, are the criteria of progress; all else is misleading.

Now, it is true that the ultimate end of any system of government or civilization should be the improvement of the individual man. And yet this truth, as Mr. Froude puts it, is only a half-truth, so that this single test of any system may not do for a given time and a limited area. Other and wider considerations come in. Disturbances, which for a while unsettle society and do not bring good results to individuals, may, nevertheless, be necessary, and may be a sign of progress. Take the favorite illustration of Mr. Froude and Mr. Ruskin–the condition of the agricultural laborer of England. If I understand them, the civilization of the last century has not helped his position as a man. If I understand them, he was a better man, in a better condition of earthly happiness, and with a better chance of heaven, fifty years ago than now, before the “era of progress” found him out. (It ought to be noticed here, that the report of the Parliamentary Commission on the condition of the English agricultural laborer does not sustain Mr. Froude’s assumptions. On the contrary, the report shows that his condition is in almost all respects vastly better than it was fifty years ago.) Mr. Ruskin would remove the steam-engine and all its devilish works from his vicinity; he would abolish factories, speedy travel by rail, new-fangled instruments of agriculture, our patent education, and remit him to his ancient condition–tied for life to a bit of ground, which should supply all his simple wants; his wife should weave the clothes for the family; his children should learn nothing but the catechism and to speak the truth; he should take his religion without question from the hearty, fox-hunting parson, and live and die undisturbed by ideas. Now, it seems to me that if Mr. Ruskin could realize in some isolated nation this idea of a pastoral, simple existence, under a paternal government, he would have in time an ignorant, stupid, brutal community in a great deal worse case than the agricultural laborers of England are at present. Three-fourths of the crime in the kingdom of Bavaria is committed in the Ultramontane region of the Tyrol, where the conditions of popular education are about those that Mr. Ruskin seems to regret as swept away by the present movement in England–a stagnant state of things, in which any wind of heaven would be a blessing, even if it were a tornado. Education of the modern sort unsettles the peasant, renders him unfit for labor, and gives us a half-educated idler in place of a conscientious workman. The disuse of the apprentice system is not made good by the present system of education, because no one learns a trade well, and the consequence is poor work, and a sham civilization generally. There is some truth in these complaints. But the way out is not backward, but forward. The fault is not with education, though it may be with the kind of education. The education must go forward; the man must not be half but wholly educated. It is only half-knowledge like half-training in a trade that is dangerous.