The Life of Reason: The Phases of Human ProgressSantayana, George
Philosophy
The Life of Reason: The Phases of Human Progress
Santayana, George
Philosophy
At the same time there are insuperable difficulties in proposing any
substitute for the family. In the first place, all society at present
rests on this institution, so that we cannot easily discern which of our
habits and sentiments are parcels of it, and which are attached to it
adventitiously and have an independent basis. A reformer hewing so near
to the tree’s root never knows how much he may be felling. Possibly his
own ideal would lose its secret support if what it condemns had wholly
disappeared. For instance, it is conceivable that a communist,
abolishing the family in order to make opportunities equal and remove
the more cruel injustices of fortune, might be drying up that milk of
human kindness which had fed his own enthusiasm; for the foundlings
which he decreed were to people the earth might at once disown all
socialism and prove a brood of inhuman egoists. Or, as not wholly
contemptible theories have maintained, it might happen that if fathers
were relieved of care for their children and children of all paternal
suasion, human virtue would lose its two chief stays.
[Sidenote: Possibility of substitutes.]
On the other hand, an opposite danger is present in this sort of
speculation. Things now associated with the family may not depend upon
it, but might flourish equally well in a different soil. The family
being the earliest and closest society into which men enter, it assumes
the primary functions which all society can exercise. Possibly if any
other institution had been first in the field it might have had a
comparable moral influence. One of the great lessons, for example, which
society has to teach its members is that society exists. The child, like
the animal, is a colossal egoist, not from a want of sensibility, but
through his deep transcendental isolation. The mind is naturally its own
world and its solipsism needs to be broken down by social influence. The
child must learn to sympathise intelligently, to be considerate, rather
than instinctively to love and hate: his imagination must become
cognitive and dramatically just, instead of remaining, as it naturally
is, sensitively, selfishly fanciful.
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