Page:War and Other Essays.djvu/33

From Wikisource
Jump to navigation Jump to search
This page has been proofread, but needs to be validated.
xxii
INTRODUCTION

where the latter was rambling and disordered he looked for turgidity of thought. His own clarity and epigrammatic expression were probably a reflection of his own nature, for he spoke simply and vigorously, using homely phrases that stuck in the mind — he certainly got so that he thought in a way corresponding to the graphical, forceful phraseology. But as qualities of style he also recognized and cultivated brevity and curt precision; in his collections are several envelopes filled with slips of paper, such as he used to carry about in his pocket for jotting, covered with tersely expressed thought on a variety of topics. His original sketch of an essay or part of a book, at least in his latter years, was likely to contain strings of short sentences, which he then pieced together to some extent in his many re-writings. The volleys of short sentences in some of his writings — especially those originally in lecture-form — are unquestionably a literary defect, however much the avoidance of involution may conduce to clearness. He grew ever more impatient of verbosity in writing and of vagueness in thought.

Some have said that Sumner's clarity was due to the fact that he never saw but one side to a question, and therefore was not bothered by the need of hedging and shading. It certainly conduces to clarity to see an issue in that way; but it would not be fair to one who has stood to so many as a champion and exponent of fairness to let this offhand version go unchallenged. The Commencement orator of 1909, when Sumner received the Yale doctorate of laws, said: "Like all great teachers and real leaders of men, he is intensely dogmatic; but his dogmas are not the result of narrowness or prejudice; they come from prolonged study and profound thought." This sentence contains, implicitly at least, the rationale of Sumner's dogmatism. He was always teaching the elements of social science to beginners, whether they sat in his classes or not; and in the teaching of the elements dogmatism is necessary. Any teacher who knows his business is aware that some well-defined standpoint must be gained before the balancing of theories can be profitably begun.