time of his first success, the public impression of Shaw’s philosophy.
Now it is an irritating and pathetic thing that the three most popular phrases about Shaw are false. Modern criticism, like all weak things, is overloaded with words. In a healthy condition of language a man finds it very difficult to say the right thing, but at last says it. In this empire of journalese a man finds it so very easy to say the wrong thing that he never thinks of saying anything else. False or meaningless phrases lie so ready to his hand that it is easier to use them than not to use them. These wrong terms picked up through idleness are retained through habit, and so the man has begun to think wrong almost before he has begun to think at all. Such lumbering logomachy is always injurious and oppressive to men of spirit, imagination or intellectual honour, and it has dealt very recklessly and wrongly with Bernard Shaw. He has contrived to get about three newspaper phrases tied to his tail; and those newspaper phrases are all and separately wrong. The three superstitions about him, it will be conceded, are generally these: first that he desires “problem plays,” second that he is “paradoxical,” and third that in his dramas as elsewhere he is specially “a Socialist.” And the interesting thing is that when we come to his philosophy, all these three phrases are quite peculiarly inapplicable.
To take the plays first, there is a general disposition to describe that type of intimate or defiant drama which he approves as “the problem play.” Now the serious modern play is, as a rule, the very reverse of a problem play; for there can be no problem unless both points of view are equally and urgently presented. Hamlet really is a problem play because at the end of it one is really in doubt as to whether upon the author’s showing Hamlet is something more than a man or something less. Henry IV and Henry V are really problem plays; in this sense, that the reader or spectator is really doubtful whether the high but harsh efficiency, valour, and ambition of Henry V are an improvement on his old blackguard camaraderie; and whether he was not a better man when he was a thief. This hearty and healthy doubt is very common in Shakespeare; I mean a doubt that exists in the writer as well as in the reader. But Bernard Shaw is far too much of a Puritan to tolerate such doubts about points which he counts essential. There is no sort of doubt that the young lady in Arms and the Man is improved by losing her ideals. There is no sort of doubt that Captain Brassbound is improved by giving up the object of his life. But a better case can be found in something that both dramatists have been concerned with; Shaw wrote Cæsar and Cleopatra; Shakespeare wrote Antony and Cleopatra and also Julius Cæsar. And exactly what annoys Bernard Shaw about Shakespeare’s version is this: that Shakespeare has an open mind or, in other words, that Shakespeare has really written a problem play. Shakespeare sees quite as clearly as Shaw that Brutus is unpractical and ineffectual; but he also sees, what is quite as plain and practical a fact, that these ineffectual men do capture the hearts and influence the policies of mankind. Shaw would have nothing said in favour of Brutus; because Brutus is on the wrong side in politics. Of the actual problem of public and private morality, as it was presented to Brutus, he takes actually no notice at all. He can write the most energetic and outspoken of propaganda plays; but he cannot rise to a problem play. He cannot really divide his mind and let the two parts speak independently to each other. He has never, so to speak, actually split his head in two; though I daresay there are many other people who are willing to do it for him.
Sometimes, especially in his later plays, he allows his clear conviction to spoil even his admirable dialogue, making one side entirely weak, as in an Evangelical tract. I do not know whether in Major Barbara the young Greek professor was supposed to be a fool. As popular tradition (which I trust more than anything else) declared that he is drawn from a real Professor of my acquaintance, who is anything but a fool, I should imagine not. But in that case I am all the more mystified by the incredibly weak fight which he makes in the play in answer to the elephantine sophistries of Undershaft. It is really a disgraceful case, and almost the only case in Shaw of there being no fair fight between the two sides. For instance, the Professor mentions pity. Mr. Undershaft says with melodramatic scorn, “Pity! the scavenger of the Universe!” Now if any gentleman had said this to me, I should have replied, “If I permit you to escape from the point by means of metaphors, will you tell me whether you disapprove of scavengers?” Instead of this obvious retort, the miserable Greek professor only says, “Well then, love,” to which Undershaft replies with unnecessary violence that he won’t have the Greek professor’s love, to which the obvious answer of course would be, “How the deuce can you prevent my loving you if I choose to do so?” Instead of this, as far as I remember, that abject Hellenist says nothing at all. I only mention this unfair dialogue, because it marks, I think, the recent hardening, for good or evil, of Shaw out of a dramatist into a mere philosopher, and whoever hardens into a philosopher may be hardening into a fanatic.
And just as there is nothing really problematic in Shaw’s mind, so there is nothing really paradoxical. The meaning of the word paradoxical may indeed be made the subject of argument. In Greek, of course, it simply means something which is against the received opinion; in that sense a missionary remonstrating with South Sea cannibals is paradoxical. But in the much more important world, where words are used and altered in the using, paradox does not mean merely this: it means at least something of which the antinomy or apparent inconsistency is sufficiently plain in the words used, and most commonly of all it means an idea expressed in a form which is verbally contradictory. Thus, for instance, the great saying, “He that shall lose his life, the same shall save it,” is an example of what modern people mean by a paradox. If any learned person should read this book (which seems immeasurably improbable) he can content himself with putting it this way, that the moderns mistakenly say paradox when they should say oxymoron. Ultimately, in any case, it may be agreed that we commonly mean by a paradox some kind of collision between what is seemingly and what is really true.
Now if by paradox we mean truth inherent in a contradiction, as in the saying of Christ that I have quoted, it is a very curious fact that Bernard Shaw is almost entirely without paradox. Moreover, he cannot even understand a paradox. And more than this, paradox is about the only thing in the world that he does not understand. All his splendid vistas and startling suggestions arise from carrying some one clear principle further than it has yet been carried. His madness is all consistency, not inconsistency. As the point can hardly be made clear without examples, let us take one example, the subject of education. Shaw has been all his life preaching to grownup people the profound truth that liberty and responsibility go together; that the reason why freedom is so often easily withheld, is simply that it is a terrible nuisance. This is true, though not the whole truth, of citizens; and so when Shaw comes to children he can only apply to them the same principle that he has already applied to citizens. He begins to play with the Herbert Spencer idea of teaching children by experience; perhaps the most fatuously silly idea that was ever gravely put down in print. On that there is no need to dwell; one has only to ask how the experimental method is to be applied to a precipice; and the theory no longer exists. But Shaw effected a further development, if possible more fantastic. He said that one should never tell a child anything without letting him hear the opposite opinion. That is to say, when you tell Tommy not to hit his sick sister on the temple, you must make sure of the presence of some Nietzscheite professor, who will explain to him that such a course might possibly serve to eliminate the unfit. When you are in the act of telling Susan not to drink out of the bottle labelled “poison,” you must telegraph for a Christian Scientist, who will be ready to maintain that without her own consent it cannot do her any harm. What would happen to a child brought up on Shaw’s principle I cannot conceive; I should think he would commit suicide in his bath. But that is not here the question. The point is that this proposition seems quite sufficiently wild and startling to ensure that its author, if he escapes Hanwell, would reach the front rank of journalists, demagogues, or public entertainers. It is a perfect paradox, if a paradox only means something that makes one jump. But it is not a paradox at all in the sense of a contradiction. It is not a contradiction, but an enormous and outrageous consistency, the one principle of free thought carried to a point to which no other sane man would consent to carry it. Exactly what Shaw does not understand is the paradox; the unavoidable paradox of childhood. Although this child is much better than I, yet I must teach it. Although this being has much purer passions than I, yet I must control it. Although Tommy is quite right to rush towards a precipice, yet he must be stood in the corner for doing it. This contradiction is the only possible condition of having to do