The Reason Why—Setting An Incalculable Force In Motion

Poverty Bay Herald, Volume LXIII, Issue 19130, 26 September 1936, Page 10

The Reason Why—Setting An Incalculable Force In Motion

"THE woman —it is more often a woman than a man —who says, 'l'll know the reason why," never fails to got deep satisfaction out, of this determination. What she never gets is the reason for the action, or lack of action, that has aroused her wrath," writes W.C.8., in the. Birnt ingham Post.

"It in a dire threat and nothing more, but she feels a great deal better after uttering it. She never expects a satisfactory explanation, and she would lie desperately disappointed it .die got it," adds the writer in the Birmingham Post. "The angry woman who lets off steam in this'tremendous language is asking, in ninety-nine cases out of a hundred, for what it is morally impossible for her to get. She takes it for granted not only that there is a reason for everything that is done or left undone, but that the reason can be promptly given on demand. So, without being aware of if, she is a philosopher even in her fiercest mood: she declares her belief in logic as the rule by which all mankind lives and acts. "Why, Indeed?"

"When, however, someone does ask 'Why'." and insists upon an answer, he has set an incalculable force in motion. This is the beginning of all inventions and discoveries. It heralds the break-up of customs; it inaugurates social, political, religious revolutions. 'Why should we go on doing this?' may get the answer, 'Because our fathers did it,' but. it may suggesi • Why, indeed." and then the world begins'to move. The situation has been changed for ever. "'Why." operates on a small as well as a large scale. It is the beginning of self-education, the only true education. The old-fashioned idea thai •Why." is the prerogative of the teacher has happily passed away. Every true teacher welcomes the question from his pupils. The Vital Point

"He may not always be able to answer the question, or he may judiciously refuse to answer it, preferring to set his pupils, in their own interests, the task ,of finding the answer for themselves. Whether they succeed or not. is a matter of secondary importance. What is vital is that they should demand a reason for everything. It is a sign that they are, on the way to a true philosophy of the universe which will give them a true philosophy of life."