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Today, more than ever, the materialism | 0:00:03 | 0:00:06 | |
and greed of modern society are in question. | 0:00:06 | 0:00:10 | |
With capitalism in crisis, we are searching for a different way | 0:00:10 | 0:00:14 | |
to control the drive for riches and the inequalities of society. | 0:00:14 | 0:00:18 | |
Similar questions arose in the 18th century | 0:00:18 | 0:00:21 | |
when a society based on exchange and material wealth first evolved. | 0:00:21 | 0:00:26 | |
This new era of material values provoked critical questions. | 0:00:26 | 0:00:31 | |
What really motivates human beings, what makes us happy | 0:00:31 | 0:00:35 | |
and what fundamental rights do we possess, | 0:00:35 | 0:00:38 | |
and at the centre of all those debates stood one man, | 0:00:38 | 0:00:42 | |
an Ulster-born philosopher who helped shape the modern world. | 0:00:42 | 0:00:46 | |
In this film, I'll investigate how his ideas have helped shape | 0:00:49 | 0:00:53 | |
the United States of America. | 0:00:53 | 0:00:56 | |
I'll find out how his words have been used worldwide | 0:00:56 | 0:01:00 | |
in the fight for liberty. | 0:01:00 | 0:01:02 | |
And back in Ireland, | 0:01:02 | 0:01:03 | |
I'll uncover his influence on early revolutionary movements. | 0:01:03 | 0:01:08 | |
Now there are just faded gravestones in this Dublin park, | 0:01:09 | 0:01:13 | |
but it's believed that there's a visionary buried here. | 0:01:13 | 0:01:17 | |
Someone whose ideas helped shape the modern world. Francis Hutcheson. | 0:01:17 | 0:01:22 | |
Today, we take it for granted that we are all born equal | 0:01:22 | 0:01:26 | |
and that we have fundamental human rights. | 0:01:26 | 0:01:29 | |
But 300 years ago, those ideas had to be fought for. | 0:01:29 | 0:01:33 | |
And Hutcheson was right at the centre of the battle. | 0:01:33 | 0:01:36 | |
Francis Hutcheson, I think, is a figure whose influence | 0:01:36 | 0:01:40 | |
upon the modern world is much underappreciated. | 0:01:40 | 0:01:45 | |
Hutcheson's influence has been seismic. | 0:01:45 | 0:01:48 | |
He is undoubtedly one of those great thinkers who has been lost | 0:01:48 | 0:01:51 | |
and should be recovered and there should be more study of his work, there's no question about that. | 0:01:51 | 0:01:57 | |
Today, with great upheavals around the world, we'll reveal how | 0:01:59 | 0:02:05 | |
Francis Hutcheson's ideas are as relevant as they have ever been. | 0:02:05 | 0:02:09 | |
And at a time of economic crisis, fractured communities | 0:02:09 | 0:02:14 | |
and deep unhappiness, we will see how the ideas of Francis Hutcheson | 0:02:14 | 0:02:18 | |
300 years after his death can shed light on our modern problems. | 0:02:18 | 0:02:24 | |
In the 1600s, civil war and rebellion swept through | 0:02:35 | 0:02:39 | |
the British Isles, with Protestants establishing their dominance. | 0:02:39 | 0:02:44 | |
Ireland at the end of the 17th century had been | 0:02:45 | 0:02:49 | |
devastated by decades of religious conflict. | 0:02:49 | 0:02:52 | |
The basic realities of Irish life were sectarian hatred, | 0:02:52 | 0:02:57 | |
economic crisis and colonial subordination to England. | 0:02:57 | 0:03:03 | |
This is the world Francis Hutcheson was born into | 0:03:03 | 0:03:06 | |
here in Saintfield, County Down. | 0:03:06 | 0:03:10 | |
Francis Hutcheson came from a line of Scottish Presbyterian ministers. | 0:03:11 | 0:03:17 | |
His grandfather had come to Ulster to minister to Scots settlers, | 0:03:17 | 0:03:20 | |
preaching at a church in Saintfield. Francis' father, John Hutcheson, | 0:03:20 | 0:03:26 | |
also became a minister in County Down. | 0:03:26 | 0:03:30 | |
I think John Hutcheson was a reasonably strict | 0:03:30 | 0:03:33 | |
and Orthodox Presbyterian minister. | 0:03:33 | 0:03:35 | |
He was deeply committed to his faith, I think, that's very clear. | 0:03:35 | 0:03:40 | |
And that's something which I think the young Francis embowered, | 0:03:40 | 0:03:43 | |
is a commitment to religious thought, as such. | 0:03:43 | 0:03:46 | |
At this time, | 0:03:48 | 0:03:50 | |
Presbyterian ministers in Ireland preached the doctrines of Calvinism. | 0:03:50 | 0:03:54 | |
The doctrines of Calvinism strike most of us today | 0:03:56 | 0:04:00 | |
as unbearably harsh and depressing. | 0:04:00 | 0:04:03 | |
Everyone of us is fallen, worthless in the eyes of the Lord. | 0:04:03 | 0:04:08 | |
God is absolute sovereign and God alone decides which of us | 0:04:08 | 0:04:12 | |
will be saved and which of us will be damned. | 0:04:12 | 0:04:15 | |
And, what's more, he's decided all of this before we were even born. | 0:04:15 | 0:04:20 | |
So however virtuous your actions, however blameless your life, | 0:04:20 | 0:04:25 | |
you might still end up facing eternal punishment. | 0:04:25 | 0:04:28 | |
Although Presbyterians did attend church in certain areas, | 0:04:30 | 0:04:34 | |
it was technically illegal for them to worship because at the beginning | 0:04:34 | 0:04:39 | |
of the 18th century, the Anglican Church of Ireland had firm control, | 0:04:39 | 0:04:44 | |
stamping down on both Catholics and dissenters like Presbyterians. | 0:04:44 | 0:04:49 | |
Francis was born in an age of religious intolerance, | 0:04:52 | 0:04:55 | |
an age when all power is concentrated in a single | 0:04:55 | 0:04:58 | |
established church, which excluded people like Francis and his family. | 0:04:58 | 0:05:03 | |
Not only that, but his own Presbyterian Church with its strict Calvinist creed | 0:05:03 | 0:05:08 | |
really stamped on any sign of independent thought. | 0:05:08 | 0:05:12 | |
So our modern notions of liberty, equality and democracy | 0:05:12 | 0:05:18 | |
are a million miles away from the world in which Francis grew up. | 0:05:18 | 0:05:22 | |
Aged eight years old, | 0:05:24 | 0:05:25 | |
Francis attended a small school in Saintfield. | 0:05:25 | 0:05:29 | |
As well as a father and grandfather who were Presbyterian ministers, | 0:05:31 | 0:05:35 | |
he had an elder brother who was not as academically gifted as Francis. | 0:05:35 | 0:05:41 | |
# When you were young, you were the king of carrot flowers | 0:05:41 | 0:05:46 | |
# And how you built a tower tumbling through the trees. # | 0:05:46 | 0:05:52 | |
Francis was a gifted child and so his grandfather adored him, | 0:05:52 | 0:05:56 | |
rather overlooking his elder brother, Hans. | 0:05:56 | 0:05:59 | |
Francis was deeply pained by this favouritism | 0:05:59 | 0:06:02 | |
and he did everything he could think of | 0:06:02 | 0:06:04 | |
to try and make sure that the two brothers received equal treatment. | 0:06:04 | 0:06:08 | |
So even at this early age, | 0:06:08 | 0:06:10 | |
Francis' belief in equality was beginning to show. | 0:06:10 | 0:06:14 | |
When Francis' grandfather died, | 0:06:19 | 0:06:21 | |
he left money for his favourite grandchild's education. | 0:06:21 | 0:06:24 | |
Back then, the only university in Ireland was Trinity College Dublin. | 0:06:24 | 0:06:28 | |
But being under the control of the established church, | 0:06:28 | 0:06:32 | |
Trinity refused to admit Presbyterian students. | 0:06:32 | 0:06:36 | |
Instead, Francis had to be sent to university in Scotland. | 0:06:36 | 0:06:40 | |
To prepare for this, | 0:06:40 | 0:06:42 | |
he attended a Presbyterian Academy at Killala, County Down. | 0:06:42 | 0:06:45 | |
To find out about the demanding education Hutcheson received, | 0:06:47 | 0:06:50 | |
I've come to see the only remaining artefact | 0:06:50 | 0:06:53 | |
from Francis' early 18th-century school. | 0:06:53 | 0:06:56 | |
So this looks like a very interesting document, | 0:06:59 | 0:07:01 | |
but what exactly is it? | 0:07:01 | 0:07:03 | |
Well, it is a unique record about the Killala Academy. | 0:07:03 | 0:07:06 | |
It's the student notebook of John King, | 0:07:06 | 0:07:08 | |
who was a student there for two years, from 1710 to 1712. | 0:07:08 | 0:07:12 | |
And that's the immediate two years after Francis Hutcheson's left. | 0:07:12 | 0:07:16 | |
We can be pretty sure, 99%, the notes in here are the notes Hutcheson would also have taken. | 0:07:16 | 0:07:20 | |
It's the same course, exactly the same time, | 0:07:20 | 0:07:23 | |
exactly the same subjects. | 0:07:23 | 0:07:25 | |
Now this academy was actually illegal, wasn't it? | 0:07:25 | 0:07:29 | |
In the eyes of the law, yes, but in County Down, there were so many Presbyterians, they got away with it. | 0:07:29 | 0:07:35 | |
The Presbyterians were always able to organise their own communities | 0:07:35 | 0:07:39 | |
where they were strong and where they were the dominant group, | 0:07:39 | 0:07:43 | |
-they could basically do as they pleased. -What was the attitude of the establishment to that? | 0:07:43 | 0:07:49 | |
The establishment hated these academies. | 0:07:49 | 0:07:52 | |
They are illegal and they would rant about why the government weren't doing something about them. | 0:07:52 | 0:07:57 | |
What's the importance of this for Francis Hutcheson? | 0:07:57 | 0:08:00 | |
This gives us an indication of how it worked for them. | 0:08:00 | 0:08:05 | |
The logic, main points, sub points, some points of the sub points, | 0:08:05 | 0:08:09 | |
they went through from this to learning Scripture | 0:08:09 | 0:08:12 | |
and theology and then very often the sermons reflected this approach. | 0:08:12 | 0:08:17 | |
You could have a one-hour sermon with one main point with five sub points | 0:08:17 | 0:08:20 | |
and three sub points of each of the five sub points. | 0:08:20 | 0:08:23 | |
It's kind of dry, logical and methodical. | 0:08:23 | 0:08:26 | |
That's the style in the early 18th century. | 0:08:26 | 0:08:29 | |
-That doesn't sound much like Francis Hutcheson. -He kicked against this. | 0:08:29 | 0:08:33 | |
He kicked against this over-organisation and the dogmatism of the theology, | 0:08:33 | 0:08:39 | |
particularly things like the universal sin | 0:08:39 | 0:08:42 | |
and the idea there is absolutely nothing good in any human being. | 0:08:42 | 0:08:46 | |
He did not accept that. And got into trouble for that. | 0:08:46 | 0:08:49 | |
Francis' hard work at school | 0:08:51 | 0:08:53 | |
enabled him to enter Glasgow University at the age of 17. | 0:08:53 | 0:08:57 | |
In Scotland, unlike Ireland, | 0:08:57 | 0:08:58 | |
Presbyterianism was the established religion, | 0:08:58 | 0:09:01 | |
but the Church was dominated by hardliners who were intolerant | 0:09:01 | 0:09:05 | |
of other faiths and resented government interference. | 0:09:05 | 0:09:10 | |
Just over a decade earlier, | 0:09:10 | 0:09:13 | |
a student had been hanged in Scotland for mocking the Scriptures. | 0:09:13 | 0:09:17 | |
It was a warning to students and lecturers | 0:09:17 | 0:09:19 | |
that they had to tread carefully. | 0:09:19 | 0:09:22 | |
When Hutcheson arrived in Glasgow, as a student, he was taught | 0:09:22 | 0:09:28 | |
by a newly appointed professor, | 0:09:28 | 0:09:31 | |
John Simpson, who was the professor of theology. | 0:09:31 | 0:09:34 | |
The thing about John Simpson | 0:09:34 | 0:09:36 | |
was that he was the most famous of the Presbyterian moderates. | 0:09:36 | 0:09:41 | |
He really did believe in toleration, he did believe in reason, | 0:09:41 | 0:09:45 | |
he did believe in that church and state should be able to coexist. | 0:09:45 | 0:09:50 | |
The trouble was he loved a fight. | 0:09:50 | 0:09:52 | |
Hutcheson's radical teacher eventually lost his job. | 0:09:54 | 0:09:58 | |
But Francis had already been exposed to new ideas. | 0:09:58 | 0:10:02 | |
After graduating, he returned to fresh challenges in Ireland. | 0:10:02 | 0:10:07 | |
Now a grown man, Hutcheson had great magnetism. | 0:10:07 | 0:10:12 | |
He was described as "A man of fair and somewhat florid complexion. | 0:10:12 | 0:10:17 | |
"His forehead is remarkably capacious. | 0:10:17 | 0:10:20 | |
"His eyebrows, lips and dark blue eyes peculiar expressive | 0:10:20 | 0:10:24 | |
"and every feature of his countenance | 0:10:24 | 0:10:27 | |
"indicative of good temper and intelligence." | 0:10:27 | 0:10:31 | |
I think that, first and foremost, he was a tolerant individual, | 0:10:31 | 0:10:35 | |
by which I don't merely mean that he was willing to put up | 0:10:35 | 0:10:38 | |
with people's vagaries and their idiosyncrasies. | 0:10:38 | 0:10:41 | |
I think he was genuinely curious about the variety of human life. | 0:10:41 | 0:10:46 | |
In his writings, he's regularly talking about | 0:10:46 | 0:10:50 | |
the common reader, the common person. | 0:10:50 | 0:10:52 | |
He describes how moral philosophers often have less insight | 0:10:52 | 0:10:56 | |
than the beggar on the street. | 0:10:56 | 0:10:59 | |
But Hutcheson's temper was to be tested by the Presbyterian community, | 0:11:03 | 0:11:08 | |
where there was considerable infighting. | 0:11:08 | 0:11:10 | |
Ministers and congregations now divided into two camps. | 0:11:13 | 0:11:17 | |
As the more traditional, or Old Light Presbyterians, | 0:11:17 | 0:11:21 | |
denounced those they called New Light. | 0:11:21 | 0:11:24 | |
What was new about the New Light | 0:11:24 | 0:11:26 | |
was that they emphasised the human capacity for goodness. | 0:11:26 | 0:11:30 | |
They also defended the right of individuals | 0:11:30 | 0:11:33 | |
to interpret the Bible for themselves. | 0:11:33 | 0:11:35 | |
Neither church nor state, they believed, | 0:11:35 | 0:11:38 | |
had the authority to dictate your religious beliefs. | 0:11:38 | 0:11:43 | |
For Hutcheson, the conflict became very personal. | 0:11:46 | 0:11:50 | |
His father was an Old Light Presbyterian | 0:11:50 | 0:11:53 | |
but Francis, having been exposed to many new ideas at university, was a New Light. | 0:11:53 | 0:11:59 | |
The Hutchesons were divided. | 0:12:00 | 0:12:03 | |
On his return from Scotland, Francis, now licensed as a minister, | 0:12:03 | 0:12:08 | |
deputised for his father one Sunday at Armagh. | 0:12:08 | 0:12:12 | |
But a member of the congregation complained of his liberal interpretation of the Gospel, | 0:12:12 | 0:12:18 | |
telling his father, "Your silly loon Frank has fashed all the congregation with his idle cackle. | 0:12:18 | 0:12:24 | |
"For he's been babbling this hour about the good | 0:12:24 | 0:12:27 | |
"and benevolent God and that the souls of the heathen themselves | 0:12:27 | 0:12:31 | |
"go to heaven if they follow their own consciences. | 0:12:31 | 0:12:34 | |
"Not a word does the daft boy ken or say about the good old comfortable doctrines o' election, | 0:12:34 | 0:12:39 | |
"reprobation, original sin and faith." | 0:12:39 | 0:12:42 | |
Ascribe to the Lord, O mighty ones, ascribe to the Lord, | 0:12:44 | 0:12:48 | |
glory and strength. | 0:12:48 | 0:12:50 | |
The Reverend Tony Davidson is a successor to Francis' father | 0:12:50 | 0:12:54 | |
at Armagh First Presbyterian Church. | 0:12:54 | 0:12:57 | |
-CONGREGATION: -The voice of the Lord is powerful. The voice of the Lord is majestic. | 0:12:57 | 0:13:02 | |
Francis came here to preach as a young man and he went down like a lead balloon. | 0:13:02 | 0:13:07 | |
-Why was that? -Well, he came from a different place from his dad. | 0:13:07 | 0:13:12 | |
His dad was a rigid Calvinist, | 0:13:12 | 0:13:14 | |
brought up with that sort of education, and that's what the people wanted. | 0:13:14 | 0:13:20 | |
Whereas he had had a different education in Glasgow. | 0:13:20 | 0:13:23 | |
He was one of the New Light, became a founder of it. | 0:13:23 | 0:13:26 | |
And came and preached and, of course, not everybody appreciated it. | 0:13:26 | 0:13:31 | |
What was the reaction of the congregation to Francis? | 0:13:31 | 0:13:35 | |
Three people liked it. They stayed. The rest of the congregation left. | 0:13:35 | 0:13:41 | |
They felt that if they didn't agree with the man, | 0:13:41 | 0:13:43 | |
even if he was a college kid and he got his degree, they walked out. | 0:13:43 | 0:13:47 | |
They were used to certain words and he didn't use those particular words. | 0:13:47 | 0:13:52 | |
It didn't trigger the usual response and so they walked out. | 0:13:52 | 0:13:58 | |
This conflict must have produced an awkward family situation? | 0:13:58 | 0:14:03 | |
It's fascinating, isn't it? And that's why the story is so powerful. | 0:14:03 | 0:14:07 | |
Here you have a father with one view and a son with the other. | 0:14:07 | 0:14:11 | |
And it makes for a fascinating story. | 0:14:11 | 0:14:13 | |
You wonder what on earth they said to each other afterwards. | 0:14:13 | 0:14:16 | |
What do you think the impact of his Armagh experience would have been | 0:14:16 | 0:14:20 | |
-on Francis? -He's only 24. He's just been licensed. | 0:14:20 | 0:14:26 | |
He hasn't probably preached a lot. | 0:14:26 | 0:14:29 | |
Any of us who have preached know that if everybody walks out and there's only three left, | 0:14:29 | 0:14:34 | |
you would wonder about going back and preaching there. Definitely. | 0:14:34 | 0:14:37 | |
You might think of a different direction, which is what, in fact, he did. | 0:14:37 | 0:14:41 | |
# You better run | 0:14:43 | 0:14:46 | |
# Yes, you better run. # | 0:14:47 | 0:14:49 | |
Francis was to give his father further concerns. | 0:14:49 | 0:14:54 | |
Deciding his future didn't lie in preaching, Francis moved to the bright lights of Dublin. | 0:14:54 | 0:15:00 | |
# You better run | 0:15:00 | 0:15:02 | |
# Yes, you better run to the city on the river | 0:15:02 | 0:15:07 | |
# Yeah, you better run | 0:15:07 | 0:15:08 | |
# You better run | 0:15:08 | 0:15:11 | |
# You better run to the city on the river... # | 0:15:11 | 0:15:14 | |
One of Hutcheson's complaints about previous philosophers | 0:15:14 | 0:15:18 | |
was that they were dour and morose. | 0:15:18 | 0:15:21 | |
By contrast, Hutcheson's private correspondence | 0:15:21 | 0:15:24 | |
reveals a very convivial and clubbable personality with a playful sense of humour. | 0:15:24 | 0:15:29 | |
As an overworked university professor, | 0:15:29 | 0:15:32 | |
he reminisced with his Irish friends about days spent sauntering through the bookshops of Dublin | 0:15:32 | 0:15:38 | |
and nights spent drinking into the small hours. | 0:15:38 | 0:15:42 | |
Hutcheson's charm became useful when he was hired to run a prominent academy for Presbyterian Dissenters. | 0:15:47 | 0:15:52 | |
It was a dangerous position to hold at a time | 0:15:54 | 0:15:57 | |
when Presbyterians were legally barred from public office. | 0:15:57 | 0:16:01 | |
So Hutcheson came to Dublin around 1720. | 0:16:01 | 0:16:04 | |
What was the world of Dublin Dissent like at that time? | 0:16:04 | 0:16:07 | |
The Dissenters in Dublin had long been banned from Trinity College | 0:16:07 | 0:16:11 | |
and were very anxious to get a university | 0:16:11 | 0:16:13 | |
so they could train their ministers. | 0:16:13 | 0:16:15 | |
And they heard of the great Francis Hutcheson's career in Glasgow | 0:16:15 | 0:16:20 | |
as a student and they invited him here about 1719 or 1720. | 0:16:20 | 0:16:26 | |
How hostile was the environment for somebody trying to set up | 0:16:26 | 0:16:30 | |
a dissenting academy? | 0:16:30 | 0:16:32 | |
It was a very risky thing for Hutcheson to do, | 0:16:32 | 0:16:35 | |
to come and open a school in the hostile environment. | 0:16:35 | 0:16:39 | |
There was every possibility that school would have been | 0:16:39 | 0:16:44 | |
closed down and Hutcheson prosecuted for attempting it. | 0:16:44 | 0:16:49 | |
But that didn't happen. | 0:16:49 | 0:16:50 | |
Some people say it didn't happen because Hutcheson became friendly with Archbishop William King, | 0:16:50 | 0:16:56 | |
the sort of main man of the established church | 0:16:56 | 0:17:00 | |
in Dublin at the time, who regarded Hutcheson as a great scholar. | 0:17:00 | 0:17:03 | |
In fact, they became friends. | 0:17:03 | 0:17:05 | |
And that protected him and the school from persecution. | 0:17:05 | 0:17:10 | |
But it was a sort of a close-run thing. | 0:17:10 | 0:17:12 | |
Of course, then his father became very concerned | 0:17:12 | 0:17:15 | |
when he heard how friendly Hutcheson had become with the Archbishop | 0:17:15 | 0:17:19 | |
and that the Archbishop had been offering bribes to Hutcheson, | 0:17:19 | 0:17:23 | |
or as they said great preferment, if he would change his religion. | 0:17:23 | 0:17:26 | |
Hutcheson had to write to his father, assuring him he would not be joining the established church. | 0:17:26 | 0:17:31 | |
Francis risked further danger by developing his own ideas | 0:17:35 | 0:17:40 | |
that could be considered heretical. | 0:17:40 | 0:17:42 | |
He tried to examine philosophical concepts, | 0:17:43 | 0:17:46 | |
in terms of the day-to-day ways we see things. | 0:17:46 | 0:17:50 | |
This is another radical departure from previous philosophers, | 0:17:50 | 0:17:54 | |
who ignored the role of human perception. | 0:17:54 | 0:17:57 | |
We think of psychology as a quintessentially modern preoccupation. | 0:18:08 | 0:18:12 | |
Countless magazines promise to unlock the secrets of human nature. | 0:18:12 | 0:18:18 | |
But there's nothing new in this. Three centuries ago, | 0:18:18 | 0:18:22 | |
Francis Hutcheson began to map out our complex emotional world. | 0:18:22 | 0:18:28 | |
He was one of the very first people to do this. | 0:18:28 | 0:18:31 | |
The 16th and 17th centuries saw huge developments in art and science. | 0:18:33 | 0:18:39 | |
Learning was encouraged by observation and experiment. | 0:18:39 | 0:18:43 | |
Philosophers began to ask questions about human nature. | 0:18:43 | 0:18:46 | |
According to 17th-century philosopher Thomas Hobbes, | 0:18:46 | 0:18:51 | |
a human being is a sophisticated organism, | 0:18:51 | 0:18:55 | |
all of whose functions can be explained like a machine. | 0:18:55 | 0:19:00 | |
Even the way we think can be understood as a basic physical process. | 0:19:00 | 0:19:05 | |
Hobbes really reduces all human behaviour to crude appetites | 0:19:06 | 0:19:11 | |
and desires, as basic as the need to eat. | 0:19:11 | 0:19:14 | |
It's all about maximising pleasure and avoiding pain. | 0:19:14 | 0:19:18 | |
Hobbes' world is an amoral world in which all human action | 0:19:19 | 0:19:23 | |
is rooted in self-interest. | 0:19:23 | 0:19:26 | |
And the inevitable result is that we come into competition | 0:19:26 | 0:19:30 | |
and therefore conflict with others. | 0:19:30 | 0:19:34 | |
Hobbes influenced Dutch philosopher Bernard Mandeville | 0:19:37 | 0:19:41 | |
who proposed how such a selfish society would work. | 0:19:41 | 0:19:47 | |
He described a bee colony that survives through the personal gain of each bee. | 0:19:47 | 0:19:51 | |
He thought that a working system for the public good only thrives | 0:19:52 | 0:19:56 | |
on the selfish actions of individuals. | 0:19:56 | 0:20:01 | |
Greed, he thought, is what drives society, as many people still believe today. | 0:20:01 | 0:20:06 | |
One of Hutcheson's main motivations was to distance himself | 0:20:06 | 0:20:11 | |
from what he saw as the selfish schools, the selfish school | 0:20:11 | 0:20:15 | |
of morality, which he associated with Hobbes and then with Mandeville. | 0:20:15 | 0:20:19 | |
He saw Hobbes as having reduced morality to self-interest. | 0:20:19 | 0:20:24 | |
We don't act in a moral way again because we want to act in a moral way | 0:20:24 | 0:20:27 | |
for its own sake, but because we think it will serve our interests. | 0:20:27 | 0:20:31 | |
Mandeville was perhaps more of a polemicist than Hobbes, | 0:20:31 | 0:20:35 | |
but they both argued positions that people find deeply antagonistic | 0:20:35 | 0:20:39 | |
and yet persuasive at the same time. | 0:20:39 | 0:20:42 | |
We have to find a way around them, which is not easy to do | 0:20:42 | 0:20:46 | |
in this period. It takes a lot of dexterity. | 0:20:46 | 0:20:48 | |
In Hutcheson's time, the long-established power structures | 0:20:53 | 0:20:56 | |
of monarchy and aristocracy were being challenged. | 0:20:56 | 0:21:00 | |
A new order was emerging where more power lay in exchange | 0:21:00 | 0:21:05 | |
and material wealth. | 0:21:05 | 0:21:07 | |
In a more consumerist and individualistic society, | 0:21:07 | 0:21:11 | |
the question of what motivates people was as timely as ever. | 0:21:11 | 0:21:15 | |
Horrified by Hobbes and Mandeville's bleak view of human nature, | 0:21:15 | 0:21:20 | |
Hutcheson set out to refute it. | 0:21:20 | 0:21:24 | |
He wanted to unravel what it is that allows us | 0:21:24 | 0:21:26 | |
to get on with the other people we come into contact with. | 0:21:26 | 0:21:31 | |
These issues of desire and morality were on his mind | 0:21:32 | 0:21:35 | |
when Francis fell in love. | 0:21:35 | 0:21:39 | |
Aged 30, he married Miss Mary Wilson from County Longford. | 0:21:40 | 0:21:45 | |
During their courtship, Francis was hard at work | 0:21:47 | 0:21:50 | |
on his first publication, his Inquiry Into Beauty And Virtue. | 0:21:50 | 0:21:55 | |
Here is one of the things he has to tell us. | 0:21:55 | 0:21:58 | |
"Love itself," he says, "is what gives beauty to the lover. | 0:21:58 | 0:22:04 | |
"And this is the strongest charm possible. | 0:22:04 | 0:22:07 | |
"The one that exerts the greatest power over us." | 0:22:07 | 0:22:12 | |
And the argument of the book is that morality works like beauty and love. | 0:22:12 | 0:22:18 | |
It's based not on reason, but on spontaneous feeling. | 0:22:18 | 0:22:23 | |
I think Hutcheson's marriage in the year of the writings | 0:22:23 | 0:22:27 | |
of the inquiry certainly may have shared some of his philosophical | 0:22:27 | 0:22:31 | |
thinking at that juncture where you fall in love with somebody | 0:22:31 | 0:22:35 | |
and then you have to sit down and work out why this might be so | 0:22:35 | 0:22:39 | |
and what their good qualities are. | 0:22:39 | 0:22:41 | |
You're taken in by somebody before you rationally commit to them. | 0:22:41 | 0:22:46 | |
In that sense, he set aside self-interest | 0:22:46 | 0:22:48 | |
and simply falls in love with who he's fallen in love with. | 0:22:48 | 0:22:52 | |
I think there is some parallel of his philosophical writings at this point | 0:22:52 | 0:22:55 | |
and his changing domestic circumstance. | 0:22:55 | 0:22:58 | |
The problem with the rational approach to morality is that - | 0:22:58 | 0:23:03 | |
I know what I ought to do, but there's nothing in me that makes me do it. | 0:23:03 | 0:23:08 | |
And the brilliant thing that Hutcheson did was to explain | 0:23:08 | 0:23:12 | |
why morality motivates. It motivates because it's a passion, | 0:23:12 | 0:23:15 | |
because it's a feeling, and we are animals, motivated by desires. | 0:23:15 | 0:23:21 | |
Morality is a kind of desire and that's why it moves us. | 0:23:21 | 0:23:24 | |
But if morality was a passion, a feeling, | 0:23:26 | 0:23:29 | |
the question remained for Hutcheson, how can we be objectively certain about what is good and evil? | 0:23:29 | 0:23:36 | |
He was engaged in a long-running quest for moral certainty. | 0:23:39 | 0:23:43 | |
That's to say, how is it that we can know that what we think | 0:23:43 | 0:23:47 | |
is right and wrong is really right and wrong and not just a matter of subjective opinion? | 0:23:47 | 0:23:52 | |
And his answer was to say that we had a moral sense, that is we had, | 0:23:52 | 0:23:57 | |
just like our other senses of seeing or hearing or tasting, | 0:23:57 | 0:24:03 | |
we have a moral sense that picks out real moral qualities in actions | 0:24:03 | 0:24:08 | |
and characters in the world. | 0:24:08 | 0:24:11 | |
Just as I see a tree or a butterfly and because I see it, | 0:24:11 | 0:24:18 | |
I know that it's there, so when I see virtue, I know it. | 0:24:18 | 0:24:23 | |
The ability for individuals to perceive moral qualities was a radical idea for its time. | 0:24:25 | 0:24:31 | |
This was an age when there was little freedom and few people even had the vote. | 0:24:31 | 0:24:36 | |
But according to Hutcheson's moral theory, | 0:24:36 | 0:24:40 | |
God has made all of us capable of moral judgement. | 0:24:40 | 0:24:43 | |
It isn't up to the Bible or the king or the government to tell us what is right or wrong. | 0:24:43 | 0:24:49 | |
God has given all of us the right to use our own moral sense. | 0:24:49 | 0:24:55 | |
For Hutcheson, the idea of rights came from the nature of human beings | 0:24:55 | 0:25:00 | |
themselves and that every person had a moral sense, | 0:25:00 | 0:25:03 | |
so that regardless of their upbringing or culture, | 0:25:03 | 0:25:06 | |
they could still recognise beyond those sort of limitations | 0:25:06 | 0:25:10 | |
that there were certain things | 0:25:10 | 0:25:14 | |
that were owed to human beings by virtue of being human in itself. | 0:25:14 | 0:25:19 | |
Then it didn't matter whether you were a commoner or an aristocrat when it came to appearing in court, | 0:25:19 | 0:25:25 | |
you were treated in exactly the same way. | 0:25:25 | 0:25:28 | |
In that sense, I think you can see there is a certain egalitarianism | 0:25:28 | 0:25:33 | |
that starts to flow out of Hutcheson's idea of human nature and human rights. | 0:25:33 | 0:25:39 | |
The moral sense had led Hutcheson to a vision of equality | 0:25:41 | 0:25:44 | |
and human rights for all, a subversive position to hold. | 0:25:44 | 0:25:48 | |
In 1725, his first book, An Inquiry Into Beauty And Virtue, | 0:25:48 | 0:25:54 | |
was published. | 0:25:54 | 0:25:55 | |
Perhaps it was the boldness of the ideas | 0:25:55 | 0:25:58 | |
that led the wily Hutcheson to publish it anonymously. | 0:25:58 | 0:26:02 | |
Hutcheson would have been worried about the kind of democratic quality | 0:26:02 | 0:26:08 | |
of his idea of the moral sense on two grounds. | 0:26:08 | 0:26:11 | |
One of which is that it rallied against the political structures | 0:26:11 | 0:26:16 | |
of the day, to some degree. | 0:26:16 | 0:26:19 | |
The politics of 18th-century Ireland was very hierarchically organised. | 0:26:19 | 0:26:23 | |
So there's that side to it. | 0:26:23 | 0:26:25 | |
The other side to the radicalism of Hutcheson's thought | 0:26:25 | 0:26:29 | |
about the moral sense is the human optimism that he brings to it. | 0:26:29 | 0:26:34 | |
The idea that we all are morally capable | 0:26:34 | 0:26:39 | |
and that we are able to improve ourselves runs against the strand | 0:26:39 | 0:26:43 | |
of traditional Presbyterian thought that understood human beings | 0:26:43 | 0:26:48 | |
as essentially reprobate and saved by God's grace. | 0:26:48 | 0:26:52 | |
Hutcheson, I think, comes to these convictions as a relatively young man | 0:26:52 | 0:26:56 | |
and he has the courage that young people have | 0:26:56 | 0:26:59 | |
when they are articulating new moral positions. And a lot of people in the Presbyterian traditional | 0:26:59 | 0:27:04 | |
resist what he is saying and even in the 19th century when people looking back on Hutcheson, | 0:27:04 | 0:27:09 | |
they are rather alarmed at some of the things he has had to say. | 0:27:09 | 0:27:12 | |
He remains controversial long after his time. | 0:27:12 | 0:27:15 | |
Hutcheson's achievement shouldn't be underestimated in these terms. | 0:27:15 | 0:27:20 | |
Hutcheson's bold writings caught the eye of an unlikely admirer in Dublin. | 0:27:20 | 0:27:26 | |
In the 1720s, King George I's personal representative in Ireland | 0:27:28 | 0:27:33 | |
was Lord Carteret, who resided at Dublin Castle. | 0:27:33 | 0:27:37 | |
Despite being an establishment figure, | 0:27:37 | 0:27:41 | |
Carteret was open to new and different ideas. | 0:27:41 | 0:27:44 | |
The Lord-Lieutenant went to the lengths of tracking down Hutcheson | 0:27:46 | 0:27:50 | |
through his publisher and invited him here | 0:27:50 | 0:27:54 | |
to Dublin Castle, the seat of British rule in Ireland. | 0:27:54 | 0:28:00 | |
Hutcheson was now rubbing shoulders with the political and social elite. | 0:28:00 | 0:28:04 | |
He was an outsider, | 0:28:04 | 0:28:06 | |
someone who'd moved from the world of second-class citizens | 0:28:06 | 0:28:10 | |
to the glamour and power of the establishment. | 0:28:10 | 0:28:13 | |
A rumour spread that Carteret had offered Hutcheson | 0:28:14 | 0:28:18 | |
an establishment job in Dublin. | 0:28:18 | 0:28:21 | |
But Hutcheson would have to become an Anglican to take such a prominent post. | 0:28:21 | 0:28:27 | |
His father was aghast at the thought. | 0:28:27 | 0:28:31 | |
Yes, his father was deeply concerned about the possibility | 0:28:31 | 0:28:34 | |
of Hutcheson converting. I think the father was concerned | 0:28:34 | 0:28:37 | |
because he could imagine how a young man working in Dublin, | 0:28:37 | 0:28:42 | |
suddenly coming into a large city, in 18th-century terms, | 0:28:42 | 0:28:48 | |
and finding himself fraternised by people of political clout | 0:28:48 | 0:28:53 | |
might well have their head turned | 0:28:53 | 0:28:56 | |
and think that this is a road forward to influence and prosperity. | 0:28:56 | 0:29:00 | |
Hutcheson resisted temptation. | 0:29:05 | 0:29:07 | |
Instead, in 1730, he was elected to the Chair of Moral Philosophy | 0:29:07 | 0:29:11 | |
at Glasgow University by just one vote. | 0:29:11 | 0:29:16 | |
At only 35 years old, he was rapidly becoming | 0:29:16 | 0:29:19 | |
one of the most influential philosophers in Scotland. | 0:29:19 | 0:29:23 | |
And soon, he became known for his radical new ways of teaching. | 0:29:23 | 0:29:27 | |
Later generations dated the beginning | 0:29:29 | 0:29:32 | |
of the Scottish Enlightenment from Hutcheson's appointment at Glasgow. | 0:29:32 | 0:29:36 | |
His lecture notes still survive. | 0:29:36 | 0:29:38 | |
And they begin by telling us that the point of moral philosophy | 0:29:38 | 0:29:42 | |
is to promote our greatest happiness and perfection. | 0:29:42 | 0:29:46 | |
One very simple innovation is that Hutcheson said this in English, | 0:29:46 | 0:29:51 | |
rather than Latin, as all his predecessors had done. | 0:29:51 | 0:29:55 | |
It's nicely symbolic of his determination to modernise university life. | 0:29:55 | 0:30:01 | |
But it also enabled him to develop the famously dynamic lecturing style | 0:30:01 | 0:30:06 | |
that appealed to students not just in Scotland, | 0:30:06 | 0:30:09 | |
but throughout the British Isles. | 0:30:09 | 0:30:12 | |
There's no question that Hutcheson was an inspiring figure. | 0:30:12 | 0:30:15 | |
I think his testimony by students, the students' notes, their memoirs, their defences of him, | 0:30:15 | 0:30:21 | |
the way that his reputation spread, the fact that people wanted | 0:30:21 | 0:30:24 | |
to acknowledge him, even when they disagreed with him. | 0:30:24 | 0:30:27 | |
By all accounts, Hutcheson was an incredibly charismatic teacher. | 0:30:27 | 0:30:33 | |
He lectured without notes, walking around the room as he spoke. | 0:30:33 | 0:30:38 | |
His eloquence and energy were legendary. | 0:30:38 | 0:30:42 | |
Francis Hutcheson was counsellor | 0:30:47 | 0:30:49 | |
and mentor to many of his Ulster Presbyterians students, | 0:30:49 | 0:30:54 | |
who were known to locals as the Wild Irish Taigs. | 0:30:54 | 0:30:58 | |
In keeping with his New Light ideas about human nature, | 0:30:58 | 0:31:01 | |
Hutcheson firmly believed people were naturally benevolent. | 0:31:01 | 0:31:05 | |
# And I've run out of pale ale | 0:31:08 | 0:31:11 | |
# And I feel like I'm in jail... # | 0:31:11 | 0:31:14 | |
Francis Hutcheson believed in human goodness, | 0:31:15 | 0:31:18 | |
that acts of benevolence like giving to charity are instinctive. | 0:31:18 | 0:31:23 | |
The moral sense propels us to act with generosity towards others | 0:31:23 | 0:31:27 | |
and this is hardwired into every one of us. | 0:31:27 | 0:31:32 | |
What's more, we get a sort of pleasure out of this, | 0:31:32 | 0:31:35 | |
a natural positive feeling results, quite beyond our conscious control. | 0:31:35 | 0:31:39 | |
Benevolence was the core model concept for Hutcheson. | 0:31:42 | 0:31:47 | |
While the Hutchesonian optimistic view of the world | 0:31:47 | 0:31:51 | |
has fallen greatly out of favour | 0:31:51 | 0:31:53 | |
and we need only to look at our news screens every night to see why | 0:31:53 | 0:31:57 | |
that might be, he hasn't lost the argument and we need only to look | 0:31:57 | 0:32:04 | |
at figures like Nelson Mandela or Aung San Suu Kyi to think of people | 0:32:04 | 0:32:08 | |
who do act out of genuinely selfless considerations. | 0:32:08 | 0:32:13 | |
Hutcheson was interested not just in how individuals | 0:32:14 | 0:32:18 | |
can look after each other, but how the government can enable people to live good lives. | 0:32:18 | 0:32:24 | |
After the religious and political crises of the recent past, | 0:32:24 | 0:32:29 | |
Hutcheson wanted to explore how societies could be held together. | 0:32:29 | 0:32:33 | |
# The word is about, there's something evolving... # | 0:32:33 | 0:32:38 | |
It was a critical question at a time of massive upheaval. | 0:32:41 | 0:32:47 | |
Scotland was on the verge of becoming an economic powerhouse. | 0:32:47 | 0:32:52 | |
There is an anxiety that in Enlightenment Scotland, | 0:32:52 | 0:32:56 | |
rising commerce, rising wealth, | 0:32:56 | 0:32:58 | |
rising trade with Britain's new empire, | 0:32:58 | 0:33:01 | |
will somehow corrupt individuals, will make individuals turned towards | 0:33:01 | 0:33:05 | |
their own selfish interests and so Hutcheson's theories can suggest - | 0:33:05 | 0:33:09 | |
actually, while individuals may want to buy a nice silver teapot, | 0:33:09 | 0:33:14 | |
they may want to take part in an increasingly globalised Atlantic economy, | 0:33:14 | 0:33:18 | |
they won't be in a Hobbesian state of nature where each man or woman | 0:33:18 | 0:33:23 | |
is fighting for their own individual interests, | 0:33:23 | 0:33:26 | |
their own wealth, because somehow there is a cut-off mechanism | 0:33:26 | 0:33:30 | |
and that cut off mechanism that can stop this Hobbesian state of nature, | 0:33:30 | 0:33:34 | |
this Hobbesian nightmare in a commercialising world, | 0:33:34 | 0:33:37 | |
is the innate moral sense. | 0:33:37 | 0:33:39 | |
Hutcheson thought the key role for government was to enable people | 0:33:44 | 0:33:48 | |
to flourish and live together through their moral sense. | 0:33:48 | 0:33:52 | |
Such a society would then be one | 0:33:52 | 0:33:55 | |
that achieved the greatest happiness of the greatest number. | 0:33:55 | 0:34:00 | |
This famous maxim was reiterated by a group called the Utilitarians some 40 years later. | 0:34:00 | 0:34:06 | |
One crucial legacy that Hutcheson has left us with | 0:34:09 | 0:34:13 | |
is the fundamental utilitarian principle that the greatest good | 0:34:13 | 0:34:18 | |
is the greatest happiness of the greatest number of people. | 0:34:18 | 0:34:23 | |
And that fundamental idea that that's what politics ought to be about, | 0:34:23 | 0:34:28 | |
achieving the greatest happiness for the greatest number of people, | 0:34:28 | 0:34:32 | |
is something that has remained with us | 0:34:32 | 0:34:36 | |
since the 18th century and still guides politics today. | 0:34:36 | 0:34:39 | |
Hutcheson believed that bringing about happiness is achieved | 0:34:43 | 0:34:47 | |
through governments allowing individuals to make their own decisions through the moral sense. | 0:34:47 | 0:34:53 | |
Hutchesonian benevolence, you could argue, | 0:34:54 | 0:34:58 | |
is key to the rhetoric of the big society, | 0:34:58 | 0:35:02 | |
in as much as the church, the university, the school, | 0:35:02 | 0:35:08 | |
the local foundation, are benevolent institutions, | 0:35:08 | 0:35:13 | |
but these institutions can only be benevolent if they give voice | 0:35:13 | 0:35:17 | |
and access to individuals on the local level. | 0:35:17 | 0:35:21 | |
We might be able to see echoes of Hutcheson, | 0:35:21 | 0:35:25 | |
or at least something Hutchesonian, in David Cameron's big society. | 0:35:25 | 0:35:29 | |
In as much as the big society in its rhetoric likes to suggest | 0:35:30 | 0:35:35 | |
that each individual deserves to have power devolved to him or her. | 0:35:35 | 0:35:42 | |
The potent intertwining of political | 0:35:43 | 0:35:45 | |
and religious power was also examined by Hutcheson. | 0:35:45 | 0:35:50 | |
When he was a student, his teacher had been accused of heresy. | 0:35:50 | 0:35:54 | |
And just years before, a student had been hanged. | 0:35:54 | 0:35:58 | |
Now, Hutcheson was to experience | 0:35:58 | 0:36:00 | |
the iron fist of religious authority for himself. | 0:36:00 | 0:36:03 | |
As a Glasgow professor, Hutcheson had to tread carefully | 0:36:05 | 0:36:10 | |
because the local authorities were watching vigilantly for any sign | 0:36:10 | 0:36:14 | |
that this Irishman might infect their students with New Light ideas. | 0:36:14 | 0:36:20 | |
Their moment came in 1738 | 0:36:20 | 0:36:22 | |
when a student denounced Hutcheson for teaching heresy | 0:36:22 | 0:36:27 | |
and published a long list of his gross and dangerous errors. | 0:36:27 | 0:36:31 | |
But Hutcheson's students quickly rallied around him | 0:36:31 | 0:36:34 | |
and he easily survived this challenge. | 0:36:34 | 0:36:38 | |
It was a sign that the tide was turning | 0:36:38 | 0:36:40 | |
and that the Enlightenment had come to Scotland. | 0:36:40 | 0:36:44 | |
The threat of heresy looms over everyone in 18th-century Scotland. | 0:36:44 | 0:36:49 | |
How seriously he took the charges of heresy is of course difficult... | 0:36:49 | 0:36:54 | |
difficult to recapture, in a sense, at this stage. | 0:36:54 | 0:36:58 | |
But it could undermine people's careers. | 0:36:58 | 0:37:00 | |
There's no question about that. | 0:37:00 | 0:37:02 | |
It was fitting that Hutcheson's students should support him, | 0:37:04 | 0:37:07 | |
as he had taught them the right to resist authority. | 0:37:07 | 0:37:11 | |
-Hutcheson said... -"The people have the right of defending themselves | 0:37:11 | 0:37:14 | |
"against the abuse of power. | 0:37:14 | 0:37:18 | |
"The people's right to resist is unquestionable." | 0:37:18 | 0:37:21 | |
One of the students wrote... | 0:37:21 | 0:37:22 | |
"If everyone had the art to create an esteem for liberty | 0:37:22 | 0:37:26 | |
"and a contempt for tyranny and tyrants, he was the man." | 0:37:26 | 0:37:30 | |
This inspiring teacher was becoming a driving force behind the Scottish Enlightenment, | 0:37:35 | 0:37:41 | |
a period of great intellectual blossoming. | 0:37:41 | 0:37:46 | |
Many ideas we take for granted today stem from this period. | 0:37:46 | 0:37:50 | |
Other thinkers began to question received wisdom, | 0:37:50 | 0:37:53 | |
one in particular was David Hume, | 0:37:53 | 0:37:56 | |
who would go on to become one of the world's most famous philosophers. | 0:37:56 | 0:38:00 | |
But back in 1739, he was unknown and struggling to get his voice heard. | 0:38:00 | 0:38:06 | |
So the young Hume approached the elder and better-known Francis Hutcheson. | 0:38:06 | 0:38:11 | |
Francis Hutcheson believed that the moral sense was planted within us | 0:38:13 | 0:38:19 | |
by a benevolent God | 0:38:19 | 0:38:20 | |
who wants to show us the difference between right and wrong. | 0:38:20 | 0:38:25 | |
But for David Hume, morality is a human invention, | 0:38:25 | 0:38:29 | |
a product of custom or of habit. | 0:38:29 | 0:38:33 | |
God had nothing to do with it. | 0:38:33 | 0:38:36 | |
Despite their differences, the two philosophers corresponded | 0:38:38 | 0:38:41 | |
and some letters still survive. | 0:38:41 | 0:38:44 | |
Here we have the original correspondence between Hume and Hutcheson. | 0:38:45 | 0:38:49 | |
Why did Hume turn to Hutcheson in the first place? | 0:38:49 | 0:38:53 | |
What he's looking for from Hutcheson is perhaps support, | 0:38:53 | 0:38:57 | |
renewed encouragement, perhaps even practical assistance | 0:38:57 | 0:39:02 | |
in launching his intellectual career, as he moves forward. | 0:39:02 | 0:39:06 | |
Hutcheson dominates the field in Scotland in the late 1730s. | 0:39:06 | 0:39:10 | |
He is the pre-eminent moral philosopher | 0:39:10 | 0:39:13 | |
and so the obvious man for whom Hume will reach out for help | 0:39:13 | 0:39:16 | |
and support at this stage in his own career. | 0:39:16 | 0:39:20 | |
You also have to bear in mind that Hume owes a great deal to Hutcheson. | 0:39:20 | 0:39:26 | |
Many people in the 18th-century didn't fully appreciate | 0:39:26 | 0:39:29 | |
the extent to which Hume actually builds on Hutcheson's philosophical achievements. | 0:39:29 | 0:39:35 | |
In particular, Hume borrows from Hutcheson the whole project | 0:39:35 | 0:39:42 | |
of attempting to map the human mind | 0:39:42 | 0:39:45 | |
and to describe its internal construction, its operations, | 0:39:45 | 0:39:49 | |
its workings, and how they play out in terms of human behaviour. | 0:39:49 | 0:39:52 | |
That's the project in which Hutcheson is engaging, it's the project in which Hume is also engaged. | 0:39:52 | 0:39:57 | |
But there's also more specific intellectual connection | 0:39:57 | 0:40:01 | |
between Hutcheson and Hume, in particular what Hutcheson | 0:40:01 | 0:40:06 | |
does in talking about the moral sense. And although people | 0:40:06 | 0:40:10 | |
in the 18th-century after both men had died tended to think of Hume | 0:40:10 | 0:40:15 | |
simply as a reaction against Hutcheson, it's very clear | 0:40:15 | 0:40:19 | |
that in terms of the use he made of the moral sense, | 0:40:19 | 0:40:22 | |
Hume was very much indebted to Hutcheson. | 0:40:22 | 0:40:25 | |
One shouldn't be taken in by the politeness and graciousness | 0:40:25 | 0:40:30 | |
in the correspondence that's come down to us. | 0:40:30 | 0:40:33 | |
Hume is applying for a professorship at Edinburgh University | 0:40:33 | 0:40:38 | |
where the day job, if you like, is teaching morality | 0:40:38 | 0:40:43 | |
to the next generation of Church of Scotland ministers. | 0:40:43 | 0:40:47 | |
And given Hume's not very well disguised doubts about religious belief and organised religion, | 0:40:47 | 0:40:53 | |
particularly in the form in which it is dominant | 0:40:53 | 0:40:56 | |
in 18th-century Scotland, it would be a dereliction of duty | 0:40:56 | 0:41:00 | |
no less for Hutcheson to nod through Hume's candidacy. | 0:41:00 | 0:41:05 | |
Hume tried to impress Hutcheson, but it didn't work. | 0:41:12 | 0:41:17 | |
Hutcheson was now the most powerful academic in Scotland | 0:41:17 | 0:41:21 | |
and he used his influence to make sure that Hume never got a university job. | 0:41:21 | 0:41:26 | |
But today, it's Hume who's got the memorial | 0:41:26 | 0:41:29 | |
and it's Hume, not Hutcheson, who is famous throughout the world. | 0:41:29 | 0:41:35 | |
Francis Hutcheson, I think, is a figure whose influence upon | 0:41:40 | 0:41:45 | |
the modern world is much under appreciated. | 0:41:45 | 0:41:50 | |
Without Hutcheson, I think, the Scottish Enlightenment | 0:41:50 | 0:41:53 | |
would have been a very different, assumed quite different character, | 0:41:53 | 0:41:58 | |
and perhaps would not have been as productive as it turned out to be. | 0:41:58 | 0:42:01 | |
Out of this vibrant period came another hugely influential figure. | 0:42:04 | 0:42:10 | |
In 1740, a young man in Hutcheson's class described him as... | 0:42:10 | 0:42:14 | |
"Undoubtedly beyond all comparison the most acute, | 0:42:14 | 0:42:18 | |
"the most distant, the most philosophical of all my teachers, | 0:42:18 | 0:42:22 | |
"the never to be forgotten Mr Hutcheson." | 0:42:22 | 0:42:26 | |
That student was the future legendary economist Adam Smith. | 0:42:26 | 0:42:30 | |
Today, Smith is a symbol of capitalism. | 0:42:32 | 0:42:35 | |
His seminal work, the Wealth of Nations, | 0:42:35 | 0:42:39 | |
is used globally as a justification for a free trade. | 0:42:39 | 0:42:43 | |
It argues that in business, | 0:42:43 | 0:42:45 | |
self-interest can work to the advantage of everyone. | 0:42:45 | 0:42:49 | |
It's no coincidence that the order of the chapters | 0:42:49 | 0:42:52 | |
in the Wealth of Nations is almost identical | 0:42:52 | 0:42:56 | |
to the sequence of Hutcheson's lectures. | 0:42:56 | 0:42:59 | |
I think Hutcheson could not have had a greater influence on Adam Smith | 0:42:59 | 0:43:05 | |
and, in many respects, | 0:43:05 | 0:43:07 | |
his greatest achievement is steering Smith into a line of thinking | 0:43:07 | 0:43:13 | |
about the human personality which was to be of historic importance. | 0:43:13 | 0:43:20 | |
Both examined how wealth and luxury | 0:43:23 | 0:43:27 | |
can fit with being a morally good person. | 0:43:27 | 0:43:30 | |
Modern economists sometimes depict Adam Smith as a champion | 0:43:36 | 0:43:40 | |
of naked self-interest, but the truth is very different. | 0:43:40 | 0:43:45 | |
Hutcheson's questions about society and benevolence matter deeply to Smith, | 0:43:45 | 0:43:50 | |
and given our economic and financial difficulties, | 0:43:50 | 0:43:54 | |
maybe those questions are worth asking once again. | 0:43:54 | 0:43:57 | |
I think if you look at Smith in the context of Hutcheson, | 0:43:57 | 0:44:01 | |
you start to see that there are aspects of Smith's work | 0:44:01 | 0:44:06 | |
which don't fit the caricature that we often have of Adam Smith. | 0:44:06 | 0:44:11 | |
I often think that Smith is characterised as the person | 0:44:11 | 0:44:14 | |
who said that it's basically through people | 0:44:14 | 0:44:17 | |
pursuing their self-interest that the common good is realised. | 0:44:17 | 0:44:20 | |
That is certainly an element of Smith's thought, but there's also a strong emphasis upon benevolence, | 0:44:20 | 0:44:26 | |
upon people wanting to do good for the sake of doing good. | 0:44:26 | 0:44:30 | |
People wanting to do good not because it's necessarily just in their self-interest, | 0:44:30 | 0:44:35 | |
but because it's in the interest of other people as well. | 0:44:35 | 0:44:39 | |
For someone like Smith, it's very clear that this comes out of the his exposure to many of the ideas | 0:44:39 | 0:44:46 | |
that you find in Francis Hutcheson's work, particularly Hutcheson's work on moral philosophy. | 0:44:46 | 0:44:51 | |
Hutcheson had influenced the great thinkers of the age | 0:44:53 | 0:44:56 | |
who would in turn shape much of the modern world. | 0:44:56 | 0:45:00 | |
But at the end of his life, he would underestimate his own achievement. | 0:45:00 | 0:45:05 | |
In 1746, Francis Hutcheson fell ill while visiting Dublin. | 0:45:05 | 0:45:11 | |
He'd become increasingly dissatisfied with his philosophical writings | 0:45:11 | 0:45:15 | |
and perhaps even felt he'd been outmanoeuvred by the infidel David Hume. | 0:45:15 | 0:45:20 | |
Hutcheson died shortly after | 0:45:22 | 0:45:24 | |
and was buried without fanfare or monument. | 0:45:24 | 0:45:28 | |
Yet his ideas were to have dramatic consequences. | 0:45:28 | 0:45:31 | |
At the beginning of the 18th century, the British colonies | 0:45:36 | 0:45:40 | |
in America enjoyed considerable religious freedom. | 0:45:40 | 0:45:44 | |
Churches completed to impose their values on this emerging nation. | 0:45:44 | 0:45:49 | |
# Your own personal Jesus... # | 0:45:49 | 0:45:53 | |
We all know the story of how America was founded by the Pilgrims | 0:45:55 | 0:45:59 | |
who fled religious persecution on the Mayflower. | 0:45:59 | 0:46:03 | |
Less well known is the mass migration of Irish Presbyterians | 0:46:03 | 0:46:06 | |
in the 18th century. | 0:46:06 | 0:46:09 | |
Fed up with religious discrimination at home, | 0:46:09 | 0:46:12 | |
they too sought a better life in the New World. | 0:46:12 | 0:46:16 | |
One such Ulster Scots immigrant was Francis Alison. | 0:46:18 | 0:46:23 | |
Evidence suggests he was educated in an Irish Presbyterian Academy, | 0:46:23 | 0:46:27 | |
probably that of Francis Hutcheson in Dublin. | 0:46:27 | 0:46:30 | |
He is also thought to have gone to Glasgow University. | 0:46:30 | 0:46:35 | |
He arrived in America in the 1730s in order to help | 0:46:35 | 0:46:39 | |
the fledgling Presbyterian Church. | 0:46:39 | 0:46:41 | |
With him, he brought the ideas of Francis Hutcheson. | 0:46:43 | 0:46:47 | |
Alison was not only well versed in Hutcheson's ideas, | 0:46:47 | 0:46:52 | |
he began to teach them for himself. | 0:46:52 | 0:46:55 | |
This is the spot where he opened his first academy in New London, | 0:46:55 | 0:46:58 | |
Pennsylvania, and it's believed this is the house where he lived. | 0:46:58 | 0:47:02 | |
Children here followed a curriculum based on Francis Hutcheson's writings and so, in effect, | 0:47:02 | 0:47:08 | |
what Alison was trying to do was to recreate | 0:47:08 | 0:47:11 | |
Hutcheson's celebrated Dublin Academy here in the New World. | 0:47:11 | 0:47:17 | |
Alison corresponded with Hutcheson about his teachings. | 0:47:18 | 0:47:22 | |
He also set up his own academy which became the University of Delaware. | 0:47:22 | 0:47:27 | |
But it wasn't just Francis Alison. | 0:47:27 | 0:47:29 | |
Hundreds of thousands of Ulster Scots came to America in the 18th-century, | 0:47:29 | 0:47:34 | |
with many taking up positions of power and influence. | 0:47:34 | 0:47:37 | |
Through them, Hutcheson's ideas spread like wildfire. | 0:47:37 | 0:47:42 | |
For new colonists, his writings could be particularly potent. | 0:47:42 | 0:47:47 | |
-Hutcheson wrote... -"If the mother country attempts anything oppressive | 0:47:47 | 0:47:51 | |
"towards a colony, and the colony be able to subsist as a sovereign state by itself, | 0:47:51 | 0:47:56 | |
"or have its plan of polity miserably changed to the worse, | 0:47:56 | 0:48:00 | |
"the colony is not bound to remain subject any longer." | 0:48:00 | 0:48:05 | |
Part of the beauty of Hutcheson's influences that it comes almost | 0:48:09 | 0:48:13 | |
unmediated through the classroom and through the pulpit. | 0:48:13 | 0:48:18 | |
Hutcheson is widely read, he's widely quoted, | 0:48:18 | 0:48:22 | |
he's respected, his works are used as textbooks. | 0:48:22 | 0:48:27 | |
What about Hutcheson's ideas on colonies and colonial resistance? | 0:48:27 | 0:48:32 | |
One thing that's very important is his asking and answering, | 0:48:32 | 0:48:35 | |
when it is that colonies may turn independent. | 0:48:35 | 0:48:40 | |
Even though he's writing a full generation or more | 0:48:40 | 0:48:43 | |
prior to the American Revolution or what we might call the revolutionary moment, it's a question and answer | 0:48:43 | 0:48:50 | |
that Americans turn to good account, so when they're thinking about what the appropriate conditions | 0:48:50 | 0:48:55 | |
under which a people may declare themselves free and independent, | 0:48:55 | 0:49:00 | |
at what point a people can resist, | 0:49:00 | 0:49:03 | |
even to the point of arms against a tyrannical government. | 0:49:03 | 0:49:07 | |
In fact, they're wrestling with this very question in pulpits | 0:49:07 | 0:49:11 | |
and coffee houses, in their colonial legislatures. | 0:49:11 | 0:49:16 | |
For instance, in Massachusetts in 1772, | 0:49:16 | 0:49:19 | |
there was an election day sermon that quoted Hutcheson verbatim, | 0:49:19 | 0:49:24 | |
by name and approvingly. | 0:49:24 | 0:49:27 | |
So his asking and answering that question | 0:49:27 | 0:49:30 | |
was something that was crucial to Americans | 0:49:30 | 0:49:34 | |
working out their own response | 0:49:34 | 0:49:37 | |
to what they took to be a tyrannical regime. | 0:49:37 | 0:49:41 | |
This radical idea of independence influenced a generation of men | 0:49:44 | 0:49:47 | |
who were key to nation building, the Founding Fathers of America. | 0:49:47 | 0:49:54 | |
John Adams, a future president, wrote in his diary... | 0:49:54 | 0:49:58 | |
"16th of January 1756, a fine morning. A large frost up. | 0:49:58 | 0:50:03 | |
"Reading Hutcheson's Introduction to Moral Philosophy." | 0:50:03 | 0:50:08 | |
Statesman Benjamin Franklin called him "the ingenious Mr Hutcheson". | 0:50:08 | 0:50:13 | |
Architect of the Declaration of Independence, Thomas Jefferson, | 0:50:15 | 0:50:19 | |
held Hutcheson's books in his library. | 0:50:19 | 0:50:23 | |
After a year of war with Britain, | 0:50:23 | 0:50:25 | |
the Founding Fathers led the American Revolution. | 0:50:25 | 0:50:30 | |
It culminated in the Declaration of Independence. | 0:50:30 | 0:50:35 | |
The Declaration of Independence was signed in this room. | 0:50:35 | 0:50:39 | |
It's become such a powerful familiar symbol of American nationhood | 0:50:39 | 0:50:44 | |
that we completely forget just how risky it was | 0:50:44 | 0:50:48 | |
for a bunch of small colonies | 0:50:48 | 0:50:50 | |
to take on the most powerful empire on the planet. | 0:50:50 | 0:50:55 | |
The first thinker to defend the right of colonists to resist | 0:50:55 | 0:50:58 | |
an oppressive mother country was Francis Hutcheson. | 0:50:58 | 0:51:02 | |
Perhaps in the back of his mind was Ireland's difficult relationship with Britain, | 0:51:02 | 0:51:07 | |
but it was in revolutionary America, in this very room, | 0:51:07 | 0:51:11 | |
Hutcheson's vision became a reality and that America became independent. | 0:51:11 | 0:51:17 | |
Not only that, but some of the wording of the Declaration of Independence | 0:51:19 | 0:51:23 | |
was essentially Hutchesonian in the values it expressed. | 0:51:23 | 0:51:27 | |
There's no doubt that on his Virginia plantation | 0:51:29 | 0:51:34 | |
in between having various illicit affairs | 0:51:34 | 0:51:37 | |
with enslaved African Americans, Thomas Jefferson loved to read Hutcheson. | 0:51:37 | 0:51:42 | |
A case can be made that Hutcheson influences Jefferson | 0:51:42 | 0:51:45 | |
in his writing of the US Declaration of Independence. | 0:51:45 | 0:51:49 | |
In several clauses of the Declaration, | 0:51:49 | 0:51:51 | |
particularly those that we know are directly written by Jefferson, | 0:51:51 | 0:51:56 | |
we can also see a focus on sense, sensibility and morality | 0:51:56 | 0:52:00 | |
that we can deduce are partially influenced | 0:52:00 | 0:52:04 | |
from a reading of Hutcheson. | 0:52:04 | 0:52:06 | |
Even the term "unalienable rights", basic human rights | 0:52:06 | 0:52:11 | |
that cannot be broken, was directly drawn from Hutcheson. | 0:52:11 | 0:52:15 | |
I think it's true to say the Founding Fathers of the United States | 0:52:30 | 0:52:34 | |
were all very familiar with Hutcheson's writings, so for that reason, | 0:52:34 | 0:52:39 | |
I think, his ideas were extremely profound, not just in terms of basic concepts of rights, | 0:52:39 | 0:52:44 | |
but even some of the language, like unalienable rights. | 0:52:44 | 0:52:47 | |
That's straight Hutcheson. | 0:52:47 | 0:52:49 | |
You find that in many of the pamphlets and writings | 0:52:49 | 0:52:52 | |
of many of the American Founding Fathers and revolutionaries. | 0:52:52 | 0:52:56 | |
Where else could they have got this language from? | 0:52:56 | 0:52:59 | |
But his influence on America did not end there. | 0:53:01 | 0:53:05 | |
Hutcheson was also one of the earliest critics of slavery, writing... | 0:53:05 | 0:53:10 | |
Hutcheson is being read by figures in the antislavery movement | 0:53:19 | 0:53:24 | |
and they read him, they find him to be a leading figure | 0:53:24 | 0:53:27 | |
who they can refer to as someone who lends prestige, | 0:53:27 | 0:53:31 | |
but also gives a philosophical grounding to their position. | 0:53:31 | 0:53:34 | |
Hutcheson is very important to the antislavery movement. | 0:53:34 | 0:53:38 | |
For over two centuries, Hutcheson's words have inspired | 0:53:40 | 0:53:44 | |
the fight for basic human rights and strikingly the right to happiness. | 0:53:44 | 0:53:50 | |
Nearly 50 years ago, here on the Mall in Washington, | 0:53:50 | 0:53:54 | |
Martin Luther King addressed 200,000 people. | 0:53:54 | 0:53:58 | |
His electrifying I Have A Dream speech is legendary. | 0:53:58 | 0:54:04 | |
But few people realise that King's appeal to life, | 0:54:04 | 0:54:09 | |
liberty and the pursuit of happiness was pure Francis Hutcheson. | 0:54:09 | 0:54:13 | |
# I won't be your whipping boy... # | 0:54:13 | 0:54:18 | |
The language of rights is alive and well in the United States. | 0:54:21 | 0:54:26 | |
It is very difficult for anyone in America, be they a philosopher, | 0:54:26 | 0:54:31 | |
a lawyer or a politician, to avoid using the language of rights | 0:54:31 | 0:54:35 | |
and even unalienable rights | 0:54:35 | 0:54:36 | |
because it's so ingrained in American political culture. | 0:54:36 | 0:54:41 | |
It's partly because of the American Founders, but that's also because | 0:54:41 | 0:54:44 | |
they were reading people like Francis Hutcheson. | 0:54:44 | 0:54:47 | |
Hutcheson has been largely forgotten in Ireland today. | 0:54:50 | 0:54:55 | |
His only monument is a blue plaque | 0:54:55 | 0:54:57 | |
on Saintfield First Presbyterian Church. | 0:54:57 | 0:55:00 | |
Yet, even here, his ideas returned after his death | 0:55:00 | 0:55:04 | |
to shape the actions of others. | 0:55:04 | 0:55:07 | |
Having helped inspire the American Revolution, Hutcheson's theories of rights and resistance | 0:55:07 | 0:55:12 | |
influenced the founders of the earliest Irish republican movement. | 0:55:12 | 0:55:18 | |
The American Revolution inspired the Ulster Presbyterians | 0:55:20 | 0:55:24 | |
who had carried Hutcheson's ideals into the late 18th century. | 0:55:24 | 0:55:28 | |
They played a key role | 0:55:28 | 0:55:30 | |
in organising the United Irishmen's Rebellion of 1798. | 0:55:30 | 0:55:35 | |
Many of the people who lost their lives are buried here in Saintfield. | 0:55:35 | 0:55:40 | |
They were fighting for an independent Irish Republic | 0:55:40 | 0:55:44 | |
with liberty for all, Protestant, Catholic and dissenter. | 0:55:44 | 0:55:49 | |
Today, our media is rife with news of different political and religious conflicts. | 0:55:51 | 0:55:55 | |
And Hutcheson's ideas are as valuable as they have ever been. | 0:55:55 | 0:56:00 | |
I think there are many things that Western societies, any society, | 0:56:02 | 0:56:05 | |
could learn from reading people like Francis Hutcheson. | 0:56:05 | 0:56:09 | |
He had this idea that commercial societies, whether they are in a state of boom | 0:56:09 | 0:56:14 | |
or in a state of economic depression, | 0:56:14 | 0:56:17 | |
if they're going to function they need more than just legal support, | 0:56:17 | 0:56:21 | |
that you need people who behave in a certain way, act in a certain way, | 0:56:21 | 0:56:25 | |
that know certain things should never be done, even if there are no laws prohibiting these things. | 0:56:25 | 0:56:31 | |
Hutcheson's ideas are in a sense hidden from view. | 0:56:33 | 0:56:36 | |
It's because they became the matter of consensus, that people stopped | 0:56:36 | 0:56:41 | |
reflecting on where they came from | 0:56:41 | 0:56:43 | |
and who articulated them and what positions they had to counteract in order for them to work. | 0:56:43 | 0:56:48 | |
We're still living with the consequences of that philosophical position | 0:56:48 | 0:56:53 | |
and living, in political terms, in the sense that he stood up for ideals of democracy | 0:56:53 | 0:56:58 | |
and tried to think about human beings as people who could live together fundamentally. | 0:56:58 | 0:57:03 | |
They could live together because they had something in common | 0:57:03 | 0:57:06 | |
and that thing that they had in common is a moral sense. | 0:57:06 | 0:57:09 | |
I think Hutcheson's kind of been forgotten because he's not a cynic. | 0:57:11 | 0:57:16 | |
He is an optimist about human nature. | 0:57:16 | 0:57:20 | |
Although one might look around and think that he was clearly wrong | 0:57:20 | 0:57:24 | |
to be so optimistic, actually it's a far too bleak | 0:57:24 | 0:57:29 | |
and one-sided picture to think | 0:57:29 | 0:57:32 | |
that human beings are solely motivated by selfish interests. | 0:57:32 | 0:57:38 | |
Clearly, it's more complicated than that | 0:57:38 | 0:57:41 | |
and I think that we would do well | 0:57:41 | 0:57:43 | |
to inject some of that Hutchesonian optimism | 0:57:43 | 0:57:47 | |
into our very cynical picture of the world. | 0:57:47 | 0:57:51 | |
# Know your rights | 0:57:53 | 0:57:55 | |
# These are your rights... # | 0:57:56 | 0:58:00 | |
Many of the principles that we take for granted, like equality | 0:58:02 | 0:58:06 | |
and basic human rights, were championed by Francis Hutcheson nearly three centuries ago. | 0:58:06 | 0:58:12 | |
He was a radical in his own time. | 0:58:12 | 0:58:15 | |
Someone who battled with powerful conventions to establish a new vision of humanity. | 0:58:15 | 0:58:21 | |
And today, when we face recession, and an uncertain future, | 0:58:21 | 0:58:25 | |
perhaps it's time we listened again to this forgotten revolutionary. | 0:58:25 | 0:58:30 | |
# Oh, know these rights | 0:58:31 | 0:58:34 | |
#You have the right to free speech | 0:58:41 | 0:58:45 | |
# As long as | 0:58:48 | 0:58:50 | |
# You're not dumb enough to actually try it | 0:58:50 | 0:58:54 | |
# Know your rights | 0:58:56 | 0:58:58 | |
# These are your rights. # | 0:59:00 | 0:59:04 | |
Subtitles by Red Bee Media Ltd | 0:59:04 | 0:59:06 |