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diff --git a/13548-h/13548-h.htm b/13548-h/13548-h.htm new file mode 100644 index 0000000..b217679 --- /dev/null +++ b/13548-h/13548-h.htm @@ -0,0 +1,7201 @@ +<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN"> +<html> +<head> +<meta http-equiv="Content-Type" content="text/html; charset=UTF-8"> +<title>The Project Gutenberg eBook of Cambridge Essays on Education, by Various</title> +<style type="text/css"> +/*<![CDATA[ XML blockout */ +<!-- + P { margin-top: .75em; + text-align: justify; + margin-bottom: .75em; + } + H1,H2,H3,H4,H5,H6 { + text-align: center; /* all headings centered */ + } + HR { width: 33%; + margin-top: 1em; + margin-bottom: 1em; + } + BODY{margin-left: 10%; + margin-right: 10%; + } + .linenum {position: absolute; top: auto; left: 4%;} /* poetry number */ + .note {margin-left: 2em; margin-right: 2em; margin-bottom: 1em; font-size: smaller;} /* footnote */ + .blkquot {margin-left: 4em; margin-right: 4em;} /* block indent */ + .pagenum {position: absolute; left: 92%; font-size: smaller; text-align: right;} /* page numbers */ + .sidenote {width: 20%; margin-bottom: 1em; margin-top: 1em; padding-left: 1em; font-size: smaller; float: right; clear: right;} + + .poem {margin-left:10%; margin-right:10%; text-align: left;} + .poem br {display: none;} + .poem .stanza {margin: 1em 0em 1em 0em;} + .poem span {display: block; margin: 0; padding-left: 3em; text-indent: -3em;} + .poem span.i2 {display: block; margin-left: 2em;} + .poem span.i4 {display: block; margin-left: 4em;} + .poem .caesura {vertical-align: -200%;} + hr.full { width: 100%; + height: 5px; } + a:link {color:blue; + text-decoration:none} + link {color:blue; + text-decoration:none} + a:visited {color:blue; + text-decoration:none} + a:hover {color:red} + pre {font-size: 9pt;} + // --> + /* XML end ]]>*/ + +</style> +</head> +<body> +<div>*** START OF THE PROJECT GUTENBERG EBOOK 13548 ***</div> +<h1>The Project Gutenberg eBook, Cambridge Essays on Education, by Various, +Edited by Arthur Christopher Benson</h1> +<hr class="full" noshade> +<br> +<br> +<br> +<a name='Page1'></a> + +<h1>CAMBRIDGE ESSAYS</h1> + +<h2>ON</h2> + +<h1>EDUCATION</h1> + +<br> +<h4>EDITED BY</h4> + +<h3>A. C. BENSON, C.V.O., LL.D.</h3> + +<h4>MASTER OF MAGDALENE COLLEGE</h4> + +<br> +<h4>WITH AN INTRODUCTION BY THE RIGHT HON.</h4> + +<h3>VISCOUNT BRYCE, O.M.</h3> + +<br> +<br> +<br> +<h5>CAMBRIDGE</h5> +<h5>1919</h5> + +<br> +<a name='Page2'></a> +<a name='Page3'></a> + +<hr style='width: 65%;'> +<a name='PREFACE'></a> +<h2>PREFACE</h2> + +<br> + + +<p>The scheme of publishing a volume of essays dealing with +underlying aims and principles of education was originated by the +University Press Syndicate. It seemed to promise something both of +use and interest, and the further arrangements were entrusted to a +small Committee, with myself as secretary and acting editor.</p> + +<p>Our idea has been this: at a time of much educational enterprise +and unrest, we believed that it would be advisable to collect the +opinions of a few experienced teachers and administrators upon +certain questions of the theory and motive of education which lie a +little beneath the surface.</p> + +<p>To deal with current and practical problems does not seem the +<i>first</i> need at present. Just now, work is both common as well +as fashionable; most people are doing their best; and, if anything, +the danger is that organisation should outrun foresight and +intelligence. Moreover a<a name='Page4'></a> weakening of the old +compulsion of the classics has resulted, not in perfect freedom, +but in a tendency on the part of some scientific enthusiasts simply +to substitute compulsory science for compulsory literature, when +the real question rather is whether obligatory subjects should not +be diminished as far as possible, and more sympathetic attention +given to faculty and aptitude.</p> + +<p>We have attempted to avoid mere current controversial topics, +and to encourage our contributors to define as far as possible the +aim and outlook of education, as the word is now interpreted.</p> + +<p>We have not furthered any educational conspiracy, nor attempted +any fusion of view. Our plan has been first to select some of the +most pressing of modern problems, next to find well-equipped +experts and students to deal with each, and then to give the +various writers as free a hand as possible, desiring them to speak +with the utmost frankness and personal candour. We have not +directed the plan or treatment or scope of any essay; and my own +editorial supervision has consisted merely in making detailed +suggestions on smaller points, in exhorting contributors to be +punctual and diligent, and generally revising what the New +Testament calls jots and tittles. We have been very fortunate in +meeting with but few refusals, and our contributors readily +responded to the<a name='Page5'></a> wish which we expressed, that +they should write from the personal rather than from the judicial +point of view, and follow their own chosen method of treatment.</p> + +<p>We take the opportunity of expressing our obligations to all who +have helped us, and to Viscount Bryce for bestowing, as few are so +justly entitled to do, an educational benediction upon our scheme +and volume.</p> + +<p>A.C. BENSON</p> + +<p>MAGDALENE COLLEGE, CAMBRIDGE<br> +<i>August 18, 1917</i></p> + +<hr style='width: 65%;'> +<h2>CONTENTS</h2> + +<br> +<a href='#INTRODUCTION'><b>INTRODUCTION</b></a><br> +<br> +<span style='margin-left: 3em;'>By the Right Hon. VISCOUNT BRYCE, +O.M.</span><br> +<br> +<br> + <a href='#I'><b>I. THE AIM OF EDUCATIONAL +REFORM</b></a><br> +<br> +<span style='margin-left: 3em;'>By JOHN LEWIS PATON, M.A., High +Master of</span><br> +<span style='margin-left: 3em;'>Manchester Grammar School; formerly +Fellow of</span><br> +<span style='margin-left: 3em;'>St John's College, Cambridge, +Assistant Master at</span><br> +<span style='margin-left: 3em;'>Rugby School, Head Master of +University College</span><br> +<span style='margin-left: 3em;'>School</span><br> +<br> +<br> + <a href='#II'><b>II. THE TRAINING OF THE +REASON</b></a><br> +<br> +<span style='margin-left: 3em;'>By the Very Rev. WILLIAM RALPH +INGE, D.D.,</span><br> +<span style='margin-left: 3em;'>Dean of St Paul's, Honorary Fellow +of Jesus College,</span><br> +<span style='margin-left: 3em;'>Cambridge, and of Hertford College, +Oxford;</span><br> +<span style='margin-left: 3em;'>formerly Lady Margaret Professor of +Divinity,</span><br> +<span style='margin-left: 3em;'>Fellow of King's College, +Cambridge, Assistant</span><br> +<span style='margin-left: 3em;'>Master at Eton College, Fellow and +Tutor of</span><br> +<span style='margin-left: 3em;'>Hertford College, Oxford</span><br> +<br> +<br> + <a href='#III'><b>III. THE TRAINING OF THE +IMAGINATION</b></a><br> +<br> +<span style='margin-left: 3em;'>By ARTHUR CHRISTOPHER BENSON, +C.V.O.,</span><br> +<span style='margin-left: 3em;'>LL.D., Master of Magdalene College, +Cambridge;</span><br> +<span style='margin-left: 3em;'>formerly Assistant Master at Eton +College</span><br> +<a name='Page6'></a> <br> +<br> +<a href='#IV'><b>IV. RELIGION AT SCHOOL</b></a><br> +<br> +<span style='margin-left: 3em;'>By WILLIAM WYAMAR VAUGHAN, M.A., +Master</span><br> +<span style='margin-left: 3em;'>of Wellington College; formerly +Assistant Master</span><br> +<span style='margin-left: 3em;'>at Clifton College, and Head Master +of Giggleswick</span><br> +<span style='margin-left: 3em;'>School</span><br> +<br> +<br> +<a href='#V'><b>V. CITIZENSHIP</b></a><br> +<br> +<span style='margin-left: 3em;'>By ALBERT MANSBRIDGE, M.A., +Joint-Secretary</span><br> +<span style='margin-left: 3em;'>of the Cambridge University +Tutorial Classes</span><br> +<span style='margin-left: 3em;'>Committee; Founder and formerly +Secretary of</span><br> +<span style='margin-left: 3em;'>the Workers' Educational +Association</span><br> +<br> +<br> + <a href='#VI'><b>VI. THE PLACE OF LITERATURE IN +EDUCATION</b></a><br> +<br> +<span style='margin-left: 3em;'>By NOWELL SMITH, M.A., Head Master +of</span><br> +<span style='margin-left: 3em;'>Sherborne School; formerly Fellow +of Magdalen</span><br> +<span style='margin-left: 3em;'>College, Oxford, Fellow and Tutor +of New College,</span><br> +<span style='margin-left: 3em;'>Oxford, Assistant Master at +Winchester College</span><br> +<br> +<br> + <a href='#VII'><b>VII. THE PLACE OF SCIENCE IN +EDUCATION</b></a><br> +<br> +<span style='margin-left: 3em;'>By WILLIAM BATESON, F.R.S., +Director of the</span><br> +<span style='margin-left: 3em;'>John Innes Horticultural +Institution, Honorary</span><br> +<span style='margin-left: 3em;'>Fellow of St John's College, +Cambridge; formerly</span><br> +<span style='margin-left: 3em;'>Professor of Biology in the +University of Cambridge</span><br> +<br> +<br> + <a href='#VIII'><b>VIII. ATHLETICS</b></a><br> +<br> +<span style='margin-left: 3em;'>By FREDERIC BLAGDEN MALIM, M.A., +Master</span><br> +<span style='margin-left: 3em;'>of Haileybury College; formerly +Assistant Master</span><br> +<span style='margin-left: 3em;'>at Marlborough College, Head Master +of Sedbergh</span><br> +<span style='margin-left: 3em;'>School</span><br> +<br> +<br> +<a href='#IX'><b>IX. THE USE OF LEISURE</b></a> <br> +<br> +<a name='Page7'></a> <span style='margin-left: 3em;'>By JOHN HADEN +BADLEY, M.A., Head Master of</span><br> +<span style='margin-left: 3em;'>Bedales School</span><br> +<br> +<br> +<a href='#X'><b>X. PREPARATION FOR PRACTICAL +LIFE</b></a><br> +<br> +<span style='margin-left: 3em;'>By Sir JOHN DAVID MCCLURE, LL.D., +D.MUS.,</span><br> +<span style='margin-left: 3em;'>Head Master of Mill Hill +School</span><br> +<br> +<br> +<a href='#XI'><b>XI. TEACHING AS A +PROFESSION</b></a><br> +<br> +<span style='margin-left: 3em;'>By FRANK ROSCOE, Secretary of the +Teachers</span><br> +<span style='margin-left: 3em;'>Registration Council</span><br> + + +<hr style='width: 65%;'> +<a name='INTRODUCTION'></a> +<h2>INTRODUCTION</h2> + +<br> + + +<p>In times of anxiet<a name='Page8'></a>y and discontent, when +discontent has engendered the belief that great and widespread +economic and social changes are needed, there is a risk that men or +States may act hastily, rushing to new schemes which seem promising +chiefly because they are new, catching at expedients that have a +superficial air of practicality, and forgetting the general theory +upon which practical plans should be based. At such moments there +is special need for the restatement and enforcement by argument of +sound principles. To such principles so far as they relate to +education it is the aim of these essays to recall the public mind. +They cover so many branches of educational theory and deal with +them so fully and clearly, being the work of skilled and vigorous +thinkers, that it would be idle for me to enter in a short +introduction upon those topics which they have discussed with +special knowledge far greater than I possess. All I shall attempt +is to present a few scattered observations on the general problems +of education as they stand to-day.</p> + +<p>The largest of those problems, viz., how to provide elementary +instruction for the whole population,<a name='Page9'></a> is far +less urgent now than it was fifty years ago. The Act of 1870, +followed by the Act which made school-attendance compulsory, has +done its work. What is wanted now is Quality rather than Quantity. +Quantity is doubtless needed in one respect. Children ought to stay +longer at school and ought to have more encouragement to continue +education after they leave the elementary school. But it is chiefly +an improvement in the teaching that is wanted, and that of course +means the securing of higher competence in the teacher by raising +the remuneration and the status of the teaching profession<a name= +'FNanchor_1_1'></a><a href='#Footnote_1_1'><sup>[1]</sup></a>.</p> + +<p>The next problem is how to find the finest minds among the +children of the country and bring them by adequate training to the +highest efficiency. The sifting out of these best minds is a matter +of educational organisation and machinery; and the process will +become the easier when the elementary teachers, who ought to bear a +part in selecting those who are most fitted to be sent on to +secondary schools, have themselves become better qualified for the +task of discrimination. The question how to train these best minds +when sifted out would lead me into the tangled <a name= +'Page10'></a>controversy as to the respective educational values of +various subjects of instruction, a topic which I must not deal with +here. What I do wish to dwell upon is the supreme importance to the +progress of a nation of the best talent it possesses. In every +country there is a certain percentage of the population who are +fitted by their superior intelligence, industry, and force of +character to be the leaders in every branch of action and thought. +It is a small percentage, but it may be increased by discovering +ability in places where the conditions do not favour its +development, and setting it where it will have a better chance of +growth, just as a seedling tree brought out of the dry shade may +shoot up when planted where sun and rain can reach it freely. I am +not thinking of those exceptionally great and powerful minds, of +whom there may not be more than four or five in a generation, who +make brilliant discoveries or change the currents of thought, but +rather of persons of a capacity high, if not quite first rate, +which enables them, granted fair chances, to rise quickly into +positions where they can effectively serve the community. These +men, whatever occupation they follow, be it that of abstract +thinking, or literary production, or scientific research, or the +conduct of affairs, whether commercial or pol<a name= +'Page11'></a>itical or administrative, are the dynamic strength of +the country when they enter manhood, and its realised wealth when +they are in their fullest vigour thirty years later. We need more +of them, and more of them may be found by taking pains.</p> + +<p>The volume of thought continuously applied to the work of life, +whether it be applied in the library or study or laboratory, or in +the workshop or factory or counting-house or council chamber, has +not been keeping pace with the growth of our population, our +wealth, our responsibilities. It is not to-day sufficient for the +increasing vastness and complexity of the problems that confront a +great nation. We in Great Britain have been too apt to rely upon +our energy and courage and practical resourcefulness in +emergencies, and thus have tended to neglect those efforts to +accumulate knowledge, and consider how it can be most usefully +applied, which should precede and accompany action. This deficiency +is happily one that can be removed, while a want of qualities which +are the gift of nature is less curable. The "efficiency" which is +on every one's mouth cannot be extemporised by rushing hastily into +action, however energetic. It is the fruit of patient and exact <a +name='Page12'></a>determination of and reflection upon the facts to +be dealt with.</p> + +<p>The view that it was the finest minds that ought to be most +cared for, and that to them of right belonged not merely +leadership, but even control also, was carried by the ancients, and +especially by Plato and Aristotle, almost to excess. Their ideal, +and indeed that of most Greek thinkers, was the maintenance among +the masses of the military valour and discipline which the State +needed for its protection, and the cultivation among the chosen few +of the highest intellectual and moral excellence. In the Middle +Ages, when power as well as rank belonged to two classes, nobles +and clergy, the ideal of education took a religious colour, and +that training was most valued which made men loyal to the Church +and to sound doctrine, with the prospect of bliss in the world to +come. In our times, educational ideals have become not merely more +earthly but more material. Modern doctrines of equality have +discredited the ancient view that the chief aim of instruction is +to prepare the few Wise and Good for the government of the State. +It is not merely upon this world but also upon the material things +of this world, power and the acquisition of territory, industrial +production, commerce, finance, wealth and prosperity in all its +forms, that the modern eye is fixed. There has been a drifting away +from that respect for learning which was strong in the Middle Ages +and lasted down into the eighteenth century. In some countries, as +in our own, that which instruction and training may accompli<a +name='Page13'></a>sh has been rated far below the standard of the +ancients. Yet in our own time we have seen two striking examples to +show that their estimate was hardly too high. Think of the power +which the constant holding up, during long centuries, of certain +ideals and standards of conduct, exerted upon the Japanese people, +instilling sentiments of loyalty to the sovereign and inspiring a +certain conception of chivalric duty which Europe did not reach +even when monarchy and chivalry stood highest. Think of that +boundless devotion to the State as an omnipotent and all-absorbing +power, superseding morality and suppressing the individual, which +within the short span of two generations has taken possession of +Germany. In the latter case at least the incessant preaching and +teaching of a theory which lowers the citizen's independence and +individuality while it saps his moral sense seems to us a +misdirection of educational<a name='Page14'></a> effort. But in it +education has at least displayed its power.</p> + +<p>Can a fair statement of the educational ideals which we might +here and now set before ourselves be found in saying that there are +three chief aims to be sought as respects those we have called the +best minds?</p> + +<p>One aim is to fit men to be at least explorers, even if not +discoverers, in the fields of science and learning.</p> + +<p>A second is to fit them to be leaders in the field of action, +leaders not only by their initiative and their diligence, but also +by the power and the habit of turning a full stream of thought and +knowledge upon whatever work they have to do.</p> + +<p>A third is to give them the taste for, and the habit of +enjoying, intellectual pleasures.</p> + +<p>Many moralists, ancient and modern, have given pleasure a bad +name, because they saw that the most alluring and powerfully +seductive pleasures, pleasures which appeal to all men alike, were +indulged to excess, <a name='Page15'></a>and became a source of +evil. But men will have pleasure and ought to have pleasure. The +best way of drawing them off from the more dangerous pleasures is +to teach them to enjoy the better kinds. Moreover the quieter +pleasures of the intellect mean Rest, and a greater fitness for +resuming work.</p> + +<p>The pity is that so many sources capable of affording delight +are ignored or imperfectly appreciated. May not this be partly the +fault of the lines which our education has followed? Perhaps some +kinds of study would have fared better if their defenders had dwelt +more upon the pleasure they afford and less upon their supposed +utility. The champions of Greek and Latin have dilated on the value +of grammar as a mental discipline, and argued that the best way to +acquire a good English style is to know the ancient languages, a +proposition discredited by many examples to the contrary. It is +really this insistence on grammatical minutiae that has proved +repellent to young people and suggested the dictum that "it doesn't +much matter what you teach a boy so long as he hates it." Better +had it been, abandoning the notion that every one should learn +Greek, to dwell upon the boundless pleasure which minds of +imagination and literary taste derive from carrying in memory the +gems <a name='Page16'></a>of ancient wisdom which are more easily +remembered because they are not in our own language, and the finest +passages of ancient poetry. There are plenty of things—indeed +there are far more things—in modern literature as noble and +as beautiful as the best of the ancients can give us. But they are +not the same things. The ancient poets have the freshness and the +fragrance of the springtime of the world <a name= +'FNanchor_2_2'></a><a href='#Footnote_2_2'><sup>[2]</sup></a>. Or +take another sort of instance. Take the pleasures which nature +spreads before us with a generous hand, hills and fields and woods +and rocks, flowers and the songs of birds, the ever-shifting +aspects of clouds and of landscapes under light and shadow. How few +persons in most countries—for there is in this respect a +difference between different peoples—notice these things. +Everybody sees them few observe them or derive pleasure from them. +Is not this largely because attention has not been properly called +to them? They have not been taught to look at natural objects +closely and see the variety there is in them. Persons in whom no +taste for pictures has ever been formed by their having been taken +to see, good pictures and told what constitutes merit, are, when +led into a picture gallery, usually interested in the subjects. +They like to see a sportsman shooting wild fowl, or a battle scene, +or even a prize<a name='Page17'></a> fight, or a mother tending a +sick child, because these incidents appeal to them. But they seldom +see in a picture anything but the subject; they do not appreciate: +imaginative quality or composition, or colour, or light and shade +or indeed anything except exact imitation of the actual. So in +nature the average man is; struck by something so exceptional as a +lofty rock, like Ailsa Craig or the Needles off the Isle of Wight, +or an eclipse of the moon, or perhaps a blood-red sunset; but he +does not notice and consequently draws no pleasure from landscapes +in general, whether noble; or quietly beautiful. The capacity for +taking pleasure, in all these things may not be absent. There is +reason: to think that most children possess it, because when they +are shown how to observe they usually respond, quickly perceiving, +for instance, the differences between one flower and another, +quickly, even when quite young, learning the distinctive characters +and names of each, enjoying the process of recognising each when +they walk along the lanes, as indeed every intelligent child enjoys +the exercise of its observing powers. The disproportionate growth +of our urban population, a thing regrettable in other respects +also, has no doubt made it more difficult to give young people a +familiar knowledge of nature, but the facilities for going into the +country and the happy lengthening of summer holidays render it +easier than formerly to provide opportunities for Nature Study, +which, properly conducted, is a recreation and not a lesson. There +is no source of enjoyment which lasts so keen all through life or +which fits one better for other enjoyments, such as those of art +and of travel. Of the value of the habit of alert observation for +other purposes I say nothing, wishing here to insist only upon what +it may do for delight.</p> + +<p>It is often alleged that in England boys and girls show less +mental curiosity, less desire for knowledge than those of most +European countries, or even than <a name='Page18'></a><a name= +'Page19'></a>those of the three smaller countries north and west of +England in which the Celtic element is stronger than it is in South +Britain. A parallel charge has, ever since the days of Matthew +Arnold, been brought against the English upper and middle classes. +He declared that they care less for the "things of the mind" and +show less respect to eminence in science, literature and art, than +is the case elsewhere, as for instance in France, Germany, or Italy +(to which one may add the United States); and he thus explained the +scanty interest taken by these classes in educational progress.</p> + +<p>Should this latter charge be well founded, the fact it notes +would tend to perpetuate the former evil, for the indifference of +parents reacts upon the school and upon the pupils. The love of +knowledge is so natural and awakens so early in the normal child, +that even if it be somewhat less keen among English than among +French or Scottish children, we may well believe our deficiencies +to be largely due to faulty and unstimulative methods of teaching, +and may trust that they will diminish when these methods have been +improved.</p> + +<p>If it be true that the English public generally show a wan<a +name='Page20'></a>t of interest in and faint appreciation of the +value of education, the stern discipline of war will do something +to remove this indifference. The comparative poverty and reduction +of luxurious habits; which this war will bring in its train, along +with a sense of the need that has arisen for turning to the fullest +account all the intellectual resources of the country so that it +may maintain its place in the world,—these things may be +expected to work a change for the better, and lead parents to set +more store upon the mental and less upon the athletic achievements +of their sons.</p> + +<p>Be this as it may, no one to-day denies that much remains to be +done to spread a sense of the value of science for those branches +of industry to which (as especially to agriculture) it has been +imperfectly applied, to strengthen and develop the teaching of +scientific theory as the foundation of technical and practical +scientific work, and above all to equip with the largest measure of +knowledge and by the most stimulating training those on whom nature +has bestowed the most vigorous and flexible minds. To-day e see +that the heads of great businesses, industrial and financial, are +looking out for men of university distinction to be placed in +responsible posts—a thing which did not happen fifty years +ago—because the <a name='Page21'></a>conditions of modern +business have grown too intricate to be handled by any but the best +trained brains. The same need is at least equally true of many +branches of that administrative work which is now being thrust, in +growing volume, upon the State and its officials.</p> + +<p>If we feel this as respects the internal economic life of our +country, is it not true also of the international life of the +world? In the stress and competition of our times, the future +belongs to the nations that recognise the worth of Knowledge and +Thought, and best understand how to apply the accumulated +experience of the past. In the long run it is knowledge and wisdom +that rule the world, not knowledge only, but knowledge applied with +that width of view and sympathetic comprehension of men, and of +other nations, which are the essence of statesmanship.</p> + +<a name='Footnote_1_1'></a><a href='#FNanchor_1_1'>[1]</a> +<div class='note'> +<p>This has been clearly seen and admirably stated by the present +President of the Board of Education.</p> +</div> + +<a name='Footnote_2_2'></a><a href='#FNanchor_2_2'>[2]</a> +<div class='note'> +<p>Take for instance this little fragment of Alcman:</p> + +<p><br> +<span style='margin-left: 1em;'>[Greek: <i>Ou m heti, parthenikai +meligaryest imerophônoi,</i></span><br> +<a name='Page22'></a> <span style='margin-left: 1em;'><i>Gyia +pherein dynatai Bale dê Bale kêrylos +eiên,</i></span><br> +<span style='margin-left: 1em;'><i>Hos t hepi kymatos hanthos ham +alkyonessi potêtai</i></span><br> +<span style='margin-left: 1em;'><i>Nêleges hêtor +hechôn haliporphyros eiaros hornis.</i>]</span><br> +</p> + +<p>What can be more exquisite than the epithets in the first line, +or more fresh and delicate and tender in imaginative quality than +the three last? A modern poet of equal genius would treat the topic +with equal force and grace, but the charm, the untranslatable charm +of antique simplicity, would be absent.</p> +</div> + +<hr style='width: 65%;'> +<a name='I'></a> +<h2>I</h2> + +<h2>THE AIM OF EDUCATIONAL REFORM</h2> + +<h3>By J.L. PATON</h3> + +<h3>High Master of Manchester Grammar School</h3> + +<br> + + +<p>The last century, with all its brilliant achievement in +scientific discovery and i<a name='Page23'></a>ncrease of +production, was spiritually a failure. The sadness of that +spiritual failure crushed the heart of Clough, turned Carlyle from +a thinker into a scold, and Matthew Arnold from a poet into a +writer of prose.</p> + +<p>The secret of failure was that the great forces which move +mankind were out of touch with each other, and furnished no mutual +support. Art had no vital relation with industry; work was +dissociated from joy; political economy was at issue with humanity; +science was at daggers drawn with religion; action did not +correspond to thought, being to seeming; and finally the individual +was conceived as having claims and interests at variance with the +claims and interests of the society of which he formed a part, in +fact as standing out against it, in an opposition so sharply marked +that one of the greatest thinkers could write a book with the title +"Man <i>versus</i> the State." As a result, nation was divided +against nation, labour against capital, town against country, sex +against sex, the hearts of the children were set against the +fathers, the Church fought against the State, and, worst of all, +Church fought against Church.</p> + +<a name='Page24'></a> + +<p>The discords of the great society were reflect inevitably in the +sphere of education. The elementary schools of the nation were +divided into two conflicting groups, and both were separated by an +estranging gulf from the grammar schools and high schools as the +grammar schools in turn were shut off from the public schools on +the one hand, and from the schools of art, music, and of technology +on the other There was no cohesion, no concerted effort, no mutual +support, no great plan of advance, no homologating idea.</p> + +<p>This fact in itself is sufficient to account for the +ineffectiveness, the despondencies, the insincerities and ceaseless +unrest of Western civilisation in the nineteenth century. The tree +of human life cannot flower and bear fruit for the healing of the +nations when its great life-forces spend themselves in making war +on each other.</p> + +<p>If the experience of the century which lies before us is to be +different, it must be made so by means of education. Education is +the science which deals with the world as it is capable of +becoming. Other<a name='Page25'></a> sciences deal with things as +they are, and formulate the laws which they find to prevail in +things as they are. The eyes of education are fixed always upon the +future, and philosophy of whatever kind, directly adumbrates a +Utopia, thinks on educational lines.</p> + +<p>The aim of education must therefore be as wide as it is high, it +must be co-extensive with life. The advance must be along the whole +front, not on a small sector only. William Morris, when he tried +his hand at painting, used to say, that what bothered him always +was the frame: he could not conceive of art as something "framed +off" and isolated from life. Just as William Morris wanted to turn +all life into art, so with education. It cannot be "framed off" and +detached from the larger aspects of political and social +well-being; it takes all life for its province. It is not an end in +itself, any more than the individuals with whom it deals; it acts +upon the individual, but through the individual it acts upon the +mass, and its aim is nothing less than the right ordering of human +society.</p> + +<p>To cope with a task which can be stated in these terms, +education must be free. A new age postulates a new education. The +traditions which have dominated hitherto must one by<a name= +'Page26'></a> one be challenged to render account of themselves, +that which is good in them must be conserved and assimilated, that +which is effete must be scrapped and rejected. Neither can the +administrative machinery, as it exists, be taken for granted; +unless it shows those powers of adaptation and growth which show it +to be alive and not dead, it too must be scrapped and rejected; new +wine is fatal to old skins. Education must regain once more what +she possessed at the time of the Renascence—the power of +direction; she must be mistress of her fate.</p> + +<p>Further, if education is to be a force which makes for +co-operation in place of conflict, she must not be divided against +herself. She must leave behind forever the separations and +snobberies, the misunderstandings, the wordy battles beloved of +pedants and politicians. The smoke and dust of controversy obscures +her vision, and she needs all her energies to tackle the great task +which confronts her. In this regard nothing is so full of promise +for the future as the new sense of unity which is beginning both to +animate and actuate the whole teaching profession, from the +University to the Kindergarten, and has already eventuated in the +formation of a Teachers Registration Council, on which all sorts +and conditions of education are represented.</p> + +<a name='Page27'></a> + +<p>The materialists have not been slow to see their chance, to +challenge the old tradition of literary education, and to urge the +claims of science. But the aim which they place before us is +frankly stated—it is the acquisition of wealth; they are "on +manna bent and mortal ends," and their conception of the future is +a world in which one nation competes against another for the +acquisition of markets and commodities. In effect, therefore, +materialism challenges the classics, but it accepts the +self-seeking ideals of the past generations, and accepts also, as +an integral part of the future, the scramble of conflicting +interests, labour against capital, nation against nation, man +against man. Now the first characteristic of the genuine scientific +mind is the power of learning by experience. Real science never +makes the same mistake twice. Obviously the repetition of the past +can only eventuate in the repetition of the present. And that is +precisely what education sets itself to counteract. The materialist +forgets three outstanding and obvious facts. Firstly, science +cannot be the whole of knowledge, because "science" (in his limited +sense of the term) deals only with what appears. Secondly, power of +insight depends no<a name='Page28'></a>t so much upon the senses as +on moral qualities, the sense of sympathy and of fairness; it needs +self-discipline as well as knowledge both of oneself and one's +fellow-man. "How can a man," says Carlyle, "without clear vision in +his heart first of all, have any clear vision in the head?" "Eyes +and ears," said the ancient philosopher, "are bad witnesses for +such as have barbarian souls." Thirdly, the tragedy of the past +generation was not its failure to accumulate wealth; in that +respect it was more successful than any generation which preceded +it. The tragedy of the nineteenth century was that, when it had +acquired wealth, it had no clear idea, either individually or +collectively, what to do with it.</p> + +<p>And yet the house of humanity faces both ways; it looks out +towards the world of appearances as well as to the world of spirit, +and is, in fact, the meeting-place of both. Materialism is not +wrong because it deals with material things. It is wrong because it +deals with nothing else. It is wrong, also, in education because +taking the point of view of the adult, it makes the material +product itself the all-important thing.<a name='Page29'></a> In +every right conception of education the child is central. The child +is interested in things. It wants first to <i>sense</i> them, or as +Froebel would say "to make the outer inner"; it wants to play with +them, to construct with them, and along the line of this inward +propulsion the educational process has to act. The "thing-studies" +if one may so term them, which have been introduced into the +curriculum, such as gardening, manual training (with cardboard, +wood, metal), cooking, painting, modelling, games and +dramatisation, are it is true later introductions, adopted mainly +from utilitarian motive; and they have been ingrafted on the +original trunk, being at first regarded as detachable extras, but +they quickly showed that they were an organic part of the real +educative process; they have already reacted on the other subjects +of the curriculum, and have, in the earlier stages of education +become central. In the same way, vocation is having great influence +upon the higher terminal stages of education. All this is part of +the most important of all correlations, the correlation of school +with life.</p> + +<a name='Page30'></a> + +<p>But the child's interest in things is social. Through the +primitive occupations of mankind, he is entering step by step into +the heritage of the race and into a richer fuller personal +experience. The science which enlists a child's interest is not +that which is presented from the logical, abstract point of view. +The way in which the child acquires it is the same as that in which +mankind acquired it—his occupation presents certain +difficulties, to overcome these difficulties he has to exercise his +thought, he invents and experiments; and so thought reacts upon +occupation, occupation reacts upon thought. And out of that +reciprocal action science is born. In the same way his play is +social—in his games too he enters into the heritage of the +race, and in playing them he is learning unconsciously the greatest +of all arts, the art of living with others. In his play as well as +in his school work the lines of his natural development show how he +can be trained to co-operate with the law of human progress.</p> + +<p>This fitness and readiness to co-operate with the great movement +of human progress, all-round fitness of body, mind and spirit, +provides the formula which fuses and reconc<a name= +'Page31'></a>iles two growing tendencies in modern education.</p> + +<p>There is in the first place the movement towards self-expression +and self-development—postulating for the scholar a larger +measure of liberty in thought and action, and self-direction than +hitherto—this movement is represented mainly by Dr +Montessori, and by "What is and what might be"; it is a movement +which is spreading upwards from the infant school to the higher +standards. Side by side with it is the movement towards the fuller +development of corporate life in the school, the movement which +trains the child to put the school first in his thoughts, to live +for the society to which he belongs and find his own personal +well-being in the well-being of that society. This has been, ever +since Arnold, sedulously fostered in the games of the public +schools, and fruitful of good results in that limited sphere; it +has been applied with conspicuous success to the development of +self-government, and it has reached its fullest expression in the +little Commonwealth of Mr Homer Lane. But we are beginning to +recognise its wider applications, it is capable of transforming the +spirit of the class-room activities as well as the activities of a +playing field, it is in every way as applicable to the e<a name= +'Page32'></a>lementary school as to Eton, or Rugby, or Harrow, and +to girls as well as to boys.</p> + +<p>These two movements towards a fuller liberty of self-fulfilment, +and towards a fuller and stronger social life, are convergent, and +supplement, or rather complement, each other. Personality, after +all, is best defined as "capacity for fellowship," and only in the +social milieu can the individual find his real self-fulfilling. +Unless he functions socially, the individual develops into +eccentricity, negative criticism, and the cynical aloofness of the +"superior person." On the other hand without freedom of individual +development, the organisation of life becomes the death of the +soul. Prussia has shown how the psychology of the crowd can be +skilfully manipulated for the most sinister ends. It is a happy +omen for our democracy that both these complementary movements are +combined in the new life of the schools. To both appeals, the +appeal of personal freedom, and the appeal of the corporate life, +the British child is peculiarly responsive. Round these two +health-centres the form of the new system will take shape and +grow.</p> + +<p>And growth it must be, not building. The body is not built up +on<a name='Page33'></a> the skeleton, the skeleton is secreted by +the growing body. The hope of education is in the living principle +of hope and enthusiasm, which stretches out towards perfection. One +distrusts instinctively at the present time anything schematic. +There are men, able enough as organisers, who will be ready to sit +down and produce at two days' notice a full cut-and-dried scheme of +educational reconstruction. They will take our present resources, +and make the best of them, no doubt, re-arranging and +re-manipulating them, and making them go as far as they can. They +will shape the whole thing out in wood, and the result will be +wooden. It will be static and stratified, with no upward lift. But +that is not the way. Education is a thing of the spirit, it is +instinct with life, [Greek: thermon ti pragma] as Aristotle would +say, drawing upon resources that are not its own, "unseen yet +crescive in its faculty" and in its growth taking to itself such +outward form as it needs for the purpose of its inward life. Six +years at least it will take for the new spirit to work itself out +into the definite larger forms.</p> + +<p>That does not mean that it will come without hard purposeful +thinking <a name='Page34'></a>and much patient effort. Education +does not "happen" any more than "art happens,"—and just as +with the arts of the middle ages, so the well-being of education +depends not on the chance appearance of a few men of genius but on +the right training and love of the ordinary workman for his work. +Education is a spiritual endeavour, and it will come, as the things +of the spirit come, through patience in well-doing, through +concentration of purpose on the highest, through drawing +continually on the inexhaustible resources of the spiritual world. +The supreme "maker" is the poet, the man of vision. For the +administrator, the task is different from what it has been. It is +for him to watch and help experiments, to prevent the abuse of +freedom, not to preserve uniformities but to select variations. But +he is handling a power which, as George Meredith says, "is a +heaven-sent steeplechaser, and takes a flying leap of the ordinary +barriers."</p> + +<p>To-morrow is the day of opportunity. To-day is the day of +preparation. Yesterday's ideals have become the practical politics +of the present hour. Our<a name='Page35'></a> countrymen recognise +now as they have never done before that the problem of national +reconstruction is in the main a problem of national education: "the +future welfare of the nation," to use Mr Fisher's words, "depends +upon its schools." Men make light now of the extra millions which a +few years ago seemed to bar the way of progress. At the same time +the discipline of the last three years has hammered into us a new +consciousness of national solidarity and social obligation. As the +whole energies of a united people are at this moment concentrated +on the duty of destruction which is laid upon us, so after the war +with no less urgency and no less oneness of heart the whole +energies of a united nation must be concentrated on the upbuilding +of life. That upbuilding is to be economic as well as spiritual, +but those who think out most deeply the need of the economic +situation, are most surely convinced that the problems of industry +and commerce are at the bottom human problems and cannot find +solution without a new sense of "co-operation and brotherliness<a +name='FNanchor_1_3'></a><a href= +'#Footnote_1_3'><sup>[1]</sup></a>."</p> + +<p>Such is the need and such the task. England<a name='Page36'></a> +is looking to her schools as she never did before. The aim of her +education must be both high and wide, higher than lucre, wider than +the nation. And the aim of our education cannot be fulfilled until +the education of other peoples is infused with the same spirit. +Education, like finance, must be planned on international lines by +international consensus with a view to world peace. Only so can it +fulfil the ultimate end which already looms on the horizon,</p> + +<span style='margin-left: 2em;'>Becoming when the time has +birth</span><br> +<span style='margin-left: 2em;'>A lever to uplift the +earth</span><br> +<span style='margin-left: 1em;'>And roll it on another +course.</span><br> + <a name='Footnote_1_3'></a><a href='#FNanchor_1_3'>[1]</a> +<div class='note'> +<p>Mr Angus Watson in <i>Eclipse or Empire</i>, p. 88.</p> +</div> + +<hr style='width: 65%;'> +<a name='II'></a> +<h2>II</h2> + +<h2>THE TRAINING OF THE REASON</h2> + +<h3>By W.R. INGE</h3> + +<h3>Dean of St Paul's</h3> + +<br> + + +<p>The ideal object of education is that we should learn all that +it concerns us to know, in order that thereby we may become all +that it concerns us to be. In other words, the aim of education is +the knowledge <a name='Page37'></a>not of facts but of values. +Values are facts apprehended in their relation to each other, and +to ourselves. The wise man is he who knows the relative values of +things. In this knowledge, and in the use made of it, is summed up +the whole conduct of life. What are the things which are best worth +winning for their own sakes, and what price must I pay to win them? +And what are the things which, since I cannot have everything, I +must be content to let go? How can I best choose among the various +subjects of human interest, and the various objects of human +endeavour, so that my activities may help and not hinder each +other, and that my life may have a unity, or at least a centre +round which my subordinate activities may be grouped. These are the +chief questions which a man would ask, who desired to plan his life +on rational principles, and whom circumstances allowed to choose +his occupation. He would desire to know himself, and to know the +world, in order to give and receive the best value for his sojourn +in it.</p> + +<p>We English for the most part accept this view of education, and +we add that the experience of life, or what we call knowledge of +the world, is the best school of practical wisdom. We do not +however identify practical wisdom<a name='Page38'></a> with the +life of reason but with that empirical substitute for it which we +call common sense. There is in all classes a deep distrust of +ideas, often amounting to what Plato called <i>misologia</i>, +"hatred of reason." An Englishman, as Bishop Creighton said, not +only has no ideas; he hates an idea when he meets one. We discount +the opinion of one who bases his judgment on first principles. We +think that we have observed that in high politics, for example, the +only irreparable mistakes are those which are made by logical +intellectualists. We would rather trust our fortunes to an honest +opportunist, who sees by a kind of intuition what is the next step +to be taken, and cares for no logic except the logic of facts. +Reason, as Aristotle says, "moves nothing"; it can analyse and +synthesise given data, but only after isolating them from the +living stream of time and change. It turns a concrete situation +into lifeless abstractions, and juggles with counters when it +should be observing realities. Our prejudices against logic as a +principle of conduct have been fortified by our national +experience. We are not a quick-witted race; and we have succeeded +where others have failed by dint of a kind of instinct for +improvising the right course of action, a gif<a name='Page39'></a>t +which is mainly the result of certain elementary virtues which we +practise without thinking about them, justice, tolerance, and +moderation. These qualities have, we think and think truly, been +often wanting in the Latin nations, which pride themselves on +lucidity of intellect and logical consistency in obedience to +general principles. Recent philosophy has encouraged these +advocates of common sense, who have long been "pragmatists" without +knowing it, to profess their faith without shame. Intellect has +been disparaged and instinct has been exalted. Intuition is a safer +guide than reason, we are told; for intuition goes straight to the +heart of a situation and has already acted while reason is +debating. Much of this new philosophy is a kind of higher +obscurantism; the man in the street applauds Bergson and William +James because he dislikes science and logic, and values will, +courage and sentiment. He used to be fond of repeating that +Waterloo was won on the playing fields of our public schools, until +it was painfully obvious that Colenso and Spion Kop were lost in +the same place. We have muddled through so often that we have come +half to believe in a providence which watches over unintelligent +virtue. "Be good, sweet maid, and let who will be clever," we have +said to Britannia. So we have acquie<a name='Page40'></a>sced in +being the worst educated people west of the Slav frontier.</p> + +<p>I do not wish to dwell on the disadvantages which we have thus +incurred in international competition—our inferiority to +Germany in chemistry, and to almost every continental nation in +scientific agriculture. This lesson we are learning, and are not +likely to forget. It is our spiritual loss which we need to realise +more fully. In the first place, the majority of Englishmen have no +thought-out purpose in life beyond the call of "duty," which is an +empty ideal until we know what our duty is. Confusion of means and +ends is especially common in this country, though it is certainly +to be found everywhere. The passion for irrational accumulation is +one example of the error, which causes the gravest social +inconvenience. The largest part of social injustice and suffering +is caused by the unchecked indulgence of the acquisitive instinct +by those who have the opportunity of indulging it, and who have +formed a blind habit of indulging it. No one, however selfish, who +had formed any reasonable estimate of the relative values of life, +would devote his whole time to the economical exploitation of his +neighbours, in order to pile up the instruments of a fuller life, +which he wil<a name='Page41'></a>l never use. To regard business as +a kind of game is, from the highest point of view, right, and our +nation gains greatly by applying the ethics of sport to all our +external activities; but we err in living for our games, whether +they happen to be commerce or football. A friend of mine +expostulated with a Yorkshire manufacturer who was spending his old +age in unnecessary toil for the benefit of a spendthrift heir. The +old man answered, "If it gives him half as much pleasure to spend +my half million as it has given me to make it, I don't grudge it +him." That is not the spirit of the real miser or +Mammon-worshipper. It is the spirit of a natural idealist who from +want of education has no rational standard of good. When such a man +intervenes in educational matters, he is sure to take the +standpoint of the so-called practical man, because he is blind to +the higher values of life. He will wish to make knowledge and +wisdom instruments for the production of wealth, or the improvement +of the material condition of the poor. But knowledge and wisdom +refuse to be so treated. Like goodness and beauty, wisdom is one of +the absolute values, the divine ideas. As one of the Cambridge +Platonists said, we must not make our intellectual faculties +Gibeo<a name='Page42'></a>nites, hewers of wood and drawers of +water to the will and affections. Wisdom must be sought for its own +sake or we shall not find it. Another effect of our +<i>misologia</i> is the degradation of reasonable sympathy into +sentimentalism, which regards pain as the worst of evils, and +endeavours always to remove the effects of folly and wrong-doing, +without investigating the causes. That such sentimentalism is often +kind only to be cruel, and that it frequently robs honest Peter to +pay dishonest Paul, needs no demonstration. Sentimentalism does not +believe that prevention is better than cure, and practical +politicians know too well that a scientific treatment of social +maladies is out of the question in this country. Others become +fanatics, that is to say, worldlings who are too narrow and violent +to understand the world. The root of the evil is that a whole range +of the higher values is inaccessible to the majority, because they +know nothing of intellectual wealth. And yet the real wealth of a +nation consists in its imponderable possessions—in those +things wherein one man's gain is not another man's loss, and which +are not proved incapable of increase by any laws of +thermo-dynamics. An inexhaustible treasure is freely open to all +who have passed through a good course of mental training, a +treasure which we can make our own according to<a name= +'Page43'></a> our capacities, and our share of which we would not +barter for any goods which the law of the land can give or take +away. "The intelligent man," says Plato, "will prize those studies +which result in his soul getting soberness, righteousness and +wisdom, and will less value the others." The studies which have +this effect are those which teach us to admire and understand the +good, the true and the beautiful. They are, may we not say, +humanism and science, pursued in a spirit of "admiration, hope and +love." The trained reason is disinterested and fearless. It is not +afraid of public opinion, because it "counts it a small thing that +it should be judged by man's judgment"; its interests are so much +wider than the incidents of a private career that base self-centred +indulgence and selfish ambition are impossible to it. It is saved +from pettiness, from ignorance, and from bigotry. It will not fall +a victim to those undisciplined and disproportioned enthusiasms +which we call fads, and which are a peculiar feature of English and +North American civilisation. Such reforms as are carried out in +this country are usually effected not by the reason of the many, +but by the fanaticism of the few. A just balance may on the whole +be preserved, but there is not much balance in the judgments of +individuals.</p> + +<a name='Page44'></a> + +<p>Matthew Arnold, whose exhortations to his countrymen now seem +almost prophetic, drew a strong contrast between the intellectual +frivolity, or rather insensibility, of his countrymen and the +earnestness of the Germans. He saw that England was saved a hundred +years ago by the high spirit and proud resolution of a real +aristocracy, which nevertheless was, like all aristocracies, +"destitute of ideas." Our great families, he shows, could no longer +save us, even if they had retained their influence, because power +is now conferred by disciplined knowledge and applied science. It +is the same warning which George Meredith reiterated with +increasing earnestness in his late poems. What England needs, he +says, is "brain.'</p> + +<span style='margin-left: 1em;'>Warn her, Bard, that Power is +pressing</span><br> +<span style='margin-left: 2em;'>Hotly for his dues this +hour,</span><br> +<span style='margin-left: 1em;'>Tell her that no drunken +blessing</span><br> +<span style='margin-left: 2em;'>Stops the onward march of +Power,</span><br> +<span style='margin-left: 1em;'>Has she ears to take +forewarnings,</span><br> +<span style='margin-left: 2em;'>She will cleanse her of her +stains,</span><br> +<span style='margin-left: 1em;'>Feed and speed for braver +mornings</span><br> +<span style='margin-left: 2em;'>Valorously the growth of +brains.</span><br> +<span style='margin-left: 1em;'>Power, the hard man knit for +action</span><br> +<span style='margin-left: 2em;'>Reads each nation on the +brow;</span><br> +<a name='Page45'></a> <span style='margin-left: 1em;'>Cripple, +fool, and petrifaction</span><br> +<span style='margin-left: 2em;'>Fall to him—are falling +now.</span><br> + + +<p>And again:</p> + +<span style='margin-left: 1em;'>She impious to the Lord of +hosts</span><br> +<span style='margin-left: 1em;'>The valour of her off-spring +boasts,</span><br> +<span style='margin-left: 1em;'>Mindless that now on land and +main</span><br> +<span style='margin-left: 1em;'>His heeded prayer is active +brain.</span><br> + + +<p>These faithful prophets were not heeded, and we have had to +learn our lesson in the school of experience. She is a good teacher +but her fees are very high.</p> + +<p>The author of <i>Friendship's Garland</i> ended with a +despairing appeal to the democracy, when his jeremiads evoked no +response from the upper class, whom he called barbarians, or from +the middle class, whom he regarded as incurably vulgar. The middle +classes are apt to receive hard measure; they have few friends and +many critics. We must <a name='Page46'></a>go back to Euripides to +find the bold statement that they are the best part of the +community and "the salvation of the State"; but it is, on the +whole, true. And our middle class is only superficially vulgar. +Vulgarity, as Mr Robert Bridges has lately said, "is blindness to +values; it is spiritual death." The middle class in Matthew +Arnold's time was no doubt deplorably blind to artistic values; its +productions survive to convict it of what he called Philistinism; +but it is no longer devoid of taste or indifferent to beauty. And +it has never been a contemptible artist in life. Mr Bridges +describes the progress of vulgarity as an inverted Platonic +progress. We descend, he says, from ugly forms to ugly conduct, and +from ugly conduct to ugly principles, till we finally arrive at the +absolute ugliness which is vulgarity. This identification of +insensibility to beauty with moral baseness was something of a +paradox even in Greece, and does not fit the English character at +all. Our towns are ugly enough; our public buildings rouse no +enthusiasm; and many of our monuments and stained glass windows +seem to shout for a friendly Zeppelin to obliterate them. But we +British have not descended to ugly conduct. Pericles and Plato +would have found the bearing of<a name='Page47'></a> this people in +its supreme trial more "beautiful" than the Parthenon itself. The +nation has shaken off its vulgarity even more easily and completely +than its slackness and self-indulgence. We have borne ourselves +with a courage, restraint, and dignity which, a Greek would say, +could have only been expected of philosophers. And we certainly are +not a nation of philosophers. We must not then be too hasty in +calling all contempt for intellect vulgar. We have sinned by +undervaluing the life of reason; but we are not really a vulgar +people. Our secular faith, the real religion of the average +Englishman, has its centre in the idea of a gentleman, which has of +course no essential connection with heraldry or property in land. +The upper classes, who live by it, are not vulgar, in spite of the +absence of ideas with which Matthew Arnold twits them; the middle +classes who also respect this ideal, are further protected by sound +moral traditions; and the lower classes have a cheery sense of +humour which is a great antiseptic against vulgarity. But though +the Poet Laureate has not, in my opinion, hit the mark in calling +vulgarity our national sin, he has done well in calling attention +to the danger which may beset educational reform from what we may +call democratism, the tendency to l<a name='Page48'></a>evel down +all superiorities in the name of equality and good fellowship. It +is the opposite fault to the aristocraticism which beyond all else +led to the decline of Greek culture—the assumption that the +lower classes must remain excluded from intellectual and even from +moral excellence. With us there is a tendency to condemn ideals of +self-culture which can be called "aristocratic." But we need +specialists in this as in every other field, and the populace must +learn that there is such a thing as real superiority, which has the +right and duty to claim a scope for its full exercise.</p> + +<p>The fashionable disparagement of reason, and exaltation of will, +feeling or instinct would be more dangerous in a less scientific +age. The Italian metaphysician Aliotta has lately brought together +in one survey the numerous leaders in the great "reaction against +science," and they are a formidable band. Pragmatists, +voluntarists, activists, subjective idealists, emotional mystics, +and religious conservatives, have all joined in assaulting the +fortress of science which half a century ago seemed impregnable. +But the besieged garrison continues to use its own methods and to +trust in its own hypotheses; and the results justify the confidence +with which the assaults of the philosophers are ignored. We are +told that the scientific method is ultimate<a name='Page49'></a>ly +appropriate only to the abstractions of mathematics. But nature +herself seems to have a taste for mathematical methods. A sane +idealism believes that the eternal verities are adumbrated, not +travestied, in the phenomenal world, and does not forget how much +of what we call observation of nature is demonstrably the work of +mind. The world as known to science is itself a spiritual world +from which certain valuations are, for special purposes, excluded. +To deny the authority of the discursive reason, which has its +proper province in this sphere, is to destroy the possibility of +all knowledge. Nor can we, without loss and danger, or instinct or +intuition above reason. Instinct is a faculty which belongs to +unprogressive species. It is necessarily unadaptable and unable to +deal with any new situation. Consecrated custom may keep Chinese +civilisation safe in a state of torpid immobility for five thousand +years; but fifty years of Europe will achieve more, and will at +last present Cathay with the alternative of moving on or moving +off. Instinct might lead us on if progress were an automatic law of +nature, but this belief, though widely held, is sheer +superstition.</p> + +<a name='Page50'></a> + +<p>We have to convert the public mind in this country to faith in +trained and disciplined reason. We have to convince our +fellow-citizens not only that the duty of self-preservation +requires us to be mentally as well equipped as the French, Germans +and Americans, but that a trained intelligence is in itself "more +precious than rubies." Blake said that "a fool shall never get to +Heaven, be he never so holy." It is at any rate true that ignorance +misses the best things in this life If Englishmen would only +believe this, the whole spirit of our education would be changed, +which is much more important than to change the subjects taught. It +does not matter very much what is taught; the important question to +ask is what is learnt. This is why the controversy about religious +education was mainly fatuous. The "religious lesson" can hardly +ever make a child religious; religion, in point of fact, is seldom +taught at all; it is caught, by contact with someone who has it. +Other subjects can be taught and can be learnt; but the teaching +will be stiff collar-work, and the learning evanescent, if the +pupil is not interested in the subject. And how little +encouragement the average boy gets at home to train his reason and +form int<a name='Page51'></a>ellectual tastes! He may probably be +exhorted to "do well in his examination," which means that he is to +swallow carefully prepared gobbets of crude information, to be +presently disgorged in the same state. The examination system +flourishes best where there is no genuine desire for mental +cultivation. If there were any widespread enthusiasm for knowledge +as an integral part of life the revolt against this mechanical and +commercialised system of testing results would be universal. As +things are, a clever boy trains for an examination as he trains for +a race; and goes out of training as fast as possible when it is +over. Meanwhile the romance of his life is centred in those more +generous and less individual competitions in the green fields, +which our schools and universities have developed to such +perfection. In classes which have small opportunities for physical +exercises, vicarious athletics, with not a little betting, are a +disastrous substitute. But the soul is dyed the colour of its +leisure thoughts. "As a man thinketh in his heart, so is he." This +is why no change in the curriculum can do much for education, as +long as the pupils imbibe no respect for intellectual values at +home, and find none among their school-fellows. And yet the +capacity for real intellectual interest is only latent in most +boys. It can be kindled in a whole <a name='Page52'></a>class by a +master who really loves and believes in his subject. Some of the +best public school teachers in the last century were hot-tempered +men whose disciplinary performances were ludicrous. But they were +enthusiastic humanists, and keen scholars passed year by year out +of their class-rooms.</p> + +<p>The importance of a good curriculum is often exaggerated. But a +bad selection of subjects, and a bad method of teaching them, may +condemn even the best teacher to ineffectiveness. Nothing, for +example, can well be more unintelligent than the manner of teaching +the classics in our public schools. The portions of Greek and Latin +authors construed during a lesson are so short that the boys can +get no idea of the book as a whole; long before they finish it they +are moved up into another form. And over all the teaching hangs the +menace of the impending examination, the riddling Sphinx which, as +Seeley said in a telling quotation from Sophocles, forces us to +attend to what is at our feet, neglecting all else—all the +imponderables in which the true value of education consists. The +tyranny of examinations has an important influence upon the choice +of subjects as well as upon the manner of teaching them; for some +subjects, which are remarkably stimulating to the<a name= +'Page53'></a> mind of the pupil, are neglected, because they are +not well adapted for examinations. Among these, unfortunately, are +our own literature and language.</p> + +<p>It is therefore necessary, even in a short essay which professes +to deal only with generalities, to make some suggestions as to the +main subjects which our education should include. As has been +indicated already, I would divide them into main +classes—science and humanism. Every boy should be instructed +in both branches up to a certain point. We must firmly resist those +who wish to make education purely scientific, those who, in Bacon's +words, "call upon men to sell their books and build furnaces, +quitting and forsaking Minerva and the Muses and relying upon +Vulcan." We want no young specialists of twelve years old; and a +youth without a tincture of humanism can never become</p> + +<span style='margin-left: 1em;'>A man foursquare, withouten flaw +ywrought.</span><br> + + +<p>Of the teaching of science I am not competent to speak. But as +an instrument of mind-training, and even of liberal education, it +seems to me to ha<a name='Page54'></a>ve a far higher value than is +usually conceded to it by humanists. To direct the imagination to +the infinitely great and the infinitely small, to vistas of time in +which a thousand years are as one day; to the tremendous forces +imprisoned in minute particles of matter; to the amazing complexity +of the mechanism by which the organs of the human body perform +their work; to analyse the light which has travelled for centuries +from some distant star; to retrace the history of the earth and the +evolution of its inhabitants—such studies cannot fail to +elevate the mind, and only prejudice will disparage them. They +promote also a fine respect for truth and fact, for order and +outline, as the Greeks said, with a wholesome dislike of sophistry +and rhetoric. The air which blows about scientific studies is like +the air of a mountain top—thin, but pure and bracing. And as +a subject of education science has a further advantage which can +hardly be overestimated. It is in science that most of the new +discoveries are being made. "The rapture of the forward view" +belongs to science more than to any other study. We may take it as +a well-established principle in education that the most advanced +teachers should be researchers an<a name='Page55'></a>d discoverers +as well as lecturers, and that the rank and file should be learners +as well as instructors. There is no subject in which this ideal is +so nearly attainable as in science.</p> + +<p>And yet science, even for its own sake, must not claim to occupy +the whole of education. The mere <i>Naturforscher</i> is apt to be +a poor philosopher himself, and his pupils may turn out very poor +philosophers indeed. The laws of psychical and spiritual life are +not the same as the laws of chemistry or biology; and the besetting +sin of the scientist is to try to explain everything in terms of +its origin instead of in terms of its full development: "by their +roots," he says, "and not by their fruits, ye shall know them." +This is a contradiction of Aristotle [Greek: (<i>hê physis +telos hestin</i>)], and of a greater than Aristotle. The training +of the reason must include the study of the human mind, "the throne +of the Deity," in its most characteristic products. Besides +science, we must have humanism, as the other main branch of our +curriculum.</p> + +<p>The advocates of the old classical education have been gallantly +fighting a losing battle for over half a century; they are now +preparing to accept inevitable defeat. But their cause is not lost, +if <a name='Page56'></a>they will face the situation fairly. It is +only lost if they persist in identifying classical education with +linguistic proficiency. The study of foreign languages is a fairly +good mental discipline for the majority; for the minority it may be +either more or less than a fair discipline. But only a small +fraction of mankind is capable of enthusiasm for language, for its +own sake. The art of expressing ideas in appropriate and beautiful +forms is one of the noblest of human achievements, and the two +classical languages contain many of the finest examples of good +writing that humanity has produced. But the average boy is +incapable of appreciating these values, and the waste of time which +might have been profitably spent is, under our present system, most +deplorable. It may also be maintained that the conscientious editor +and the conscientious tutor have between them ruined the classics +as a mental discipline. Fifty years ago, English commentatorship +was so poor that the pupil had to use his wits in reading the +classics; now if one goes into an undergraduate's room, one finds +him reading the text with the help of a translation, two editions +with notes, and a lecture note-book. No faculty is being used +except the memory, which Bishop Creighton calls "the most worthless +of our mental powers." The<a name='Page57'></a> practice of prose +and verse composition, often ignorantly decried, has far more +educational value; but it belongs to the linguistic art which, if +we are right, is not to be demanded of all students. Are we then to +restrict the study of the classics to those who have a pretty taste +for style? If so, the cause of classical education is indeed lost. +But I can see no reason why some of the great Greek and Latin +authors should not be read, <i>in translations</i>, as part of the +normal training in history, philosophy and literature. I am well +aware of the loss which a great author necessarily suffers by +translation; but I have no hesitation in saying that the average +boy would learn far more of Greek literature, and would imbibe far +more of the Greek spirit, by reading the whole of Herodotus, +Thucydides, the <i>Republic</i> of Plato, and some of the plays in +good translations, than he now acquires by going through the +classical mill at a public school. The classics, like almost all +other literature, must be read in masses to be appreciated. Boys +think them dull mainly because of the absurd way in which they are +made to study them.</p> + +<p>I shall not make any amb<a name='Page58'></a>itious attempt to +sketch out a scheme of literary studies. My subject is the training +of the reason. But two principles seem to me to be of primary +importance. The first is that we should study the psychology of the +developing reason at different ages, and adapt our method of +teaching accordingly. The memory is at its best from the age of ten +to fifteen, or thereabouts. Facts and dates, and even long pieces +of poetry, which have been committed to memory in early boyhood, +remain with us as a possession for life. We would most of us give a +great deal in middle age to recover that astonishingly retentive +memory which we possessed as little boys. On the other hand, +ratiocination at that age is difficult and irksome. A young boy +would rather learn twenty rules than apply one principle. +Accordingly the first years of boyhood are the time for learning by +heart. Quantities of good poetry, and useful facts of all kinds +should be entrusted to the boy's memory to keep: will assimilate +them readily, and without any mental overstrain. But eight or ten +years later, "cramming" is injurious both to the health and to the +intellect. Years have brought, if not the philosophic mind, yet at +any rate a mind which can think and argue. The memory is weaker and +the process of loading it with facts is more unpleasant. At this +stage the whole<a name='Page59'></a> system of teaching should be +different. One great evil of examinations is that they prolong the +stage of mere memorising to an age at which it is not only useless +but hurtful. Another valuable guide is furnished by observing what +authors the intelligent boy likes and dislikes. His taste ought +certainly to be consulted, if our main object is to interest him in +the things of the mind. The average intelligent boy likes Homer and +does not like Virgil; he is interested by Tacitus and bored by +Cicero; he loves Shakespeare and revels in Macaulay, who has a +special affinity for the eternal schoolboy.</p> + +<p>My other principle is that since we are training young +Englishmen, whom we hope to turn into true and loyal citizens, we +shall presumably find them most responsive to the language, +literature, and history of their own country. This would be a +commonplace, not worth uttering, in any other country; in England +it is, unfortunately, far from being generally accepted Nothing +sets in a stronger light the inertia and thoughtlessness, not to +say stupidity, of the British character in all matters outside the +domain of material and moral interests, than our neglect of the +magnificent<a name='Page60'></a> spiritual heritage which we +possess in our own history and literature. Wordsworth, in one of +those noble sonnets which are now, we are glad to hear, being read +by thousands in the trenches and by myriads at home, proclaims his +faith in the victory of his country over Napoleon because he thinks +of her glorious past.</p> + +<span style='margin-left: 1em;'>We must be free or die, who speak +the tongue</span><br> +<span style='margin-left: 2em;'>That Shakespeare spake, the faith +and morals hold</span><br> +<span style='margin-left: 1em;'>That Milton held. In everything we +are sprung</span><br> +<span style='margin-left: 2em;'>Of Earth's best blood, have titles +manifold.</span><br> + + +<p>It is a high boast, but it is true. But what have we done to +fire the imagination of our boys and girls with the vision of our +great and ancient nation, now struggling for its existence? What +have we taught them of Shakespeare and Milton, of Elizabeth and +Cromwell, of Nelson and Wellington? Have we ever tried to make them +understand that they are called to be the temporary custodians of +very glorious traditions, and the trustees of a spiritual wealth +compared with which the gold mines of the Rand are but dross? Do we +even teach them, in any rational manner, the <a name= +'Page61'></a>fine old language which has been slowly perfected for +centuries, and which is now being used up and debased by the +rubbishy newspapers which form almost the sole reading of the +majority? We have marvelled at the slowness with which the masses +realised that the country was in danger, and at the stubbornness +with which some of the working class clung to their sectional +interests and ambitions when the very life of England was at stake. +In France the whole people saw at once what was upon them; the +single word <i>patrie</i> was enough to unite them in a common +enthusiasm and stern determination. With us it was hardly so; many +good judges think that but for the "Lusitania" outrage and the +Zeppelins, part of the population would have been half-hearted +about the war, and we should have failed to give adequate support +to our allies. The cause is not selfishness but ignorance and want +of imagination; and what have we done to tap the sources of an +intelligent patriotism? We are being saved not by the reasoned +conviction of the populace, but by its native pugnacity and +bull-dog courage. This is not the place to go into details about +English studies; but can anyone doubt that they could be made the +basis of a far better education than we now give in our schools? We +have espec<a name='Page62'></a>ially to remember that there is a +real danger of the modern Englishman being cut off from the living +past. Scientific studies include the earlier phases of the earth, +but not the past of the human race and the British people. +Christianity has been a valuable educator in this way, especially +when it includes an intelligent knowledge the Bible. But the +secular education of the masses is now so much severed from the +stream of tradition and sentiment which unites us with the older +civilisations, that the very language of the Churches is becoming +unintelligible to them, and the influence of organised religion +touches only a dwindling minority. And yet the past lives in us +all; lives inevitably in its dangers, which the accumulated +experience of civilisation, valued so slightly by us on its +spiritual side, can alone help us to surmount. A nation like an +individual, must "wish his days to be bound each to each by natural +piety." It too must strive to keep its memory green, to remember +the days of old and the years that are past. The Jews have always +had, in their sacred books, a magnificent embodiment of the spirit +of their race; and who can say how much of their incomparable +tenacity and ineradicable hopefulness has been due to the education +thus imparted to every Jewish child? We need a Bible of the English +race, which shall be hardly le<a name='Page63'></a>ss sacred to +each succeeding generation of young Britons than the Old Testament +is to the Jews. England ought to be, and may be, the spiritual home +of one quarter of the human race, for ages after our task as a +world-power shall have been brought to a successful issue, and +after we in this little island have accepted the position of mother +to nations greater than ourselves. But England's future is precious +only to those to whom her past is dear.</p> + +<p>I am not suggesting that the history and literatures of other +countries should be neglected, or that foreign languages should +form no part of education. But the main object is to turn out good +Englishmen, who may continue worthily and even develop further a +glorious national tradition. To do this, we must appeal constantly +to the imagination, which Wordsworth has boldly called "reason in +her most exalted mood." We may thus bring a little poetry and +romance into the monotonous lives of our hand-workers. It may well +be that their discontent has more to do with the starving of their +spiritual nature than we suppose. For the intellectual life, like +divine philosophy, is not dull and crabbed, as fools suppo<a name= +'Page64'></a>se, but musical as is Apollo's lute.</p> + +<p>Can we end with a definition of the happiness and well-being, +which is the goal of education, as of all else that we try to do? +Probably we cannot do better than accept the famous definition of +Aristotle, which however we must be careful to translate rightly. +"Happiness, or well-being, is an activity of the soul directed +towards excellence, in an unhampered life." Happiness consists in +doing rather than being; the activity must be that of the +soul—the whole man acting as a person; it must be directed +towards excellence—not exclusively moral virtue, but the best +work that we can do, of whatever kind; and it must be +unhampered—we must be given the opportunity of doing the best +that is in us to do. To awaken the soul; to hold up before it the +images of whatsoever things are true, lovely, noble, pure, and of +good report; and to remove the obstacles which stunt and cripple +the mind; this is the work which we have called the Training of the +Reason.</p> + +<a name='Page65'></a> + +<hr style='width: 65%;'> +<a name='III'></a> +<h2>III</h2> + +<h2>THE TRAINING OF THE IMAGINATION</h2> + +<h3>BY A.C. BENSON</h3> + +<h3>Master of Magdalene College, Cambridge</h3> + +<br> + + +<p>It might be hastily assumed by a reader bent on critical +consideration, that the subject of my essay had a certain levity or +fancifulness about it. Works of imagination, as by a curious +juxtaposition they are called, are apt to lie under an indefinable +suspicion, as including unbusinesslike and romantic fictions, of +which the clear-cut and well-balanced mind must beware, except for +the sake, perhaps, of the frankest and least serious kind of +recreation. Considering the part which the best and noblest works +of imagination must always play in a literary education, it has +often surprised me to reflect how little scope ordinary literary +exercises give for the use of that particular faculty. The old +themes and verses aimed at producing decorous centos culled from +the works of classica<a name='Page66'></a>l rhetoricians and poets. +No boy, at least in my day, was ever encouraged to take a line of +his own, and to strike out freely across country in pursuit of +imagined adventures. Even English teaching in its earlier stages +seldom aimed at more than transcriptions of actual experience, a +day spent in the country, or a walk beside the sea. Only quite +recently have boys and girls been encouraged to write poems and +stories out of their own imaginations; and even now there are +plenty of educational critics who would consider such exercises as +dilettante things lacking in practical solidity.</p> + +<p>But I desire in this essay to go further back into the roots of +the subject, and my first position is plainly this; that +imagination, pure and simple, is a common enough faculty; not +perhaps the creative imagination which can array scenes of life, +construct romantic experiences, and embody imaginary characters in +dramatic situations, but the much simpler sort of imagination which +takes pleasure in recalling past memories, and in forecasting and +anticipating interesting events. The boy who, weary of the +school-term, considers what he will do on the first day of the +holid<a name='Page67'></a>ays, or who anxiously forebodes paternal +displeasure, is exercising his imagination; and the truth is that +the faculty of imagination plays an immense part in all human +happiness and unhappiness, considering that, whenever we take +refuge from the present in memories or in anticipations, we are +using it. The first point then that I shall consider is whether +this restless and influential faculty ought not in any case to be +<i>trained</i>, so that it may not either be atrophied or become +over-dominant; and the second point will be the further +consideration as to whether the faculty of creative imagination is +a thing which should be deliberately developed.</p> + +<p>In the first place then, it seems to me simply extraordinary +that so little heed is paid in education to the using and +controlling of what is one of the most potent instinctive forces of +the mind. We take careful thought how to strengthen and fortify the +body, we go on to spending many hours upon putting memory through +its paces, and in developing the reason and the intelligence; we +pass on from that to exercising and purifying the character and the +will; we try to make vice detestable and virtue desirable. But +meanwhile, what is the little mind doing? It submits to the<a name= +'Page68'></a> drudgery imposed upon it, it accommodates itself more +or less to the conditions of its life; it learns a certain conduct +and demeanour for use in public. Yet all the time the thought of +the boy is running backwards and forwards in secrecy, considering +the memories of its experience, pleasant or unpleasant, and +comforting itself in tedious hours by framing little plans for the +future. I remember my old schoolmastering days, and the hours I +spent with a class of boys sitting in front of me; how constantly +one saw boys in the midst of their work, with pen suspended and +page unturned, look up with that expression denoting that some +vision had passed before the inward eye—which, as Wordsworth +justly observes, constitutes "the bliss of +solitude"—obliterating for a moment the surrounding scene. I +do not mean that the thought was a distant or an exalted +one—probably it was some entirely trivial reminiscence, or +the anticipation of some coming amusement. But I do not think I +exaggerate when I say that probably the greater part of a human +being's unoccupied hours, and probably a considerable part of the +hours supposed to be occupied, are spent in some similar exercise +of the imagination. What a confirmation of this is to <a name= +'Page69'></a>be found in the phenomena of sleep and dreams! Then +the instinct is steadily at work, neither remembering nor +anticipating, but weaving together the results of experience into a +self-taught tale.</p> + +<p>And then if one considers later life, it is no exaggeration to +say that the greater part of human happiness and unhappiness +consists in the dwelling upon what has been, what may be, what +might be, and, alas, in our worst moments, upon what might have +been "My unhappiest experiences," said Lord Beaconsfield, "have +been those which never happened"; and again the same acute critic +of life said that half the clever people he knew were under the +impression that they were hated and envied, the other half that +they were admired and loved;—and that neither were right!</p> + +<p>The imaginative faculty then is a species of +self-representation, the power of considering our own life and +position as from the outside; from it arise both the cheerful hopes +and schemes of the sound mind, and the shadowy anxieties and fears +of the mind which lacks robustness. It certainly does seem<a name= +'Page70'></a> singular that this deep and persistent element in +human life is left so untrained and unregarded, to range at will, +to feed upon itself. All that the teacher does is to insist as far +as possible on a certain concentration of the mind on business at +particular times, and if he has ethical purposes at heart, he may +sometimes speak to a boy on the advisability of not allowing his +mind to dwell upon base or sensual thoughts; but how little attempt +is ever made to train the mind in deliberate and continuous +self-control!</p> + +<p>The latest school of pathologists, in the treatment of obsessed +or insane persons, pay very close attention to the subjects of +their dreams, and attribute much nerve-misery to the atrophy, or +suppression by circumstances, of instincts which betray themselves +in dreams. I am inclined to think that the educators of the future +must somehow contrive to do more—indeed they cannot well do +less than is actually done—in teaching the control of that +secret undercurrent of thought in which happiness and unhappiness +really reside. Those who have lived much with boys will know what +havoc suspense or disappointment or anxiety or sensuality or +unpopularity can make in an immature character. It seems to me that +we ought not to leave all this without guidance or direction, but +to make a frontal attack upon it. I do not mean that it is +necessary to probe too deeply into the imagination, but I believe +that the subject should be frankly spoken about, and suggestions +made. The <a name='Page71'></a>point is to get the will to work, +and to induce the mind, in the first place, to realise and practise +its power of self-command; and in the second place, to show that it +is possible to evict an unwholesome thought by the deliberate +welcoming and entertaining of a wholesome one. The best of all +cures is to provide every boy with some occupation which he +indubitably loves. There are a good many boys whose work is not +interesting to them, and a certain number to whom the prescribed +games are a matter of routine rather than of active pleasure. +Indeed it may be said that hardly any boys enjoy either work or +games in which they see no possibility of any personal distinction. +It is therefore of great importance that every boy whose chances of +successful performance are small should be encouraged to have a +definite hobby; for an occupation which the mind can remember with +pleasure and anticipate with delight supplies the food for the +restless imagination, which may otherwise become dreary from +inaction, or tainted by thoughts of baser pleasure. A schoolmaster +only salves his conscience by supplying a strict time-table and +regular games. A house master ought to be most careful in the case +of boys whose work is languid and proficiency in games small, to +find out what the boy really likes a<a name='Page72'></a>nd enjoys, +and to encourage it by every means in his power. That is the best +corrective, to administer wholesome food for the mind to digest. +But I believe that good teachers ought to go much further, and +speak quite plainly to boys, from time to time, on the necessity of +practising control of thought. My own experience is that boys were +always interested in any talk, call it ethical or religious, which +based itself directly upon their own actual experience. I can +conceive that a teacher who told a class to sit still for three +minutes and think about anything they pleased, and added that he +would then have something to tell them, might have an admirable +object-lesson in getting them to consider how swift and far-ranging +their fancies had been; or again he might practise them in +concentration of thought by asking them to think for five minutes +on a perfectly definite thing—to imagine themselves in a +wood, or by the sea, or in a chemist's shop, let us say, and then +getting them to put down on paper a list of definite objects which +they had imagined. The process could be infinitely extended; but if +it were done with some regularity, it would certainly b possible to +train boys to concentrate themselves in reflection and recollected +observation. Or again a quality might <a name='Page73'></a>be +propounded, such as generosity or spitefulness, and the boys +required to construct an imaginary anecdote of the simplest kind to +illustrate it. This would have the effect of training the mind at +all events to focus itself, and this is just what drudgery pure and +simple will not do. The aim is not to train mere memory or logical +accuracy, but to strengthen that great faculty which we loosely +call imagination, which is the power of evoking mental images, and +of migrating from the present into the past or the future.</p> + +<p>I believe it to be a very notable lack in our theory of +education that so little attempt is made to bring the will to bear +upon what may be called the subconscious mind. It is that strange +undercurrent of thought which is so imprudently neglected which +throws up on its banks, without any apparent purpose or aim, the +ideas and images which lurk within it. I do not say that such a +training would immediately give self-control, but most peoples' +worst sufferings are caused by what is called "having something on +their mind"; and yet, so far as I know, in the process of +education, no attempt whatever is made, except qui<a name= +'Page74'></a>te incidentally, to dispossess the strong man armed by +the stronger victor, or to help immature minds to hold an +unpleasant or a pleasant thought at arm's length, or to train them +in the power of resolutely substituting a current of more wholesome +images. The subconscious mind is too often treated as a thing +beyond control, and yet the pathological power of suggestion, by +which a thought is implanted like a seed in the mind, which +presently appears to be rooted and flowering, ought to show us that +we have within our reach an extraordinarily potent psychological +implement.</p> + +<p>So far then on the more negative side. I have indicated my +strong belief that much may be done to train the mind in +self-control. Indeed our whole education is built upon the faith +that we can, perhaps not implant new faculties, but develop dormant +ones; and I am persuaded that when future generations come to +survey our methods and processes of education, they will regard +with deep bewilderment the amazing fact that we applied so careful +a training to other faculties, and yet left so helplessly alone the +training of the imaginative faculty, upon which, as I have said, +our happiness and unhappiness mainly depend. We must, all of us be +aware of the fact that there ha<a name='Page75'></a>ve been times +in our lives when all was prosperous, and when we were yet +overshadowed with dreary thoughts; or again times when in +discomfort, or under the shadow of failure, or at critical or +tragic moments, we have had an unreasonable alertness and +cheerfulness. All that is due to the subconscious mind, and we +ought at least to try experiments in making it obey us better.</p> + +<p>I now pass on to consider a further possibility, and that is of +training and developing a higher sort of creative imagination. It +is all in reality part of the same subject, because it seems to be +certain that most human beings suffer by the suppression or the +dormancy of existing faculties. It is here, I believe, that much of +our intellectual education fails, from the tendency to direct so +much attention to purely logical and reasoning faculties, and to +the resolute subtraction from education of pure and simple +enjoyment. I used to try many experiments as a schoolmaster, and I +remember at one time bribing a slow and unintelligent class into +some sort of concentration by promising that I would tell a story +for a few minutes at the end of school, if a bit of work had been +satisfactorily mastered. It certainly produced a lot of cheerful +effort;<a name='Page76'></a> my story was simple enough, +description as brief and vivid as I could make it, and brisk +tangible incidents. But the silence, the luxurious abandonment of +small minds to an older and more pictorial imagination, the dancing +light in open eyes, did really give me for once a sense of power +which I never had in teaching Latin Prose or the Greek conditional +sentence. I always told stories for an hour on Sunday evenings to +the boys in my house, and though few of my intellectual and ethical +counsels are remembered by old pupils, I never met one who did pot +recollect the stories.</p> + +<p>Now we have here, I believe, a source of intellectual pleasure +which is consistently neglected and even despised. It is regarded +as a mere luxury; but we do not make the mistake of substituting +gymnastics for games, and removing the pleasure of personal +performance. Why can we not also do something to encourage what old +Hawtrey used so beautifully to call "the sweet pride of +authorship"? The worst of it all is that we look so much to +tangible results. I do not mean that we must try to develop +Shakespeares, Shelleys, Thackerays; such airy creatures have a way +of catering for themselves! I do riot at all want to turn out a +generation of third-rate writing amateurs. But many boys have a +distinct pleasure not only in listening to imaginations, and riding +like the beetle on the engine, but in evoking and realisi<a name= +'Page77'></a>ng some little vision and creation of their own +brains. Of course there are boys to whom mental activity is all of +the nature of a cross laid upon them for some purpose, wise or +unwise. But there are also a good many shy boys, who will not +venture to make themselves conspicuous by literary and imaginative +feats, and who yet if it were a matter of course and wont, would +throw themselves with intense pleasure into literary creation. The +work done, for instance, at Shrewsbury, at the Perse School, at +Carlisle Grammar School, in this direction—I daresay it is +done elsewhere, but I have seen the work of these three schools +with my own eyes—show what quite average boys are capable of +in both English poetry and English prose.</p> + +<p>One of the best points of such a system of literary composition +is that even if slower boys cannot effect much, it gives a most +wholesome opening to the creative faculties of boys, whose minds, +if stifled and compressed, are most likely to work in unwholesome +and tormenting directions.</p> + +<p>My suggestion then becomes part of a larger plea, the plea for +more direct cultivation of enjoyment in education. Som<a name= +'Page78'></a>e of our worst mistakes in education arise from our +not basing it upon the actual needs and faculties of human nature, +but upon the supposed constitution of a child constructed by the +starved imagination of pedants and moralists and practical men.</p> + +<p>One of the first requisites in cultivating intellectual and +artistic pleasure is to build up taste out of the actual +perceptions of the child. That is a factor which has been most +stubbornly and unintelligently disregarded in education. +Developments in character are of the nature of living things; they +cannot be superimposed they must be rooted in the temperament and +they must draw nurture and sustenance out of the spirit, as the +seed imbibes its substance from the unseen soil and the hidden +waters. But what has been constantly done is to introduce the +broadest effects and the simplest romance, directly and suddenly to +the biggest masterpieces. The absence of all gradation and +reconciliation has been characteristic of our literary education. +Of course there is an initial difficulty in the case of the +classics, that there is very little in either Greek or Latin which +really appeals to an immature taste at all; and such books as m<a +name='Page79'></a>ight appeal to inquisitive and inexperienced +minds, such as Homer or the <i>Anabasis</i> of Xenophon, are made +unattractive by the method of giving such short snippets, and +insisting on what used to be called thorough parsing. Even <i>Alice +in Wonderland</i>, let me say, could only prove a drearily +bewildering book, if read at the rate of twenty lines a lesson, and +if the principal tenses of all the verbs had to be repeated +correctly. It is absolutely essential, if any love of literature is +to be superinduced, that something should be read fast enough to +give some sense of continuity and range and horizon. The practice +of dictionary-turning is sufficient by itself to destroy +intellectual pleasure, but it used to be defended as a base sort of +bribe to strengthen memory: it was argued that boys would try to +remember words to save themselves the trouble of looking them up. +But this has no origin in fact. Boys used not to be encouraged to +guess at words, but to be punished for shirking work if they had +not looked them out. It is to be hoped that English will be in the +future increasingly taught in schools; but even so there is the +danger of connecting it too much with erudition. The old +<i>Clarendon Press Shakespeare</i> was an almost perfect example of +how not to edit Shakespeare for boys; the introductions were lea<a +name='Page80'></a>rned and scholarly, the notes were crammed with +philology, derivation, illustration. As a matter of fact there is a +good deal that is interesting, even to small minds, in the +connection and derivation of words, if briskly communicated. Most +boys are responsive to the pleasure of finding a familiar word +concealed under a variation of shape; but this should be conveyed +orally. What is really requisite is that boys should be taught how +to read a book intelligently. In dealing with classical books, +vocabulary must be always a difficulty, and I myself very much +doubt the advisability in the case of average boys of attempting to +teach more than one foreign language at a time, especially when in +dealing, say, with three kindred languages, such as Latin, French, +and English, the same word, such as <i>spiritus</i>, <i>esprit</i>, +and <i>spirit</i> bear very different significations. The great +need is that there should be some work going on in which the boys +should not be conscious of dragging an ever-increasing burden of +memory. Let me take a concrete case. A poem like the <i>Morte +d'Arthur</i>, or <i>The Lay of the Last Minstrel</i>, is well +within the comprehension of quite small boys. These could be read +in a cl<a name='Page81'></a>ass, after an introductory lecture as +to date, scene, dramatis personae, with perfect ease, words +explained as they occurred, difficult passages paraphrased, and the +whole action of the story could pass rapidly before the eye. Most +boys have a distinct pleasure in rhyme and metre. Of course it is +an immense gain if the master can really read in a spirited and +moving manner, and a training in reading aloud should form a part +of every schoolmaster's outfit. I should wish to see this reading +lesson a daily hour for all younger boys, so as to form a real +basis of education. Three of these hours could be given to English, +and three to French, for in French there is a wide range both of +simple narrative stories and historical romances. The aim to be +kept in view would be the very simple one of proving that interest, +amusement and emotion can be derived from books which, unassisted, +only boys of tougher intellectual fibre could be expected to +attack. The personalities of the authors of these books should be +carefully described, and the result of such reading, persevered in +steadily, would be, what is one of the most stimulating rewards of +wider knowledge, the sudden realisation, that is, that books and +authors are not lonely and isolated phenomena, but that the +literature of a nation is like a branching tree, all connected and +intertwined, and that the books of a race mirror faithfully and <a +name='Page82'></a>vividly the ideas of the age out of which they +sprang. What makes books dull is the absence of any knowledge by +the reader of why the author was at the trouble of expressing +himself in that particular way at that particular time. When, as a +small boy, I read a book of which the whole genesis was obscure to +me, it used to appear to me vaguely that it must have been as +disagreeable to the author to write it as it was for me to read it. +But if it can be once grasped that books are the outcome of a +writer's interest or sense of beauty or emotion or joy, the whole +matter wears a different aspect.</p> + +<p>The same principle applies with just the same force to history +and geography; both of these studies can be made interesting, if +they are not regarded as isolated groups of phenomena, but are +approached from the boy's own experience as opening away and +outwards from what is going on about him. The object is or ought to +be slowly to extend the boy's horizon, to show him that history +holds the seeds and roots of the present, and that geography is the +life-drama which he sees about him, enacting itself under different +climatic and physiographical conditions. The dreariness and +dreadfulness of knowledge to the immature mind is because it<a +name='Page83'></a> represents itself as a mass of dry facts to be +mastered without having any visible or tangible connection with the +boy's own experience. The aim should rather be to teach him to look +with zest and interest at what is going on outside his own narrow +circle, and to help him to move perceptively along the paths of +time and space which diverge in all directions from the scene where +he finds himself.</p> + +<p>It may be indisputably stated that all connected knowledge is +stimulating, and that all unconnected knowledge is at best +mechanical. Perhaps one of the most fruitful of all subjects is +vivid biography, and no serious educator could perform a more +valuable task than in providing a series of biographies of great +men, really intelligible to youthful minds. As a rule, biographies +of the first order require an amount of detailed knowledge in the +reader which puts them out of the reach of ill-stored minds. But I +have again and again found with boys that simple biographical +lectures are among the most attractive of all lessons. At one time, +with my private pupils, I would take a book at random out of my +shelves, read an interesting extract or two, and then say that I +would try to show why the author chose such a subject, why he +wrot<a name='Page84'></a>e as he did, and how it all sprang out of +his life and character and circumstances.</p> + +<p>Of course the difficulty in all this is that the field of +knowledge is so vast and various, while the capacities of boys are +so small, and the time to be spent on their education so short, +that we quail before the attempt to grapple with the problem. We +have moreover a vague idea that the well-informed man ought to have +a general notion of the world as it is, the course of history, the +literature of the ages; and at the same time the scientists are +maintaining that a general knowledge of the laws and processes of +nature is even more urgently needed. I cannot treat of science +here, but I fully subscribe to the belief that a general knowledge +of science is essential. But the result of our believing that it is +advisable to know so much, is that we attempt to spread the +thinnest and driest paste of knowledge over the mind, and all the +vivid life of it evaporates in the process. The thing is, frankly, +far too big to attempt; and, we must henceforth set our faces +against the attainment; of mere knowledge as either advisable or +possible. What we must try to do is to educate the faculties of +curiosity, interest, imagination and sympathy; we must begin from +the boy himself, and conduct him away from himself.<a name= +'Page85'></a> What we really ought to aim at is to give him the +sense that he is surrounded by strange and beautiful mysteries of +nature, of which he can himself observe certain phenomena; that +human history, as well as the great world about him, is crowded +with interesting and animating figures who have laboured, toiled, +loved, acted, suffered, sinned, have felt the impulse both of base +and selfish desires, but no less of beautiful, exalted, and +inspiring hopes. We want to convince the young that it is not well +to be narrow, close-fisted, insolent, suspicious, petty, +self-satisfied. <i>Imaginative sympathy</i>, that is to be the end +of all our efforts. If we aim only at producing sympathy, we may +get a vague sentimentalism which is just distressed by apparent +suffering, and anxious to relieve it momentarily, without +reflecting whether it is not the outcome of perfectly curable +faults of system and habit. If we aim only at imagination, then we +get a barren artistic pleasure in dramatic situations and romantic +effects. What we ought to aim at is the sympathy which pities and +feels for others, as well as admires and imitates them; and this +must be reinforced by the imagination which can concern itself with +the causes of what otherwise are but vague emotions. We want to +make boys on the one hand detest tyranny and high-handedness and +bigotry and ruthless exercise of power, and on the other hand +mistrust stupid<a name='Page86'></a>ity and ignorance and baseness +and selfishness and suspiciousness. The study of high literature is +valuable not as a mere exercise in erudition and linguistic nicety +and critical taste, but because the great books mirror best the +highest hopes and visions of human nature. The precise extent of +the intellectual range matters very little, compared with the +perceptiveness and emotion by which the realisation of other lives, +other needs, other activities, other problems are accompanied.</p> + +<p>I must not be supposed, in saying this, to be leaving out of +sight the virile exercise of logical and rational faculties; but +that is another side of education; and the grave deficiency which I +detect in the old theory was that practically all the powers and +devices of education were devoted to what was called fortifying the +mind and making it into a perfect instrument, while there were left +out of sight the motives which were to guide the use of that +instrument, and the boy was led to suppose that he was to fortify +his mind solely for his own advantage. This individualist theory +must somehow be modified. The aim of the process I have described +is not simply to indicate to the boy the amount of selfish pleasure +which he can obtain from literary masterpieces; it is rather to +show the boy that he is not alone and isolated, in a world where it +is advisable for him to take and keep all that he can; but that he +is one of a great fellowshi<a name='Page87'></a>p of emotions and +interests, and that his happiness depends upon his becoming aware +of this, while his usefulness and nobleness must depend upon his +disinterestedness, and upon the extent to which he is willing to +share his advantages. The teaching of civics, as it is called, may +be of some use in this direction, as showing a boy his points of +contact with society. But no instruction in the constitution of +society is profitable, unless somehow or other the dutiful motive +is kindled, and the heroic virtue of service made beautiful.</p> + +<p>When then I speak of the training of the imagination, I really +mean the kindling of motive; and here again I claim that this must +be based on a boy's own experience. He understands well enough the +possibility of feeling emotion in relation to a small circle, his +home and his immediate friends. But he is probably, like most young +creatures, and indeed like a good many elderly ones, inclined to be +suspicious of all that is strange and foreign, and to anticipate +hostility or indifference. What he would willingly share with a +relation or friend, he eagerly withholds from an outsider. To +cultivate his imaginative sympathy, to give him an insight into the +ways and thoughts of other men, to show to him that the same +qualities <a name='Page88'></a>which evoke his trust and love are +not the monopoly of his own small circle—this is just what +must be taught, because it is exactly what is not instinctively +evolved.</p> + +<p>The training of the imagination then is a deliberate effort to +persuade the young to believe in the real nobility and beauty of +life, in the great ideas which are moulding society and welding +communities together. It cannot be done in a year or a decade; but +it ought to be the first aim of education to initiate the +imagination of the young into the idea of fellowship, and to make +the thought of selfish individualism intolerable. It is not perhaps +the only end of education, but I can hardly believe that it has any +nobler or more sacred end.</p> + +<hr style='width: 65%;'> +<a name='IV'></a> +<h2>IV</h2> + +<h2>RELIGION AT SCHOOL</h2> + +<a name='Page89'></a> +<h3>By W.W. VAUGHAN</h3> + +<h3>The Master of Wellington College</h3> + +<br> + + +<p>"After all, how seldom does a Christian education teach one +anything worth knowing about Christianity." These are the words of +a man whom the public schools are proud to claim, a man who has +seen Christian education, whether given in the elementary or in the +secondary schools tested by the slow fires of peace, and by the +quick devouring furnace of war. They seem at first sight to be a +verdict of "guilty" against the teachers or the system in which +they play a part. That verdict will not be accepted without protest +by those incriminated, but even the protesters will feel some +compunction, and now that they can no longer question the heroic +"student" as to what he means, and go to him for advice as to the +remedies for this failure, they should search their hearts and +their experience for the help he might have given, had he not laid +down his arms and his life on the Somme last autumn.</p> + +<p>For long the need of help has been felt. The teaching of +religion may have been le<a name='Page90'></a>ss talked and written +about, and less organised by societies and associations, than have +been other subjects dealt with at school, but the problem of how +best to make it a living force in youth and an enduring force +throughout the whole of life is often wrestled with at conferences +of schoolmasters which do not publish their proceedings, and by +little groups of men who feel the need of one another's help. It is +certainly always present in the minds, if not in the hearts, of +every head master, boarding-house master and tutor in England. +These know well what the difficulties are; these know that a short +cut to any subject is often a long way round: that a short cut to +religion leads too often either to a slough of doubt or else to a +pharisaical hilltop, from which there is no path to the great +mountains where the Holy Spirit really dwells.</p> + +<p>It is never well to insist too much on difficulties, but a bare +statement of those that surround this subject is needed. There are +the difficulties of course common to every subject; the difficulty +of attracting the real teacher, keeping him as a teacher, improving +him as a teacher when he has been attracted. Even <a name= +'Page91'></a>those who start out on their career with a +determination that the teaching of religion at all events should +have its full share of their time and thought, find that as their +teaching life goes on and fresh duties crowd in to usurp more and +more all their energies, that the time they can spare, and the +thought they can give, either to the preparation of their divinity +lessons, or to the enriching and cultivation of their own souls, +shrink. Now and then they are cruelly disappointed at the result of +their efforts as some conspicuous failure seems to prove their +teaching vain; they are often depressed by the apparent apathy of +the leaders of the Church, by their manifest reluctance even to +allow others to make the new bottles which can alone hold the new +wine.</p> + +<p>Schoolmasters belong to a devoted and to a comparatively learned +profession. They should belong, especially those who feel the +needs—and all must to some extent—of the religious life +of the school, also to a learning profession; and their learning +should go beyond the experience of boyish failings, and boyish +tragedies, and boyish virtues with which they are almost daily +brought into contact; beyond the dictionaries and handbooks that +enable the Bible <a name='Page92'></a>lesson to be well prepared; +it should go out into the books that deal with the philosophy and +the history of religion—the books of Harnack and Illingworth, +Hort and Inge, Bevan and Glover, and of others who make us feel how +narrow our outlook on our religion is. It would of course be +foolish to drag our pupils with us exactly to the point to which +these books may have brought us after many years' experience, but +it is essential that we should know of the existence of such a +distant point if we are to give to those we teach any idea of there +being beyond the limits that they can reach at school a great and +wonderful and inspiring region which they, with the help of such +leaders as have been mentioned can, nay must, explore for +themselves if religion is to be something more than mere emotion, +fitful in its working, liable to succumb to all the stronger +emotions with which life attacks the citadel of the soul.</p> + +<p>Another difficulty is that the teacher of religion is being more +continuously and searchingly tested than the teacher of any other +subject. The man who <a name='Page93'></a>expatiates in the +form-room on the beauties of literature, and is suspected of never +reading a book is looked upon as merely a harmless fraud by those +he teaches. The man who preaches, whether officially in the pulpit +or unofficially in the class-room or study, a high standard of +conduct, and is unsuccessful in his own efforts to attain it, +depreciates for all the value of religion. Patience and industry +and long-suffering and charitableness are virtues that bear the +hall mark of Christianity, but they are virtues in which the best +men fail continually, are conscious of their own failure and would +plead for merciful judgment. If the parish priest is exposed to the +criticism of those among whom he lives, a still fiercer light beats +upon the pulpit or the desk of the schoolmaster. His consciousness +of this sometimes leads him to reduce his teaching to the limits of +his practice, instead of extending the former and having faith in +his power to bring the latter up to this level. Indeed, when +teachers and those who are taught are living so close together, +both, from a not unworthy fear of insincerity, are liable to make +themselves and their ideals out to be worse than they are. It is +sympathy alone that can overcome this difficulty. Indeed, it is +safe to say that without sympathy—sympathy that understands +difficulties, working equally in those who are old and those who +are young—religion at school must be a very cautious and +probably a very barren power.</p> + +<p><a name='Page94'></a>Again, the schoolmaster is tempted, and +even when he is not tempted the boys credit him with yielding to +the temptation to treat religion as a super-policeman: something to +make discipline easy and consequently to make his own life smooth. +It is no good explaining too often that the aim is to get at +religion through discipline, but this aim should ever be before us. +Man cannot too early in life realise that discipline of itself is +valueless. Its inestimable value in war, as in all the activities +of life, is due to its being the necessary preliminary preparation +for courageous action, noble thought, wise self-control and +unselfish self-surrender. But above all these difficulties, +dominating them all, affecting them all, perhaps poisoning them +all, is the fact, not to be escaped though it is often ignored, +that so many of the traditions of school life, as of national life, +seem founded on a basis opposed to Christ's teaching. It is very +hard to go through a day of our lives, or even a short railway +journey, and not offend against the spirit of the Sermon on the +Mount. Older people have never been able to solve this dilemma: the +rulers find it more difficult than the ruled. The whole of school +life is stimulated by the principle of competition, and kept +together by a healthy and, on the whole, a kindly self-assertion +which is hard to reconcile with the ideals that are upheld i<a +name='Page95'></a>n the New Testament. Yet at school, quite as much +as in the World, competition and self-assertion are tempered by +abundant friendliness and generosity; and at school if not in the +world, there are an increasing number of individuals who have so +much spiritual power that they never need to exercise the more +worldly power that clashes with the Beatitudes. Of this power boys +seldom talk, except to some specially sympathetic ear at some +specially heart-opening moment, but many are dumbly aware of it and +they cultivate it, often unconsciously but to the great gain of +those around them, by prayer and faithful worship. But even these +richer natures are uncomfortably conscious that there is a conflict +between what Christ commands and what the world advises. That +conflict will not cease until faith has more power over our lives. +It cannot grow naturally at school among boys, when it does not +live in the nation among men; but it would indeed be faithless to +miss, through fear of the world's withering power, any opportunity +of quickening pure religion among the young. Though these +opportunities vary very much in the day and the boarding school, +they may be said to occur:</p> + +<p>(1) In the scripture lesson;</p> + +<p>(2) In the services whether held in chapel or, as is often the +case especially in day schools, in the hall;</p> + +<a name='Page96'></a> + +<p>(3) In the preparation for confirmation;</p> + +<p>(4) In all lessons in and out of school.</p> + +<p>There is a great difference of opinion as to what should be +taught in the scripture lesson, and who should teach it. It is easy +enough to quote instances of extraordinary ignorance, to argue +that, because a man who is in the trenches shocks his chaplain by +his real or affected neglect of the facts of Bible history or the +dogmas of the Church, therefore he has never had an opportunity of +learning them; that same man would probably not give a much more +impressive account of the profane subjects in the school +curriculum. There is, too, the fact that a man may have forgotten +everything of a subject and yet may have learnt much from it. Every +teacher knows this, if every schoolboy does not. No one shrinks so +much from revealing what he knows as the boy who is conscious that +he has learnt a thing and is not sure that he can show his +knowledge accurately. No subject has been left so free from what is +supposed to be the sterilising influence of examinations as +divinity. In many schools there have been one or two inspiring +teachers of this subject who justify this system, but on the whole +the result does not confirm the opinion that all would be well if +we could have complete freedom from examinations<a name= +'Page97'></a>. If in the future the harvest in religion is to be +more worthy of the seed that is sown and the trouble of +cultivation, we must face with more frankness, especially in the +later years of a boy's life, all the difficulties that are +presented by the problems of the Bible and Church History. We must +have more courage in going beyond the syllabuses that are drawn up +by universities and ecclesiastical societies. Both have to play for +safety, but they are dull cards that this stake requires.</p> + +<p>Teachers have overcome their timidity in dealing with the +difficulties presented by the Old Testament. Very few now hesitate +to take the book of Genesis, and, at all events if they are dealing +with a high form, they let the boys see that the conflict between +science and religion is only apparent, and that the victory of +science does not mean the defeat of religion. If they have been +lucky enough to use Driver's book on Genesis they will have felt on +sure ground and any learner who has half understood it will have a +shield against some of the weapons that assailed and defeated his +father's generation. No teacher now would be afraid of making clear +the problems presented by the book of Daniel or the book of Job, +but when the New Testament is approached much more diffidence is +felt, and indeed ought to be felt. Diffidence ought not however to +involve silence.</p> + +<a name='Page98'></a> + +<p>A wise teacher has said that it is not the miracles of Christ +but his standard that keeps men away from his Church, and therefore +outside the influence for which the Church stands. True though this +may be of men as life goes on, of the young it is not the whole +truth. In those critical years of a man's religion—between +eighteen and twenty-five—it is the sudden or the slow-growing +doubt about the miracles of the New Testament, as much as the lofty +standard that the "Follow me" of Christ requires, that makes the +profession and even the holding of a religious faith so hard. More +and more are the schools trying to prepare those in their charge +for the perils that threaten the physical health and the character +of the young; but it is tragic that they should be so unwilling to +face frankly the perils that will sap the man's faith, and so +expose his soul to the assaults of the world and the devil. It is +very hard to put oneself in another's place; perhaps harder for the +schoolmaster than for any other man, but when we are teaching such +a subject as religion—a subject whose roots must perish if +they cannot draw moisture from the springs of sincerity, we should +try to imagine what must be the feelings of the thoughtful boy when +he first discovers that the lessons which he has so often learnt +and the Creeds that he has so often repeated were taken by his +teachers in a sense which they carefully concealed from him. More +harm is done by the economy of truth than by the suggestion of +doubt.</p> + +<p>It may be extraordinarily difficult to treat these problems of +the New Testament with becoming reverence; but is it not true to +say that the day when it becomes easy to any man to do so will be +the day when he ought to stop dealing with them? The real +irreverence, the only irreverence, is the glib confidence of the +ignorant or the cynical concealment of one who knows but dare not +tell. What idea of the New Testament does the average boy who +leaves, say in the fifth form, carry away with him from his public +school? He may know that certain facts are told in one Gospel and +not in another; that there are certain inconsistencies in the +accounts given by the different Synoptic Gospels of the same +miracle, or what is apparently the same miracle. He may be able to +explain the parables more fully than their author <a name= +'Page99'></a>ever meant them to be explained; he may have at his +fingers' ends St Paul's journeys and even have been thrilled by St +Paul's shipwreck, but he will probably have missed the meaning of +the good news for himself and the power to treasure it for his +life's strength.</p> + +<p>This failure to appreciate and to accept the challenge of +religion—a failure shown later on in life in a certain +diffidence about foreign missions, and in the toleration of social +conditions that deny Christ as flatly as ever Peter did—is +not the fault of the schools alone. The schools only reflect the +world outside and the homes from which they are recruited. In +neither is there as much light as there should be. The difficulty +of the vicious circle dominates this as so many other problems. +School reacts on the world, the world on the home<a name= +'FNanchor_1_4'></a><a href='#Footnote_1_4'><sup>[1]</sup></a> and +the home on school, the blame cannot be apportioned, need not be +apportioned; how the circle can be broken it is much more important +to determine. From time to time it has been broken, so decisively +too that for a while the riddle seems solved, at all events the old +way is abandoned for ever. Arnold's work at Rugby must have +involved such a breach. His work has never had to be done all over +again and there have been many to keep it in repair, but it needs +to be extended now in the light of new problems, scientific, social +and international. For this, as for all other extensions, courage +is needed. The courage to face the difficulties that modern +research and modern <a name='Page100'></a>thought involve and the +courage to point out that our Lord, though in his short career he +changed the bias of men's lives, never claimed to leave man a +detailed guide for conduct or for happiness. It was to a simple +society that he taught the laws of purity and love, he did not +extend the range of their application beyond the needs of the +Pharisee, the Sadducee, the Scribe, the peasant and the dweller in +the little towns through which he shed the light of his presence. +These laws sanctify the whole of life because they dominate the +heart, from which all life must spring, but they do not answer all +questions about all the subordinate provinces of life. The arts in +their narrow sense, philosophy, even pleasure, they pass by. Man +will not neglect the one or distort the other if he has really +breathed the spirit of Christ, but at times the urgency of his +Master's business will seem to shut them out of his life.</p> + +<p>All this needs learning by the old, and explaining to the young, +for otherwise life will be one-sided, and when the day comes, as +come it must to those who think, when a choice must be made, and +there seems no alternative to following literally in Christ's +footsteps and turning the back on much of the beauty and the thrill +of the world, bewilderment will seize the chooser and at the best +he will dedicate himself to a joyless and unattractive puritanism, +or surrender himself to a rudderless voyage across the ocean of +life. Religion at school must touch with its refining power the +impulses, aesthetic and intellectual, that become powerful in late +boyhood and early manhood. If, as so often is the case, it ignores +their existence, or endeavours to starve them, they may well assert +themselves with fatal power, to coarsen and degrade the whole of +life.</p> + +<a name='Page101'></a> + +<p>The scripture lesson will indeed miss its opportunity if it does +not, in the later stages of a boy's career, set him thinking on +these subjects, and help him to a wise appreciation of the holiness +of beauty as well as of the beauty of holiness. To accomplish this +task the language of the Bible itself gives noble help. All the +qualities of great literature shine forth from it and it should put +to shame and flight the tawdry and the melodramatic. It is an ill +service not to make all familiar with the actual words of Holy +Writ. Commentaries and Bible histories may be at times convenient +tools, but they are only tools, and accurate knowledge of what they +teach is no compensation for a want of respectful familiarity with +the text itself.</p> + +<p>Hardly less important for good and evil are the chapel services. +They are much attacked. It has been argued that public worship is +distasteful in later life because of the compulsory chapels of +boyhood. If this were really so, evidence should be forthcoming +that those who come from schools where there is no compulsory +attendance at chapel, because there is no chapel to attend, are +more eager to avail themselves of the opportunities offered by +college chapels than are their more chapel ridden contemporaries. +No one, however, can be quite satisfied that chapel services are as +helpful as they might be. The difficulty is how to improve them. +The suggestion that they should all be <a name= +'Page102'></a>voluntary is at first sight attractive but there are +two insuperable difficulties. The one is the power of fashion, for +it might well become fashionable in a certain house not to attend +chapel. Those who know anything of the inside of schools know how +such a fashion would deter many of the best boys from going, and +martyrdom ought not to be part of the training of school life. The +other difficulty is more subtle, but none the less real it +originates in the boys' quite healthy fear of claiming merit. Those +in authority, if wise, would not count attendance at chapel for +righteousness, but some of the most sensitive boys might think that +they would do so, and might stay away in consequence, and thus +deprive themselves of something they really valued. Two or three, +not many, might come from a wrong motive, and perhaps these would +stay to pray, but they would be no compensation for the loss of the +others.</p> + +<p>From time to time it is possible to have voluntary services, and +attendance at Holy Communion should always be voluntary, not only +in name but in fact. On the whole it is better that a boy who +neglects this duty should go on neglecting it, than that those who +come should feel that their presence is noted with approval or the +reverse.</p> + +<p>But it is different with the daily service. Irksome it may +sometimes be, not only <a name='Page103'></a>to boys; but half its +virtue lies in the fact that all are there in body and may +sometimes be there in spirit too. The familiarity of the +oft-repeated prayers and the oft-sung hymns leads to inattention +perhaps, but seldom, it may be hoped, to callousness; religious +emotion may only occasionally be stirred but the thread of natural +piety, binding man to man and man to God, is strengthened, as fresh +strands are added. At the least it may be claimed for the chapel +services that they rescue from our hours of business some minutes +each day in which our thoughts are free to make their way to the +throne of God. Christ's promise to bring rest to those who come to +him has been fulfilled in many a school chapel. Those of us who +have had to pass through the valley of sorrow and temptation and +loneliness—and who has not?—know that this is no mean +claim. Boys, even men, often grumble at what they really value. To +do so is our national defect, misleading to the onlooker. The truth +is, we are so fearful of being accused of casting our pearls before +swine, that we often pretend, even to ourselves, that what we know +to be the most precious pearl in our possession is valueless.</p> + +<p>Most masters and boys would agree that, in the few weeks +preceding confirmation, the religious life is deepest and most +sincere. There is a moving of the waters then, and many make the +effort, and step in, and are made whole for the time at all events. +As to what exactly goes on in the mind of anyone at such a time +there can be no certain<a name='Page104'></a>ty. There is the +obvious danger of a reaction, and, guard against it as one may, it +exists and sometimes leads to disaster; but there is another danger +to which the schoolmaster is then liable, it is the danger of +making confirmation an occasion for much talk on sexual +difficulties. The existence of these should be faced, but at any +time rather than at confirmation, except so far as they occur quite +naturally in dealing with the commandments.</p> + +<p>It is a real disaster for a child to associate this time, when +he should be trying to shoulder enthusiastically his +responsibilities as a citizen of God's Kingdom upon earth, with any +particular sin. He must indeed overcome evil, but he must overcome +it with good. It is on good that his eyes should be fixed. It is +towards the Lord of all that is good that his heart should be +uplifted. Anyone who has had to do with this time knows what it +means in a boy's religious life, how reluctant he is to speak of +it, how perilous it is to disturb his reluctance by inquisitive +question or excessive exhortation. He knows, too, how much his own +nature has gained by contact at such times with the reverent +stirrings of less world-stained souls, how wondrous has been the +spiritual refreshment that has come to him from the unconscious +witness of the younger heart.</p> + +<a name='Page105'></a> + +<p>For most boys it is a loss not to be confirmed at school, which +for the time is the centre of their energies, their hopes, their +disappointments and their temptations; but the loss to the masters +who share their preparation would be irreparable. They may +sometimes blunder from want of knowledge and experience, but their +will to help is strong, and perhaps not least persuasive when +chastened by diffidence.</p> + +<p>But all these scripture lessons, chapel services and +confirmation preparation will be powerless to produce a Christian +education, if they be not held together by every lesson and by the +whole life of the school. Industry and obedience, truthfulness and +fidelity to duty, unselfishness and thoroughness, must form the +soil without which no religious plant can grow; and these are +taught and learnt in the struggle with Latin prose, or mathematics, +or French grammar, or scientific formula; as well as in the cricket +field, on the football ground, in the give and take, the pains and +the pleasures of daily life.</p> + +<p>It is hard for us in England to imagine a purely secular +education, the very buildings of many of our schools would protest +against it; perhaps it is equally difficult for us to realise how +far we fall short of what we might accomplish did the spirit of +Christianity really inform our lives.</p> + +<a name='Page106'></a> + +<p>To-day is our opportunity. The claims of education are being +listened to as they never have been in England. Money in millions +is being promised, the value of this subject or that is being +canvassed, the most venerable traditions are being shaken. It is a +time of hope, but a time of danger too. All sorts of plans are +being formed for breaking down the partition walls that divide man +from man, and class from class, and nation from nation; there is +only one plan that will not leave the ground encumbered by +ruins.</p> + +<p>That is the plan of which good men in all ages have caught +glimpses, and which the Son of Man set out for us to follow. The +peril now lies, not in the fact of nothing being done, but in some +starved idea of a narrow patriotism.</p> + +<p>The war has surely taught two lessons;—one that the +efforts we made before 1914 to guard our country from spiritual and +moral foes were shamefully trivial compared with those we have made +since to keep our visible foe at bay; the other that our +responsibilities for the future, if we are to justify our claims to +be the champions of justice and weakness, can never be borne unless +we learn ourselves, and teach each generation as it grows up, to +face the fierce light that shines from heaven. All sorts of +devices, ecclesiastical and political have been adopted to break up +that light and make it tolerable for our weak eyes. Men have been +so afraid of children being blinded by it that they have allowed +them to sit, some in darkness, and others in the twilight of +compromise.</p> + +<p>It has been said that for the average man in the ancient world +there existed two main guides and sanctions for his conduct of +life, namely the welfare of his city, and the laws and traditions +of his ancestors. Has the average man much wiser guides or stronger +sanctions now? Is a much nobler appeal made to the children of +England than was made to the children of Athens? Just be<a name= +'Page107'></a>fore Joshua led his people over the Jordan, he +instructed them how the ark of the covenant was to go before them +and a space to be left between them and it, so that they might know +the way by which they must go, <i>for they had not passed this way +before</i>. Once again a river of decision has to be crossed, a +road has to be trodden along which men have not passed before. +Whether we speak of reconstruction or a new start or use any other +metaphor to show our conviction that war has changed all things, +the idea is the same. We must see to it that the ark of the +covenant is borne before our nation and our schools, along the way +that is new and still full of stones of stumbling.</p> + +<p>Either the old landmarks have disappeared or a new land has to +be explored. Somehow, all things have to be made new, for even the +spiritual things have been destroyed or are found wanting. It is to +the schools, to the homes, to the mothers of England that the +richest opportunity comes. If they can solve the difficulty of +making the Christian education and the Christian life react upon +one another the partition walls between religion and conduct will +be broken down for every age. Intentionally or unintentionally, +these walls have been built up, perhaps by the teachers and +parents, certainly by the conventions of life. <a name= +'Page108'></a>The result is that though there is more true religion +in the schools than is acknowledged by those outside and than those +within care to boast of, and though the standard of conduct is not +ignoble, there is too little fusion; both components are brittle, +they cannot stand the strain of sudden temptation, they lack +enduring power. No one will forget how in those first months of +war, consolation was offered even from pulpits for all the horrors +and the sadness and the waste of conflict in the thought that as a +nation we should be purged of selfishness, of luxury, of +sensuality, of all the vices that peace engenders. That is surely a +shameful confession, that our religion had been in vain. We had to +wait for, and partake in, a three years' orgy of cruelty and +violence to learn what our Lord had taught us in three years of +gentleness. If we are going to teach the same lessons about war +when peace is made, to keep alive the fires of hate, and to keep +smouldering the embers of suspicion, we shall be confessing that a +Christian education cannot teach us anything about +Christianity.</p> + +<p>The student in arms would not have had us despair. Peace when it +comes will make demands on our fortitude. There will be many lying +in the no-man's land between vice <a name='Page109'></a>and virtue +who will need to be rescued at great risk. There will be many +forlorn hopes to be led against disease, the foster child of vice, +that has gained strength under the cover of war. The disappointing +days of peace will give an opportunity for the development of +Christian qualities fully as great as the bracing days of battle. +Teachers will need to gird up their loins for the task of giving a +wise welcome to the thousands that an awakened State will send to +sit at their feet, and unless they can give spiritual food as well +as worldly wisdom and paying knowledge, the souls of the new-comers +will be starved beyond the remedy of any free meals. How to +spiritualise education is the real problem, for it is only by a +spiritualised education that we can escape from the avalanche of +materialism that is hanging over the European world just now. No +syllabus, no act of Parliament can do this. There is no royal road +which all can travel. It has been done, to some extent, in the +past, and it will have to be done, to a much greater extent, in the +future by the layman and the laywoman, by the teachers of all +denominations, by some even whom inspectors may consider +inefficient and whom children may tolerate as queer. It will be +done best by the best teachers, but all teachers can share in the +work on the one condition that they have consciously or +unconsciously dedicated <a name='Page110'></a>themselves to the +task. For a teacher to write much about it is impossible, he must +know how greatly he has failed. And he has not the recompense that +comes to many who fail, in the shape of certain knowledge why +success has been withheld.</p> + +<p>That his failure is shared by those who strive to make religion +move the world of men is no consolation. Indeed, that thought might +make him hopeless did it not suggest that the aims and methods of +both may be wrong. It is possible to have hoped too much from the +school chapels being full, it is possible to fear too much from the +churches being empty. Piety is no doubt fostered by attendance at a +religious service, but there is some distance between piety and +true religion. It would probably not be untrue to say that +Christian education has seemed more concerned with the ceremonial +duties of religion than with its spiritual enthusiasm, more eager +about faith in some particular explanation of the past than about +faith in a re-creation of the future, more attentive to the +machinery of the organisation of the Church than to the words and +commands of its Founder. As the Church has become more powerful in +the world, it has lost its power over men's hearts. To some it has +seemed an<a name='Page111'></a> institution for the relief of +poverty, to others the support of the "haves" against the +"have-nots," but to too few has it been the home of spiritual +adventures, the maintainer of spiritual values. Men have escaped +from the relentless simplicity of the Master's commands by +attention to the complicated machinery which disregard of them has +made necessary. This may not have been consciously marked by the +young, but the atmosphere of religion that they have had to breathe +has been the tired atmosphere of the ecclesiastical workshop, and +not the bracing air of free service. Some restoration of the +hopefulness of the early Christians is needed; hopefulness is not +now the note of what is taught, though with it is sometimes +confused the boisterous cheerfulness that is wrongly supposed to +attract the young. The appeal of the Church must be based on +looking forward, not backward, on hope, rather than on +repentance.</p> + +<p>The Church will have less to do with the world than it had in +the past, because it will have shaken off the fetters of the world: +it will not be always explaining to the young how they can enjoy +the world and yet deny the world: it will not need to explain +itself so often, to insist so pathetically on the superiority of +its own channels of influence, but it will attract to<a name= +'Page112'></a> itself, or rather to the work that it is trying to +do—for it will have forgotten self—all the adventurous +spirits who are prepared to risk pain and failure as fellow-workers +in fulfilling the purposes of God in the world. What is worth +knowing about Christianity is surely first and foremost that it is +a leaven that might leaven the whole world; and that until that +leaven works in each individual heart, in each society, where two +or three are gathered together, Christ's presence cannot be +claimed. As this knowledge is gained, it will be possible for the +learner to know in his heart, and not merely by heart, what is +meant by the great mysterious terms Incarnation, Atonement, +Resurrection; as this knowledge is tested and proved true by +experience of life, the meaning and power of prayer will become +clearer. A clue will have been put into the hand of each as he +travels along the way which he has not passed heretofore. It will +not lead all by the same path but it will lead all towards that +"great and high mountain," whence "that great city, the Holy +Jerusalem" may be seen. If the teacher is wise, when the mountain +top is nigh and before that vision breaks upon his +fellow-traveller's sight, he will stand aside with thankful heart, +and close his task with the prayer that the Glory of God may shine +more brightly and more continuously on the newcomer, than it has +shone on him.</p> + +<a name='Footnote_1_4'></a><a href='#FNanchor_1_4'>[1]</a> +<div class='note'> +<p>Nothing is said<a name='Page113'></a> here about the +co-operation of the home with the school. In religion as in all +other matters it is assumed. The influence of the home cannot be +exaggerated but schoolmasters must resist the temptation to shift +the burden of responsibility for any failure on to other +shoulders.</p> +</div> + +<hr style='width: 65%;'> +<a name='V'></a> +<h2>V</h2> + +<h2>CITIZENSHIP</h2> + +<h3>By A. MANSBRIDGE</h3> + +<h3>Founder of the Workers' Educational Association</h3> + +<br> + + +<h5>I</h5> + +<h5>DIRECT TRAINING FOR CITIZENSHIP</h5> + +<br> + + +<p>There is no institution in national life which can free itself +from the responsibility of training for citizenship those who come +under its influence, whe<a name='Page114'></a>ther they be men or +women. The problem is common to all institutions, although it may +present itself in diverse forms appropriate to varying ages and +experiences. It is primarily the problem of all schools and places +of education.</p> + +<p>The aim of education, according to Comenius, is "to train +generally all who are born to all that is human." From that +definition it follows that the purpose of any school must be to +bear its part in developing to the utmost the powers of body, mind +and spirit for the common good. It must be to secure the +application of the finest attributes of the race to the work of +developing citizenship, which is the art of living together on the +highest plane of human life.</p> + +<p>Citizenship is, in reality, the focusing point of all human +virtues though it is often illuminated by the consciousness of a +city not made with hands. It represents in a practical form the +spirit of courage, unselfishness and sympathy consecrated to +service in time of war and peace. Generally speaking, in England +and her Dominions, citizenship is developed<a name='Page115'></a> +in harmony with an ideal of democracy.</p> + +<div class='blkquot'> +<p>"The progress of democracy is irresistible," says De +Tocqueville, "because it is the most uniform, the most ancient and +the most permanent tendency to be found in history."</p> +</div> + +<p>But its right working is dependent entirely upon uplift not only +of mind but of spirit. The democratic community, above all other +communities, must have within itself schools which at one and the +same time impart information concerning the theory and methods of +its government and inspire consecration to social service rather +than to individual welfare, schools which reveal the transcendence +of the interests of the State as compared with the interests of any +individual or group of individuals within it. The democratic State +has been compared to "one huge Christian personality, one mighty +growth or stature of an honest man." Out of this comparison arises +the idea of citizenship reaching out beyond the boundaries of a +single State—one honest man among many—and thus +responsibility is placed upon the schools to develop knowledge of, +and sympathy with, the activities and aspirations of human life in +many nations. The c<a name='Page116'></a>omity of nations depends +directly upon the intellectual and spiritual honesty which obtains +in each of them, and true strength of nationality arises more from +the exercise of these qualities than from extent of area or of +productive power.</p> + +<p>Every subject taught in a school should serve the needs of the +larger citizenship; if it fails to do so it is either wrongly +taught or superfluous.</p> + +<p>Social welfare depends upon the right use of knowledge by the +individual, however restricted or developed that knowledge may be, +whether it be acquired in elementary school or university.</p> + +<p>There has been much discussion concerning the relative +importance of the development of community spirit in the schools +and the introduction of the direct teaching of citizenship. The +methods are not mutually exclusive; their operations are distinct. +The school which does not develop community spirit, which does not +fit into its place in the work of training the complete man, is +obviously imperfect. The same cannot be said of the school which +does not provide direct instruction in citizenship; for teaching +may be given in so many indirect ways. Some consideration<a name= +'Page117'></a> of what has happened in this connection both in +England and America will perhaps be most helpful, although the +intangible nature of the results would render dangerous any attempt +to make definite pronouncements on their success or failure.</p> + +<p>Largely as the result of the realisation of the immediate +relationship between national education and national productivity +there are abundant signs that the English educational system is +about to be developed. The ordinary argument has been well put:</p> + +<div class='blkquot'> +<p>A new national spirit has been aroused in our people by the war; +if we are to recover and improve our position at the end of the +war, that national spirit must be maintained; for unless every man +and woman comes to know and feel that industry, agriculture, +commerce, shipping, and credit, are national concerns, and that +education is a potent means for the promotion of these objects +among others, we shall fail in the great effort of national +recuperation. In plainer words, our great firms will not make +money, wages will fall, and wage-earners will be out of work<a +name='FNanchor_1_5'></a><a href= +'#Footnote_1_5'><sup>[1]</sup></a>.</p> +</div> + +<p>The possibility of the extension of the educational system to +meet the needs of technical training need not cause dis<a name= +'Page118'></a>quiet among those whose desire is for fulness of +citizenship, if they are prepared to insist that teachers shall be +trained on broad and comprehensive lines and that every vocational +course shall include instruction in direct citizenship. The +argument is ready to hand and simple. If all men and women must +strive to work wisely and well, so also should they learn how to +participate in the government, local and national, which their work +supports. Moreover the right study of a trade or profession induces +a perception of the inter-relationship of all human activity.</p> + +<p>On the other hand it is important that vocational work, at least +so far as it is carried out by manual training, should be +introduced into schemes of liberal education. In this connection it +is worth recalling that in a recent report, the Consultative +Committee of the Board of Education expressed with complete +conviction the opinion that manual training was indispensable in +places of secondary education:</p> + +<div class='blkquot'> +<p>We consider that our secondary education has been too +exclusively concerned with the cultivation of the mind by means of +books and the instruction of the teacher. To this essential aim +there must be added as a condition of balance and completeness that +of fostering those qualities of mind and that skill of hand which +are evoked by systematic work.</p> +</div> + +<p>In this way would be generated that "sympathetic and +understanding contact between all brainworkers and the complete men +who work with both hands and brain" so strongly pleaded for by +Professor Lethaby who insists that "some teaching about the service +of labour must be got into all our educational schemes."</p> + +<p>It must be remembered that the question of vocational training +affects chiefly the proposed system of compulsory continuation +school education up to the <a name='Page119'></a>age of eighteen, +which has yet to be established for all boys and girls not in +attendance at secondary schools or who have not completed a +satisfactory period of attendance<a name='FNanchor_2_6'></a><a +href='#Footnote_2_6'><sup>[2]</sup></a>.</p> + +<p>The inadequacy of the period of education allotted to the vast +mass of the population and the need for educational reform in many +directions can only be noted; both these matters however affect +citizenship profoundly.</p> + +<p>It is upon the expectation of early development on the following +lines, indicated without detail, that our consideration of the +possibilities of schools in regard to citizenship must be +based:</p> + +<p>(1) A longer period of elementary school life during which no +child shall be employed for other than educational purposes.</p> + +<p>(2) The establishment of compulsory continuation schools for all +boys and girls up to the age of eighteen, the hours of attendance +to be allowed out of reasonable working hours.</p> + +<p>(3) Complete opportunity for qualified boys and girls to +continue their technical or humane studies from the elementary +school to the university.</p> + +<p>(4) A distinct improvement in the supply and power of teachers, +chiefly as the result of better training in connection with +universities and the establishment of a remuneration which will +enable them to live in the manner demanded by the nature and +responsibilities of their calling.</p> + +<p>The two main aspects of the development of citizenship through +the schools which have already been noted may be summarised as +follows, and may be considered separately:</p> + +<p>(1) The direct teaching of civics or of citizenship;</p> + +<p>(2) The development through the ordinary school community of the +qualities of the good citizen.</p> + +<a name='Footnote_1_5'></a><a href='#FNanchor_1_5'>[1]</a> +<div class='note'> +<p><i>Interim Report of the Consultative Committee of the Board of +Education on Scholarships for Higher Education, May</i>, 1916.</p> +</div> + +<a name='Footnote_2_6'></a><a href='#FNanchor_2_6'>[2]</a> +<div class='note'> +<p>See <i>Final Report of the Departmental Committee on Juvenile +Education in Relation to Employment after the War</i>, 1917, Cd. +8512. The Bill "to make further provision with respect to Education +in England and Wales and for purposes connected therewith" [Bill +89], had not been introduced by Mr Fisher when this article was +written.</p> +</div> + + +<hr style='width: 65%;'> + +<h5>THE DIRECT STUDY OF CITIZENSHIP</h5> + +<br> + + +<p>The study in schools of civic relations has been developed to a +much greater extent in America than in England. This is probably +due largely to the fact that the American need is the more obvious. +In normal times, there is a constant influx of people of different +nationalities to the United States whom it is the aim of the +government to make into American citizens. At the same time there +is in America a greater disposition than in England to adapt +abstract study to practical ends, to link the class-room to the +factory, to the city hall, and to the Capitol itself. <a name= +'Page120'></a>As one of her scholars says:</p> + +<div class='blkquot'> +<p>Both the inspiration and the romance of the scholar's life lie +in the perfect assurance that any truth, however remote or +isolated, has its part in the unity of the world of truth and its +undreamed of applicability to service<a name='FNanchor_1_7'></a><a +href='#Footnote_1_7'><sup>[1]</sup></a>.</p> +</div> + +<p>There are in America numerous societies, among them the National +Education Association, the American Historical Association, the +National Municipal League, the American Political Science +Association, which are working steadily to make the study of civics +an essential feature of every part of the educational system. Their +prime purposes are summarised as follows:</p> + +<div class='blkquot'> +<p>(1) To awaken a knowledge of the fact that the citizen is in a +social environment whose laws bind him for his own good;</p> + +<p>(2) To acquaint the citizen with the forms of organisation and +methods of administration of government in its several +departments<a name='FNanchor_2_8'></a><a href= +'#Footnote_2_8'><sup>[2]</sup></a>.</p> +</div> + +<p>They claim that this can best be done by means of bringing the +young citizen into direct contact with the significant facts of the +life of his own local community and of the national community. To +indicate this more clearly they have applied to the study the name +of "Community Civics."</p> + +<p>The argument that a sense of unreality may arise as a result of +the apparent completeness of knowledge gained in the school is met +by the close contact maintained all the time with the community +outside.</p> + +<p>There is unanimity of opinion that civics shall be taught from +the elementary school onwards:</p> + +<div class='blkquot'> +<p>"We believe," runs the report of the Committee of Eight of the +American Historical Association, "that elementary civics should +permeate the entire school life of the child. In the early grades +the most effective features of this instruction will be directly +connected with the teaching of regular subjects in the course of +study. Through story, poem and song there is the quickening of +those emotions which influence civic life. The works and +biographies of great men furnish many opportunities for incidental +instruction in civics. The elements of geography serve to emphasise +the interdependence of men—<a name='Page122'></a>the very +earliest lesson in civic instruction. A study of pictures and +architecture arouses the desire for civic beauty and orderliness<a +name='FNanchor_3_9'></a><a href= +'#Footnote_3_9'><sup>[3]</sup></a>."</p> +</div> + +<p>A recent inquiry by a Committee of the American Political +Science Association makes it quite clear that the subject is +actually taught in the bulk of the elementary and secondary schools +of the various States and that generally the results are +satisfactory, or indicate clearly necessary reforms. The difficulty +of providing suitable text-books is partly met by the addition of +supplementary local information.</p> + +<p>There are very few colleges and universities which do not +provide courses in political science.</p> + +<p>No claim is made that the teaching of civics makes of necessity +good citizens, but merely that it makes the good citizen into a +better one. The justification of the subject lies in its own +content.</p> + +<div class='blkquot'> +<p>It is a study of an important phase of human society and, for +this reason the same value as elementary science or history<a name= +'FNanchor_4_10'></a><a href= +'#Footnote_4_10'><sup>[4]</sup></a>.</p> +</div> + +<br> +<a name='Page123'></a> + +<p>There is, moreover, throughout the various American reports, an +insistence on the power of the community ideal in the school and +the necessity for discipline in the performance of school duties +and a due appreciation of the importance of individual action in +relation to the class and to the school.</p> + +<p>In England there has been much general and uncoordinated +advocacy of the direct teaching of citizenship, but, for various +reasons, it does not appear to have been introduced generally into +the schools, nor does there appear to be any immediate likelihood +of development in the existing schools.</p> + +<p>The Civic and Moral Education League made definite inquiry, in +1915, of teachers and schools. They pronounced the results to be +disappointing, though they comforted themselves with the +incontrovertible dictum that "the people who are doing most have +least time to talk about it." As the result of their inquiry, they +drew up a statement of the aims of civics which in general and in +detail differed little from the ideas accepted in America.</p> + +<p>If compulsory continued education is introduced, <a name= +'Page124'></a>for boys and girls who now have no school education +after the elementary school, it is of the utmost importance that +the direct study should be included in some form or other before +the age of eighteen is reached, and it is in connection with this +type of school rather than in connection with the elementary or +secondary school that constructive efforts should be made.</p> + +<p>It must be remembered that Mr. Acland, when Minister for +Education, introduced the subject into the Elementary Code of 1895 +and provided a detailed syllabus. This was generally approved not +only as the action of a progressive administrator but as an +evidence of the new spirit of freedom beginning to reveal itself in +the educational system.</p> + +<p>There are some education authorities, like the County of +Chester, which enact that the study of citizenship shall proceed +side by side with religious education, but the majority leave it to +the teachers to do all that is necessary by the adaptation of other +subjects and the development of school spirit.</p> + +<p>The elaborate nature of Mr. Acland's syllabus tended to defeat +its object, and some held it to be <a name= +'Page125'></a>psychologically unsound, but there has also been lack +of suitable text-books. In general, however, the whole subject +depends peculiarly upon the personality of the teacher who feels no +lack of text-books if he is alive to the interest of his +lesson.</p> + +<p>In <i>Studies in Board Schools</i><a name='FNanchor_5_11'></a><a +href='#Footnote_5_11'><sup>[5]</sup></a>, there is a delightful +study of a lesson on "Rates" to young citizens with the altruistic +text, "All for Each, Each for All." "Citizen Carrots," a tired +newspaper boy up every morning at five, is revealed as responding +with great enthusiasm to this interesting lesson which commences +with a drawing on a blackboard of a "regulation workhouse, a board +school, a free library, a lamp post, a water-cart, a dustman, a +policeman, a steam roller, a navvy or two, and a long-handled +shovel stuck in a heap of soil." A hypothetical payer of rates, +"Mrs Smith," is revealed as getting a great deal for her rates:</p> + +<div class='blkquot'> +<p>She is protected from any harm; her property is safe; she can +walk about the streets with comfort by day or night; her drains are +seen to; her rubbish is taken away for her; she has books and +newspapers to read; if she has ten children, she can have them well +taught for nothing—so that if they are willing to learn, and +attend school regularly, they can very easi<a name='Page126'></a>ly +make their own living when they grow up; if she is ill, she can go +to the infirmary for medicine; and if, when she grows old, she is +unable to pay rent or buy food or clothes, these things are +provided for her.</p> + +<p>"And please, sir, the Parks," interjected the eager Carrots.</p> +</div> + +<p>If the definition of a good citizen propounded by Professor +Masterman is true—that he is one who pays his rates without +grumbling—"Citizen Carrots," whatever his disadvantages, is +intellectually anyhow on the way to become such a citizen, and +certainly in the sketch, "Citizen Carrots" is determined that the +rates shall be expended properly because he himself will have a +vote in later days.</p> + +<p>It is probable that lessons such as these are more frequent than +the time-tables would indicate. There are few head masters of +elementary schools who would disclaim the adequate teaching of +citizenship in their schools. They would explain that the treatment +of history and geography proceeding from local standpoints was +effective in this direction, and it is the rule rather than +otherwise for visits to be paid to places of historic interest +within reach of the schools. Advantage is also taken of such days +as Empire Day to<a name='Page127'></a> stimulate interest in the +State, as well as to impart knowledge concerning its organisation. +All this is reinforced by the use of appropriate reading books +which are instruments of indirect, but not necessarily less +effective, instruction.</p> + +<p>The larger opportunities which secondary schools offer have not +been taken advantage of to induce the specific study of civics to +any greater extent that in the elementary schools, although many +schools are able to devote at least a period each week to the +consideration of current events, and, naturally, the teaching of +history and geography includes much more completely the +consideration of institutions both at home and abroad.</p> + +<p>The idea of the regional or local survey is gaining ground and +in some respects it will prove to serve the same purpose as the +"Community Civics" of the American high school.</p> + +<p>There have been attempts to introduce economics into the +secondary school curriculum, but they have not persisted to any +extent. In the <i>Memorandum of Curricula of S<a name= +'Page128'></a>econdary Schools</i> issued by the Board of Education +in 1913, it is suggested that "it will sometimes be desirable to +provide, for those who propose on leaving school to enter business, +a special commercial course with special study of the more +technical side of economic theory and some study of political and +constitutional history." For the rest there is no mention of the +subjects intimately connected with government. It is clear that the +Board expects that out of the subjects of the ordinary curriculum, +with such special efforts suggested by public interest as may from +time to time occur, the student will gain a general knowledge of +the affairs of the community round about, some knowledge of the +principles of politics, clear ideas concerning movements for social +reform, and some acquaintance with international problems. If he +does so, he will have secured a useful introduction to the studies +associated with adult life.</p> + +<p>An intelligent study of languages will help materially in this +direction and, whilst this is specially true in the cases of Greek +and Latin, there is no reason why modern languages should not serve +the same purpose. It is, however, often the case that t<a name= +'Page129'></a>he study of the history and institutions of modern +countries is not associated sufficiently with the study of their +language.</p> + +<p>The public and grammar schools of England, as contrasted with +the newer secondary schools, are more especially the homes of +classical studies, and it is through the working of these schools +that the knowledge of institutions in ancient Greece and Rome will +have its greatest effect on citizenship.</p> + +<p>The study of political science as a specific subject is gaining +ground in universities, whilst the study of the Empire and its +institutions has naturally made rapid progress during the last few +years. There may also be noted distinct tendencies, arising out of +the experience of the war, towards the foundation of schools +destined to deal with the institutions and the thought of foreign +countries. In the schools of economics and history there is fulness +of attempt to study all that can be included under the generic +title of civics which, after all, may be defined as political and +social science interpreted in immediate and practical ways.</p> + +<a name='Footnote_1_7'></a><a href='#FNanchor_1_7'>[1]</a> +<div class='note'> +<p>Peabody, <i>The Religion of an Edu<a name='Page130'></a>cated +Man</i>.</p> +</div> + +<a name='Footnote_2_8'></a><a href='#FNanchor_2_8'>[2]</a> +<div class='note'> +<p>Haines, <i>The Teaching of Government</i>.</p> +</div> + +<a name='Footnote_3_9'></a><a href='#FNanchor_3_9'>[3]</a> +<div class='note'> +<p>Haines, <i>The Teaching of Government.</i></p> +</div> + +<a name='Footnote_4_10'></a><a href='#FNanchor_4_10'>[4]</a> +<div class='note'> +<p>Bourne, <i>The Teaching of History and Civics in the Elementary +and the Secondary School</i>.</p> +</div> + +<a name='Footnote_5_11'></a><a href='#FNanchor_5_11'>[5]</a> +<div class='note'> +<p>Charles Morley, 1897.</p> +</div> + +<hr style='width: 65%;'> + +<h5>II</h5> + +<h5>INDIRECT TRAINING FOR CITIZENSHIP</h5> + +<br> + + +<p>After all is said and done the ideal training for citizenship in +the schools depends more upon the wisdom engendered in the pupil +than upon the direct study of civics. If the spirits of men and +women are set in a right direction they will reach out for +knowledge as for hid <a name='Page131'></a>treasure. "Wisdom is +more moving than any motion; she passeth and goeth through all +things by reason of her pureness<a name='FNanchor_1_12'></a><a +href='#Footnote_1_12'><sup>[1]</sup></a>."</p> + +<p>It happens also in natural sequence that the spirit developed in +a school will lead to the construction of institutions in +connection with school life calculated to secure its adequate +expression.</p> + +<p>Elementary schools, however, are much handicapped in this way. +If it comes about that work other than educational or recreative is +forbidden to children during the years of attendance at school, and +also that the period of school life is lengthened, there will be +opportunity for the development of games on a self-governing basis. +Elementary school children have a large measure of initiative; all +they need is a real chance to exercise it. They would willingly +make their schools real centres of child life. Many children at +present have little else than narrow tenements and the streets, out +of which influences arise which war continually against the social +influences of the school.</p> + +<p>The opportunity afforded by well-ordered leisure would be +accentuated by the more complete operation of movements such as +boys' brigades, boy scouts, girl guides, a<a name='Page132'></a>nd +Church lads' brigades, which are in their several ways doing much +to develop citizenship. Such bodies are now in effect educational +authorities, and classes are organised by them in connection with +the Board of Education.</p> + +<p>There have been many attempts to introduce self-governing +experiments into elementary schools and, whilst they have often +been defeated by reason of the immaturity of the children, yet some +of them have met with great success. The election of monitors on +the lines of a general election is an instance of success in this +direction. The ideas which have arisen from the advocacy of the +Montessori system have induced methods of greater freedom in +connection with many aspects of elementary school life. The +Caldecott Community, dealing with working-class children in the +neighbourhood of St. Pancras, has tried many interesting +experiments. That, however, of the introduction of children's +courts of justice had to be abandoned, but not until many valuable +lessons in child psychology had been learnt.</p> + +<p>Side by side with the elementary school, there are rising in +England experiments similar to those undertaken by such +organisations as the School City and<a name='Page133'></a> the +George Junior Republics of America. The most notable among them is +the Little Commonwealth, Dorchester, which has achieved astonishing +results through the process of taking delinquent children and +allowing them self-government. But, hopeful as the prospects are, +their ultimate effect will be best estimated when their pupils, +restored in youth to the honourable service of the community, are +taking their full share in life as adult citizens, and naturally +every care is taken in the organisation of these institutions to +ensure that the transition from their sheltered citizenship to the +outside world shall not be of so abrupt a nature as to tend to +render unreal and remote the life in which the children have taken +part.</p> + +<p>Nearly all of the more recent experiments in regard to the +school and its kindred institutions are co-operative in principle +and in method, but it is probably Utopian to conceive an +educational method which shall achieve the highest success without +having included within it the element of competition. If +competition is a method obtaining outside the school it is bound to +reproduce itself within it. The only possible thing for the school +to do is to restrict the influence of competition to the channels +where it can be beneficial.</p> + +<p>The method by which elementary school children <a name= +'Page134'></a>pass to the secondary school is by means of +competitive scholarships. In common with the Consultative Committee +of the Board of Education it is necessary to accept the fact that +at present "the scholarship system is too firmly rooted in the +manner, habits and character of this country to be dislodged, even +if it were thrice condemned by theory<a name='FNanchor_2_13'></a><a +href='#Footnote_2_13'><sup>[2]</sup></a>." But, in the interests of +citizenship, scholarships should be awarded as the result of +non-competitive tests, if only to secure that every child shall +receive the education for which he or she is fitted.</p> + +<p>The stress and strain imposed upon many who climb the ladder of +education, often occasioned by the inadequacy of the scholarship +for the purposes to which it is to be applied, tend to develop +characteristics which are so strongly individual as to be +distinctly anti-social.</p> + +<p>It is unfortunate that in many subjects of the curriculum it is +not merely bad form to help one's neighbour but distinctly a school +sin, and this makes it necessary for a balance to be struck by the +introduction of subjects at which all can work for the good of the +class or the school. Manual work and local surveys are subjects of +this nature and should be encouraged side by side with games of +which there are three essential aspects:—the individual +achiev<a name='Page135'></a>ement, the winning of the match or +race, and "playing the game." In reference to citizenship the last +of these is the only one which ultimately matters.</p> + +<p>It is generally admitted that the great public schools are those +which are most characteristic of English boy life at its best. +Glorying as they do in a splendid tradition, they have always had +in addition the opportunity of adapting themselves to new needs. +Their reform is always under discussion and perchance they are +waiting even now for some Arnold or Thring to lead them in a new +England, for new it will inevitably be. Even so, the sense of +responsibility they have developed has been translated into the +terms of English government over half the world.</p> + +<p>The objective of the public school boy anxious to take a part in +government at home has always been parliament, or such local +institutions as demand his service in accordance with the tradition +of his family. The tendency to despise the homely duties of a city +councillor or poor law guardian is, however, passing. There are few +schools which do not welcome visitors to speak to the boys who have +first-hand acqu<a name='Page136'></a>aintance with the life of the +poor or who are indeed of that life themselves. In this way boys +get to realise, as far as it is possible through sympathy, what it +means to be out of work, what it means to be hungry for +unattainable learning, what children have to suffer, and, in +addition to the practical interest which many boys immediately +develop, it cannot be doubted that many ideals for the conduct of +social life in the future are conceived, even if dimly, for the +first time. Thanks to the unremitting efforts of large-minded head +masters, public school boys more and more realise that they are +beneficiaries of the spirit of a past day, not only in the sense of +the creation of a noble tradition but actually in regard to the +material provision of buildings and the financial support of +teaching.</p> + +<p>There is likely to be an extension of university education in +the near future. The ancient universities of Oxford and Cambridge +with their great college system will be strengthened, as will be +the universities which were established at the end of the +nineteenth and the beginning of the twentieth centuries. The demand +for the better training of teachers will result inevitably in the +creation of more universities. The inadequate sum which this +country has spent upon <a name='Page137'></a>university education +up to the present will be greatly increased.</p> + +<p>As a direct result of the opportunity which university life +gives to undergraduates for the development of self-governing +institutions, there can be little doubt that the university must be +regarded above all other schools and most institutions as powerful +in the development of good citizenship. The public school tradition +will be carried directly into the older universities and in +increasing measure into the new universities as the best spirit of +the public schools gradually permeates the whole system of our +education even down to the elementary schools themselves. When +these opportunities so lavishly provided for the development of +student life in its self-governing aspects are realised and when +above it all there stand great teachers in the lineage of those +described by Cardinal Newman in his eulogy of Athens—"the +very presence of Plato" to the student, "a stay for his mind to +rest on, a burning thought in his heart, a bond of union with men +like himself, ever afterwards"—little else can be desired. In +every university there must be such teachers, or universities will +tend to fall<a name='Page138'></a> to the level of the life about +them. "You can infuse," said Lord Rosebery at the Congress of the +Universities of the Empire, "character, and morals and energy and +patriotism by the tone and atmosphere of your university and your +professors."</p> + +<p>From one point of view, all the old universities of +Europe—Bologna, Paris, Prague, Oxford, Cambridge, +etc.—must be regarded as definite and conscious protests +against the dividing and isolating—the +anti-civic—forces of the periods of their institution. They +represent historically the development of communities for common +interest and protection in the great and holy cause of the pursuit +of learning, and above all things their story is the story of the +growth of European unity and citizenship.</p> + +<div class='blkquot'> +<p>The feudal and ecclesiastical order of the old mediaeval world +were both alike threatened by the power that had so strangely +sprung up in the midst of them. Feudalism rested on local +isolation, on the <a name='Page139'></a>severance of kingdom from +kingdom and barony from barony, on the distinction of blood and +race, on the supremacy of material or brute force, on an allegiance +determined by accidents of place and social position. The +University, on the other hand, was a protest against this isolation +of man from man. The smallest school was European and not local<a +name='FNanchor_3_14'></a><a href= +'#Footnote_3_14'><sup>[3]</sup></a>.</p> +</div> + +<p>The spirit which is characteristic of a university in its best +aspects, linked with the spirit which is inherent in the ranks of +working people, has on more occasions than one set on foot +movements for the education of the people. One of the most notable +instances of this unity found expression at the Oxford Co-operative +Congress of 1882, when Arnold Toynbee urged co-operators to +undertake the education of the citizen. By this he meant: "the +education of each member of the community as regards the relation +in which he stands to other individual citizens and to the +community as a whole." "We have abandoned," he said further, "and +rightly abandoned the attempt to realise citizenship by separating +ourselves from society. We will never abandon the belief that it +has yet to be won amid the stres<a name='Page140'></a>s and +confusion of the ordinary world in which we move." From that day to +this co-operators have always had before them an ideal of education +in citizenship and have organised definite teaching year by +year.</p> + +<p>Another instance of even greater power lies in the co-operation +between the pioneers of the University Extension Movement at +Cambridge and the working men, particularly of Rochdale and +Nottingham, to be followed later by that unprecedented revival of +learning amongst working people which took place in Northumberland +and Durham in the days before the great coal strike. At a later +date, in 1903, the same kind of united action gave rise to the +movement of the Workers' Educational Association, which has always +conceived its purpose to be the development of citizenship in and +through education pursued in common by university man and working +man alike. The system of University Tutorial Classes originated by +this Association has been based upon an ideal of citizenship, and +not primarily upon a determination to acquire knowledge, although +it was clearly seen that vague aspirations towards good citizenship +without the harnessing of all available knowledge to its cause<a +name='Page141'></a> would be futile. After exception has been made +for the body of young men and women who are determined to acquire +technical education for the laudable purpose of advancing both +their position in life and their utility to society, it is clear +that no educational appeal to working men and women will have the +least effect if it is not directed towards the purpose of enriching +their life, and through them the life of the community. The proof +of this lies in the fact that, after they have striven together for +years in Tutorial Classes, they ask for no recognition—in +fact they have declined it when it has been offered—and have +devoted their powers to voluntary civic work and the work of the +associations or unions to which they belong, as well as in very +many instances, to the spreading of education throughout the +districts in which they live. It is largely due to the leaven of +educational enthusiasm which has thus been generated that there is +a unanimous movement on the part of working people towards a +complete educational system including within it compulsory +attendance at continuation schools during the day.</p> + +<p>The problems that hedge about continuation schools are many, but +it is clear that they will be<a name='Page142'></a> regarded by +educationists and by at least some employers as above all else +training for citizenship based upon the vocation to which the boy +or girl may be devoting himself or herself in working hours. The +narrowness of the daily occupation, divorced as it is from the +whole spirit and intent of apprenticeship, will be broadened +directly the consideration of daily work is placed in the +continuation school both on a higher plane and in a complete +setting.</p> + +<p>The compulsory evening school will fail unless it induces a +demand for recreation of a pure kind which may be associated with +the voluntary evening school and continued along the lines of study +into the years of adult life. And even if it is impossible for +every student of capacity in the continuation school to pass into +the university or technological college, it may be hoped that there +need not fail to be opportunities for reaching the heights of +ascertained knowledge in the University Tutorial Class. In the +future, as now, only in greater degree, such classes will be +regarded as an essential part of university work, and will provide +opportunity for the study of those subjects which are most nearly +related to citizenship.</p> + +<p>It is one of<a name='Page143'></a> the fundamental principles of +the Workers' Educational Association that every person, when not +under the power of some hostile over-mastering influence, is ready +to respond to an educational appeal. Not indeed that all are ready +or able to become scholars, but that all are anxious to look with +understanding eyes at the things which are pure and beautiful. +Tired men and women are made better citizens if they are taken, as +they often are, to picture galleries and museums, to places of +historic interest and of scenic beauty, and are helped to +understand them by the power of a sympathetic guide. It is by the +extension of work of this sort, which can be carried out almost to +a limitless extent that the true purpose of social reform will be +best served. It is by such means that the press may be elevated, +the level of the cinema raised, the efforts of the demagogue +neutralised.</p> + +<p>The Workers' Educational Association is based upon the work of +the elementary school and of the associations of working people, +notably the co-operative societies and trade unions. The democratic +methods obtaining in those associations have themselves proved a +valuable contribution to citizenship, and hav<a name= +'Page144'></a>e determined the democratic nature of all adult +education. The right and freedom of the student to study what he +wishes finds its counterpart in the reasonable demand that man +shall live out his life as he wills, provided it moves in a true +direction and is in harmony with the needs and aspirations of his +fellows.</p> + +<p>It has seemed in this review of the relation of schools and +places of education to the development of citizenship that the fact +of the operation of social influences has been implicit at every +point. In any case there is, and can be, no doubt that the school, +whilst instant in its effect upon the mind of the time, is always +being either hindered or helped by the conditions obtaining in the +society in which it is set. The relations existing between society +and school are revealed in a process of action and reaction. +Wilhelm von Humboldt said that "whatever we wish to see introduced +into the life of a nation must first be introduced into its +schools." Among other things, it is necessary to develop in the +schools an appreciation of all work that is necessary for human +welfare. This is the crux of all effort towards cit<a name= +'Page145'></a>izenship through education. In the long run there can +be no full citizenship unless there is fulness of intention to +discover capacity and to develop it not for the individual but for +the common good. This is primarily the task of an educational +system. If a man is set to work for which he is not fitted, whether +it be the work of a student or a miner, he is thwarted in his +innate desire to attain to the full expression of his being in and +through association with his fellow-men, whereas, when a man is +doing the right work, that for which he has capacity, he rejoices +in his labour and strives continually to perfect it by development +of all his powers. The exercise of good citizenship follows +naturally as the inevitable result of a rightly developed life. It +may not be the citizenship which is exercised by taking active and +direct part in methods of government. The son of Sirach, meditating +on the place of the craftsman, said:</p> + +<div class='blkquot'> +<p>All these trust to their hands: and every one is wise in his +work. Without these cannot a city be inhabited ... they will +maintain the state of the world, and all their desire is in the +work of their craft<a name='FNanchor_4_15'></a><a href= +'#Footnote_4_15'><sup>[4]</sup></a>.</p> +</div> + +<p>The times are different and the needs of people have changed, +but <a name='Page146'></a>the true test of a citizen may be more in +the healthiness of dominating purpose than in the possession and +satisfaction of a variety of desires. To "maintain the state of the +world" is no mean ambition.</p> + +<p>If it is difficult for a man to become the good citizen when +employed on work for which he is unfitted, it is even more +difficult for the man to do so who is set to shoddy work or to work +which damages the community.</p> + +<p>The task laid upon the school is heavy, but it does not stand +alone. The family and the Church are its natural allies in the +modern State.</p> + +<p>All alike will make mistakes, but, if they clearly set before +them the intention to do their utmost to free the capacity of all +for the accomplishment of the good of all, wisdom will increase and +many tragedies in life will be averted.</p> + +<p>Thus lofty ideals have presented themselves, but they will +secure universal admission apart from the immediate practical +considerations which bulk so largely and often so falsely in the +minds of<a name='Page147'></a> men, and which are frequently +suggested by limitations of finance and lack of faith in the +all-sufficient power of wisdom.</p> + +<p>It is in the consecration of a people to its highest ideals that +the true city and the true State become realised on earth and the +measure of its consecration, in spite of all devices of teaching or +training however wise, determines the true level of citizenship at +any time in any place.</p> + +<a name='Footnote_1_12'></a><a href='#FNanchor_1_12'>[1]</a> +<div class='note'> +<p><i>Wisdom of Solomon</i>, vii. 24.</p> +</div> + +<a name='Footnote_2_13'></a><a href='#FNanchor_2_13'>[2]</a> +<div class='note'> +<p><i>Interim Report of the Consultative Committee of the Board of +Education on Scholarships for Higher Education</i>, 1916.</p> +</div> + +<a name='Footnote_3_14'></a><a href='#FNanchor_3_14'>[3]</a> +<div class='note'> +<p>J.R. Green, <i>A Short History of the English People</i>.</p> +</div> + +<a name='Footnote_4_15'></a><a href='#FNanchor_4_15'>[4]</a> +<div class='note'> +<p><i>Ecclesiasticus</i>, xxxviii. 31-34.</p> +</div> + +<hr style='width: 65%;'> +<a name='SOME_BOOKS_ON_CITIZENSHIP'></a> +<h2>SOME BOOKS ON CITIZENSHIP</h2> + +<a name='Page148'></a> <br> + + +<p>[1]American Political Science Assoc. The Teaching of Government. +1916. Macmillan. 5s. 0d. net.</p> + +<p>[1]BAKER, J.H. Educational Aims and Civic Needs. 1913. Longmans. +3s. 6d. net.</p> + +<p>[1]BALCH, G.T. The Method of Teaching Patriotism in Public +Schools. 1890. New York: Van Nostrand.</p> + +<p>[1]BOURNE, H.E. The Teaching of History and Civics. 1915. +Longmans. 6s. 0d. net.</p> + +<p>[1]DEWEY, JOHN. Democracy and Education. 1916. Macmillan. 6s. +0d. net.</p> + +<p>[1]DEWEY JOHN. The School and Society. 1915. Chicago Univ. +Press. 4s. 0d. net.</p> + +<p>[1]DEWEY, JOHN and EVELYN. Schools of To-Morrow. 1915. Dent. 5s. +0d. net.</p> + +<p>FINDLAY, J.J. The School. 1912. Williams and Norgate. 1s. 3d. +net.</p> + +<a name='Page149'></a> + +<p>[1]HALL, G. STANLEY. Educational Problems. 2 vols. 1911. +Appleton. 31s. 6d. net. Ch. 24. Civic Education.</p> + +<p>[1]HENDERSON, C.H. Education and the Larger Life. 1902. Boston: +Houghton. 6s. 0d.</p> + +<p>[1]HUGHES, E.H. The Teaching of Citizenship. 1909. Boston: +Wilde. 6s. 0d.</p> + +<p>HUGHES, M.L.V. Citizens To Be. 1915. Constable. 4s. 6d. net.</p> + +<p>[1]JENKS, J.W. Citizenship and the Schools. 1909. New York: +Holt. 6s. 0d.</p> + +<p>KERSCHENSTEINER, GEORG. Education for Citizenship. Tr. A.J. +Pressland. 1915. Harrap. 2s. 0d. net. The Schools and the Nation. +1914. Macmillan. 6s. 0d. net.</p> + +<p><a name='FNanchor_1_16'></a><a href= +'#Footnote_1_16'><sup>[1]</sup></a>MONROE, PAUL. (Ed.) Cyclopedia +of Education. 5 vols. Macmillan. 105s. 0d. net.</p> + +<p>MORGAN, ALEXANDER. Education and Social Progress. 1916. +Longmans. 3s. 6d. net.</p> + +<a name='Page150'></a> + +<p>Oxford and Working Class Education. Clarendon Press, 1s. +net.</p> + +<p>PATERSON, ALEXANDER. Across the Bridges. 1912. Arnold. 1s. 0d. +net.</p> + +<p>SADLER, M.E. (Ed.). Continuation Schools in England and +Elsewhere. 1908. Manchester University Press. 8s. 6d. net.</p> + +<p>SCOTT, C.A. Social Education. 1908. Ginn. 6s. 0d. net.</p> + +<p>WALLAS, GRAHAM. The Great Society. 1914. Macmillan. 7s. 6d. +net.</p> + +<p>See also:</p> + +<p>Board of Education. Reports.</p> + +<p>Civics and Moral Education League Papers, 6 York Buildings, +Adelphi, W.C. 2.</p> + +<a name='Footnote_1_16'></a><a href='#FNanchor_1_16'>[1]</a> +<div class='note'> +<p>American.</p> +</div> + +<hr style='width: 65%;'> +<a name='VI'></a> +<h2>VI</h2> + +<a name='Page151'></a> +<h2>THE PLACE OF LITERATURE IN EDUCATION</h2> + +<h3>By NOWELL SMITH</h3> + +<h3>Head Master of Sherborne School</h3> + +<br> + + +<p>Education is a subject upon which everyone—or at least +every parent—considers himself entitled to have opinions and +to express them. But educational treatises or the considered views +of educational experts have a very limited popularity, and in fact +arouse little interest outside the circle of the experts +themselves. Even the average teacher, who is himself, if only he +realised it, inside the circle, pays little heed to the broader +aspects of education, chiefly, no doubt, because in the daily +practice of the art of education he cannot step aside and see it as +a whole; he cannot see the wood for the trees. The indifference of +laymen however is mainly due to the fact that educational theory, +like other special subjects, inevitably acquires a jargon of its +own, an indispensable shorthand, as it were, for experts, but far +too abstract and technical for outsiders.</p> + +<a name='Page152'></a> + +<p>And his technical language too often reacts upon the actual +ideas of the educational theorist, who tends to lose sight of the +variety of concrete boys and girls in his abstract reasonings, +necessary as these are. We are apt to forget that what is sauce for +the goose may not be sauce for the gander, and still more perhaps +that what is sauce for the swan may not be sauce for either of +these humbler but deserving fowl. But it is certain that in +discussing education we ought constantly to envisage the actual +individuals to be educated. Otherwise our "average pupil of fifteen +plus" is only too likely to become a mere monster of the +imagination, and the intellectual <i>pabulum</i>, which we propose +to offer, suited to the digestion of no human boy or girl in "this +very world, which is the world of all of us."</p> + +<p>In considering, then, the place of literature in education, I +propose to keep constantly before my eyes the people with whose +education I am personally familiar, namely, myself, my children, +and the various types of public school boy which I have known as +boy, as undergraduate, as college tutor and as schoolmaster. I say +various types of public school boy; for although there still is a +public school type in general which is easily recognisable by +certain marked superficial characteristics, the popular notion t<a +name='Page153'></a>hat all public school boys are very much alike +in character and outlook is a mere delusion</p> + +<p>Again, I propose, when I speak of literature, to mean +literature, and not a compendious term for anything that is not +science. The opposition that has in modern times been set up +between science on the one hand and a jumble of studies labelled +either literary or "humanistic" studies on the other is to my mind +wholly unfounded in the nature of things, and destructive of any +liberal view of education. It may perhaps be held that literature +in its most literal sense is a name for anything that is expressed +by means of intelligible language—a use of the word which +certainly admits of no comparison with the meaning of science, but +which also leads to no ideas of any educational interest. But I +take the word literature in its common acceptation; and, while +admitting that I can give no precise and exhaustive definition, I +will venture to describe it as the expression of thought or emotion +in any linguistic forms which have aesthetic value. Thus the +subject-matter of literature is only limited by experience: as +Emile Faguet says somewhere—without claiming to have made a +discovery—<i>la littérature est une chose qui touc<a +name='Page154'></a>he à toutes choses</i>. And the tones of +literature range from Isaiah to Wycherley, from Thucydides to +Tolstoy; its forms from Pindar to a folk song, from Racine to +Rudyard Kipling, from Gibbon to Herodotus or Froissart. And while +no two people would agree in drawing the line of aesthetic value +which should determine whether any given verbal expression of +thought or emotion was literature or not—a fact which is not +without importance in the choice of books for forming the taste of +our pupils—yet, for the purpose of discussing the place and +function of literature in education, we all know well enough what +we mean by the word in the general sense which I have attempted to +describe.</p> + +<p>As this is not a tractate on education as a whole, I must risk +something for the sake of brevity, and will venture to lay down +dogmatically that the objects of literary studies as a part of +education are (1) the formation of a personality fitted for +civilised life, (2) the provision of a permanent source of pure and +inalienable pleasure, and (3) the immediate pleasure of the student +in the process of education. None of these objects is exclusive of +either of the others. They ca<a name='Page155'></a>nnot in fact be +separated in the concrete. But they are sufficiently different to +be treated distinctly.</p> + +<p>(1) Hardly anyone would deny that some knowledge and +appreciation of literature is an indispensable part of a complete +education. The full member of a civilised society must be able to +subscribe to the familiar <i>Homo sum; nihil humanum a me alienum +puto</i>. And literature is obviously one of the greatest, most +intense, and most prolific interests of humanity. There have always +been thinkers, from Plato downwards, who for moral or political +reasons have viewed the power of literature with distrust: but +their fear is itself evidence of that power. Thus literature is a +very important part both of the past and of contemporary life, and +no one can enter fully into either without some real knowledge of +it. A man may be a very great man or a very good man without any +literary culture; he may do his country and the world imperishable +services in peace or war. But the older the world grows, the rarer +must these unlettered geniuses become. Literature in one form or +another—too often no doubt put to vile uses—has become +so much part of the very texture of civilised life that a +wide-awake mind can scarcely fail to take notice of it. And in any +case we need not consider that kind of special genius which +education does little either to make or mar. No one is likely +seriously to deny that for taking a full and intelligent part in +the <a name='Page156'></a>normal life of a civilised +community—in love and friendship, in the family and in +society, in the study and practice of citizenship of all +degrees—some literary culture is absolutely necessary; nor +indeed that, subject to a due balance of qualities and +acquirements, the wider and deeper the literary culture the more +valuable a member of society the possessor will be. The lubricant +of society in all its functions, whether of business or leisure, is +sympathy, and a sufficient quantity, as it were, of sympathy to +lubricate the complex mechanism of civilised life can only be +supplied by a widespread knowledge of the best, and a great deal +more than the best, of what has been and is being thought and said +in the world. Personal intercourse with one another and a common +apprehension of God as our Father are even more powerful sources of +sympathy; but literature provides innumerable channels for the +intercommunication and distribution of these sources, without which +the sympathies of individuals may be strong and lively, but will +almost always be narrowly circumscribed. It is very true that to +know mankind only through books is no knowledge of mankind at all; +but ever since man discovered how to perpetuate his utterances in +writing it has been increasingly true<a name='Page157'></a> that +literature is the principal means of widening and deepening such +knowledge.</p> + +<p>This object of literary studies, the formation of a personality +fitted for civilised life, may be summed up in the familiar +graceful words of Ovid, who was thinking almost entirely of +literature when he wrote</p> + +<span style='margin-left: 6em;'>ingenuas didicisse fideliter +artes</span><br> +<span style='margin-left: 1em;'>Emollit mores nec sinit esse +feros.</span><br> + + +<p>And it is only the lack, in so many of the greatest writers, and +the neglect, in so many educators and educational systems, of that +due balance of qualities and acquirements of which I spoke just +now, which have induced in superficial minds a distrust and often a +contempt of literature as a subject of education. The good citizen +or man of the world—in the best sense of the +phrase—must not be the slave of literary proclivities to the +ruin of his functions as father or husband or friend or man of +action and affairs. The world of letters, if lived in too +exclusively, is an unreal world, though without it the actual world +is almost meaningless. Now the <i>genus irritabile vatum</i>, even +when their thoughts, as Carlyle put it, "enrich the blood of the +wo<a name='Page158'></a>rld," have very generally appeared to the +plain man of goodwill as very defective in the art of living. If +their aspirations have been above the standards of their day, their +practice has often been below them in such essentially social +qualities as probity, faithfulness, consideration for others. +Moreover their outlook upon life, intense and inspiring though it +be, is often a very partial one. Even so, it does not follow that +because a poet or a philosopher is not in every respect "the +compleat gentleman," a citizen <i>totus teres atque rotundus</i>, +his works are not profitable for the building up of that character. +If it did, we must by parity of reasoning discard the discoveries +of a misanthropic inventor and the theories of a bigamous chemist. +We go to Plato and Catullus, to Shakespeare and Shelley, for what +they have to give: if we go with our own pet notions of what that +ought to be, we are naturally as disgusted as Herbert Spencer was +with Homer and Tolstoy with Shakespeare. Tolstoy is indeed a case +in point. He is one of the giants of literature, whose masterpieces +are already classics; and this position is unaffected by the +various judgments that may be formed either of his critical or of +his practical wisdom.</p> + +<p><a name='Page159'></a>The lack then of a due balance of +qualities and acquirements in so many authors, and we may add other +artists, is a cause, but no justification, of that belittlement and +even distrust of the literary side of education which are on the +whole marked features of the English attitude to-day. But a more +potent cause and a real justification of this attitude is the +neglect of due balance of qualities and acquirements by so many +educators and educational systems. Great educators have themselves +rarely been narrow-minded men; but the traditions they have founded +have gone the way of all traditions.</p> + +<p>What begins as an inspiration hardens into a formula. The ideals +of the Renascence were caricatured in their offspring of the +eighteenth and nineteenth centuries. Not only did the evolution of +modern life with its cities, its printing press, its gunpowder, its +steam engine and the rest, destroy the need of the well-to-do to be +trained in the practical arts of chivalry, of the chase, of +husbandry, even of music and design, so that the bodily activities +of boys became relegated to the sphere of mere games and pastimes; +but as books usurped more and more of the hours of boyhood, so the +instructors of youth fell more and more into <a name= +'Page160'></a>the fatally easy path of formal and grammatical +treatment. The subject-matter of education was indeed literature, +and the very noblest literatures, mainly those of Greece and Rome: +but there was little of literary or humane interest about the study +of it; its meaning and spirit were concealed from all but the few +who could surmount the fences of linguistic pedantry and artificial +technique with which it was surrounded.</p> + +<p>I do not know when the expression "the dead languages" was +invented: but certainly Latin and Greek have been treated as very +dead languages by the great majority of teachers for a very long +time. And as "modern subjects," history, geography, modern +languages and literatures, gradually thrust their way into the +curriculum, each was subjected as far as possible to the same +mummification. There is a theory still widely held among teachers +that the value of a subject or of a method of instruction depends +upon the amount of drudgery which it involves or the degree of +repulsion which it excites. The theory rests upon a confusion +between the ideas of discipline and punishment, which itself is +probably due to the strongly Judaistic tone of our so-called +Christianity. At any rate, far too many schoolmasters suffer from +conscientious scruples about <a name='Page161'></a>allowing the +spirits of freedom, initiative, curiosity, enjoyment, to blow +through their class-rooms.</p> + +<p>There has been, always to some extent, but with gathering force +in recent years, a natural revolt against this mixture of +puritanism, scholasticism, and dilettantism, which made the +intellectual side of public school education such a failure except +for the few who were born with the spoon of scholarship in their +mouths. The irruption of that turbulent rascal, natural science, +has perhaps had most to do with humanising our humanistic studies. +It was a great step when boys who could not make verses were +allowed to make if it was but a smell; and even breaking a +test-tube once in a while is more educative than breaking the +gender-rules every day of the week. Many of my friends, who label +themselves humanists, are in a panic about this, and look upon me +sadly as a renegade because I, who owe almost everything to a +"classical education," am ready (they think) to sell the pass of +"compulsory Greek" to a horde of money-grubbing barbarians who will +turn our flowery groves of Academe into mere factories of +commercial efficiency. But fear is a treacherous guide. They are +the victims of that abstract generalisation of which I spoke at the +outset. I check their forebodings by reference to concrete +personalities, myself, my childr<a name='Page162'></a>en, and the +hundreds of boys I have known. And I see more and more plainly, as +I study the infinite variety of our mental lineaments and the +common stock of human nature and civilised society which unites us, +that literature is a permanent and indispensable and even +inevitable element in our education; and that moreover it can only +have free scope and growth in the expanding personality of the +young in a due and therefore a varying harmony with other +interests. I and my children and my schoolboys have eyes and ears +and hands—and even legs! We have, as Aristotle rightly saw, +an appetite for knowledge, and that appetite cannot be satisfied, +though it may be choked, by a sole diet of literature. We have +desires of many kinds demanding satisfaction and requiring +government. We have a sense of duty and vocation: we know that we +and our families must eat to live and to carry on the race. We +resent, in our inarticulate way, these sneers at our Philistinism, +commercialism, athleticism, materialism, from dim-eyed pedants on +the one hand and superior persons on the other, who have evidently +forgotten, if they ever saw, the whole purport of that Greek +literature the name of which they take in vain. No! <i>La +littérature est une chose qui touche à toutes +choses</i>; but if we are to shut our eyes to all the "things" <a +name='Page163'></a>which evoke it, it becomes what it is to so +many, whose education has been in name predominantly literary, "a +tale told by an idiot, full of sound and fury, signifying +nothing."</p> + +<p>(2) The argument has already insensibly led us to treat by +implication the second, and indeed the third of our assumed +objects. But in our modern insistence upon social relations and +citizenship—a very proper insistence, still too much warped +and hampered by selfishness and prejudice—there is a real +danger of our forgetting how much of our conscious existence is +passed, in a true sense, at leisure and alone. It is our ideal on +the one side to be "all things to all men": and for any approach to +this ideal, as we have seen, the knowledge and sympathy born of +literature are indispensable. But on the other side no man or woman +is completely fitted out without provision for the blank spaces, +the passages and waiting rooms, as it were, to say nothing of the +actual "recreation rooms" of the house of life. And there is no +provision so abundant, so accessible to all, so permanent, so +independent of fortune, and at once so mellowing and fortifying, as +literature. Our happiness or discontent depends<a name= +'Page164'></a> far more, than on anything else, on the habitual +occupation of our mind when it is free to choose its occupation. +And, since thought is instantaneous, even the busiest of us has far +more of that freedom than he knows what to do with unless he has a +mental treasury from which he can at will bring forth things new +and old. It is impossible to exaggerate the importance of hobbies +in a man's own life—and of course indirectly in his relations +with his fellows. A single hobby is dangerous. You ride it to death +or it becomes your master. You need at least a pair of them in the +stable. What they are must depend, you say, upon the temperament, +the bent of the individual. True: but our main responsibility as +educators consists in our "bending of the twig." It is not +temperament nor destiny which renders so many men and women unable +to fill their leisure moments with anything more exhilarating than, +gossip, grumbling, or perpetual bridge. Perhaps the greatest +blessing which a parent or a teacher can confer on a boy or girl is +discreet, unpriggish, and unpatronising, encouragement and guidance +in the discovery and development of hobbies: and if I may venture +on a piece of advice to anyone who needs it, I should say: "Try to +secure that everyone grows up with at least two hobbies; and +whatever one of them<a name='Page165'></a> may be, let the other be +literature, or some branch of literature."</p> + +<span style='margin-left: 1em;'>Dreams, books, are each a world; +and books, we know,</span><br> +<span style='margin-left: 1em;'>Are a substantial world, both pure +and good;</span><br> +<span style='margin-left: 1em;'>Round these, with tendrils strong +as flesh and blood,</span><br> +<span style='margin-left: 1em;'>Our pastime and our happiness will +grow.</span><br> + + +<p>(3) At this point I can imagine someone, who recognises the +importance of literary culture in the equipment of a man or woman +of the world, and perhaps feels even more strongly the truth summed +up in these lines of Wordsworth, expressing the doubt whether the +second at least of these objects can be secured, or will not rather +be precluded, by admitting the study of literature as such into the +school curriculum. This doubt, which I have heard expressed by many +lovers of literature, notably by the late Canon Ainger, is not +lightly to be disregarded. It is to be met, however, in my opinion, +by keeping clearly before our eyes the third of the objects which +we assumed to be aimed at by literary studies as a branch of +education—the immediate pleasure of the student. The two +objects which we have already discussed are ulterior objects, which +should be part of the fundamental faith of the teacher; but while +the teacher is in contact with his pupils they should be forgotten +in the glowing conviction that the study of literature is, at that +very <a name='Page166'></a>moment, the most delightful thing in the +world. Of course we all know, or should know, that this is the only +attitude of mind for the best teaching in any subject whatever. It +takes a great deal more than enthusiasm to make a competent +teacher; and it is easy to prepare pupils successfully for almost +any written examination without any enthusiasm for anything except +success. But, cramming apart, a bored teacher is inevitably a +boring one: and while unfortunately the converse is not universally +true and an enthusiastic teacher may fail to communicate his +enthusiasm, yet it is quite certain that you cannot communicate +enthusiasm if you are not possessed of it.</p> + +<p>But this enthusiasm, indispensable for the best teaching of +anything, is, so to speak, doubly indispensable for even competent +teaching of literature. On the one hand the ulterior objects of the +study, of which I have tried to indicate the importance, are of an +impalpable kind. I doubt if there is any subject of the curriculum +which it would be so difficult to commend to an uninterested pupil +by an appeal to simple utilitarian motives. On the other hand there +clings to literature, and particularly to poetry, which is the +quintessence of literature, an air of ple<a name= +'Page167'></a>asure-seeking, of holiday, of irresponsibility and +detachment from the work-a-day world, which must captivate the +student, or else the study itself will seem very poor fooling +compared with football or hockey. If the attitude of the teacher +reflects the old question of the Latin Grammar "Why should I teach +you letters?" he would better turn to some other subject which his +pupils will more easily recognise as appropriate to school +hours.</p> + +<span style='margin-left: 1em;'>What's Hecuba to him, or he to +Hecuba,</span><br> +<span style='margin-left: 1em;'>That he should weep for +her—</span><br> + + +<p>unless indeed he be a candidate for Responsions?</p> + +<p>"Ah! it is just as I expected," says my friend Orbilius at this +point: "this literature-lesson of yours is to be mere play, a +'soft-option' for our modern youth, who is not to be made to stand +up to the tussle with Latin prose or riders in geometry." Softly, +my friend! It is quite true that those twin engines of education, +classics and mathematics, a<a name='Page168'></a>re adapted partly +by long practice, but partly, as I too believe, by their very +nature, to discipline the youthful mind to habits of intellectual +honesty, of accuracy, of industry and perseverance. It is true that +they accomplish some of this discipline—though at what a +cost!—in the hands of indifferent teachers. It is true that +every other subject of the usual curriculum is much more obviously +liable than they are to the dangers of idleness, unreality, false +pretence; and that the scoffs, for instance, about "playing with +test-tubes," "tracing maps," "dishing up history notes," are in +fact too often deserved. But in the first place, if the object to +be attained is a worthy one, it is our business to face the dangers +of the road, and not to give up the object. If a knowledge and love +of literature is part of the birthright of our children, and a part +which, as things are, very many of them will never obtain away from +school, then we teachers must strive to give it them, even if the +process seems shockingly frivolous to the grammarian or the +geometrician. And, secondly, it is not true that the study of +literature, even in the mother tongue, cannot be a discipline and a +delight together. The two are very <a name='Page169'></a>far from +incompatible: indeed that discipline is most effective which is +almost or quite unconsciously self-imposed in the joyous exercise +of one's own faculties. The genuine footballer and the genuine +scholar will both agree with Ferdinand the lover, that</p> + +<span style='margin-left: 1em;'>There be some sports are painful, +and their labour</span><br> +<span style='margin-left: 1em;'>Delight in them sets +off.</span><br> + + +<p>And the "labour" of the boy or girl who is really wrapped up in +a play of Shakespeare or is striving to express the growing sense +of beauty in fitting forms of language, is no less truly spiritual +discipline because it is felt not as pain but as interest and +delight.</p> + +<p>It is fortunately no part of my business to endeavour to +instruct teachers in the methods of imparting the love and +knowledge of literature. But the value of literary studies in +education depends so much upon the spirit in which they are pursued +that I may perhaps be permitted a few more words on the practical +<a name='Page170'></a>side of the subject. I have already repeated +the truism that no one can impart enthusiasm who is not himself +possessed of it: but even the lover of literature sometimes lacks +that clear consciousness of aim, and that sympathetic understanding +of the personality of his pupil; which are both essential to +successful teaching. Just as the clever young graduate is tempted +to dictate his own admirable history notes to a class of boys, or +to puzzle them with the latest theories in archaeology or +philosophy, so the literary teacher is apt to dazzle his pupils +with brilliant but to them unintelligible criticism, or to surfeit +them with literary history, or to impose upon them an inappropriate +literary diet because it happens to suit his maturer taste or even +his caprice. No one is likely to deny that such errors are +possible; but I should not venture to speak so decidedly, if I were +not aware of having too often fallen into them myself. And the only +safeguard for the teacher is the familiar "Keep your eye on the +object"—and that in a double sense. We must have a clear +conception of our aim, and also a living sympathy with our pupils. +I have attempted to indicate the aim, the equipment of boy or girl +for civilised life and for spiritual enjoyment. It will be sympathy +with our pupils which will chiefly dictate both <a name= +'Page171'></a>the method and the material of our instruction. In +the early stages of education this sympathy is generally to be +found either in parents, if they are fond of literature, or in the +teacher, who is usually of the more sympathetic sex. The stories +and poetry offered to children nowadays seem to be, as a rule, +sympathetically, if sometimes rather uncritically, chosen. The +importance of voice and ear in receiving the due impression of +literature is recognised; and the value of the child's own +expression of its imaginations and its sense of rhythm and +assonance is understood. Probably more teachers than Mr. Lamborn +supposes would heartily subscribe to the faith which glows in his +delightful little book <i>The Rudiments of Criticism</i>, though +there must be very few who would not be stimulated by reading +it.</p> + +<p>It is when we come to the middle stage, at any rate of +boyhood—for of girls' schools I am not qualified to +speak—that there is a good deal to be done before the +cultivation of literary taste, and all that this carries with it, +will be successfully pursued. In the past, the Latin and Greek +classics were, for the few who really absorbed them, both a potent +inspiration and an unrivalled discipline in taste:<a name= +'Page172'></a> but it is noteworthy how few even of the +<i>élite</i> acquired and retained that lively and generous +love of literature which would have enabled them to sow seeds of +the divine fire far and wide—"of joy in widest commonalty +spread." Considering the intensity with which the classics have +been studied in the old universities and public schools of the +United Kingdom, the fine flower of scholarship achieved, the sure +touch of style and criticism, one cannot help being amazed at the +low standard of literary culture in the rank and file of the +classes from which this <i>élite</i> has been drawn. How +rare has been the power, or even apparently the desire, of a +Bradley or a Verrall or a Murray, to carry the flower of their +classical culture into the fields of modern literary study! And how +few and fumbling the attempts of ordinary classical teachers to +train their pupils in the appreciation of our English +literature!</p> + +<p>In recent years a new type of literary teachers has been rising, +who owe little, at any rate directly, to the old classical +training; and although their zeal is often undisciplined and "not +according to knowledge," with them lies the future hope of literary +training in our schools. They bring to their task an enthusiasm +which was too often lacking in the "grand old fortifying <a name= +'Page173'></a>classical curriculum"; but it is to be hoped that, as +the importance of their subject becomes more and more recognised, +they will achieve a method which will embody all that was valuable, +while discarding much that was narrow and pedantic, in classical +teaching. And in particular may they all realise, as many already +do, what the classical teacher, however unconsciously, held as an +axiom, that in order to enter into the spirit of literature, to +appreciate style, to understand in any true sense the meaning of +great author's, it is not enough for pupils to listen and to read, +and then perhaps to write essays about what they have heard and +read. They must also <i>make</i> something, exercise that creative, +and at the same time imitative, artistic faculty, which surely is +the motive power of most of our progress, at least in early life. +Nothing has struck me more forcibly than the intense interest which +boys will take in their own crude efforts at writing a poem or a +story or essay, while they are still quite unable to appreciate +with discrimination, or even to enjoy with any sustained feeling, +the poetry or prose of the great masters. Not that there is +anything surprising in this. I know very well that it was writing +Latin verses that taught me to appreciate <a name= +'Page174'></a>Virgil, and writing juvenile epics that led me up to +Milton. But it is an order of progress which we schoolmasters are +apt to overlook, expecting our pupils to appreciate what we know to +be good work before they have that elementary, but most fruitful, +experience which can only come from handling the tools of the +craft. The creative and imitative impulse will die down in the +great majority; and we shall not make the mistake of continuing to +exact formal "composition" from maturer pupils, who no longer find +it anything but a drag upon their progress along the unfolding +vistas of knowledge and appreciation. Our object is not to increase +the number of writers, already far too large, but to increase the +number of readers, which can never be too large, to raise the +standard of literary taste, and so to spread pure enjoyment and all +the benefits to society which joy, and joy alone, confers. Inspired +with such an aim, common sense and sympathy will enable us to +overcome the difficulties and avoid the pitfalls which undoubtedly +beset the teaching of that most necessary, most delightful, but +most elusive and imponderable subject, the appreciation of +literature.</p> + +<a name='Page175'></a> + +<hr style='width: 65%;'> +<a name='VII'></a> +<h2>VII</h2> + +<h2>THE PLACE OF SCIENCE IN EDUCATION</h2> + +<h3>By W. BATESON</h3> + +<h3>Director of the John Innes Horticultural Institution</h3> + +<br> + + +<p>That secondary education in England fails to do what it might is +scarcely in dispute. The magnitude of the failure will be +appreciated by those who know what other countries accomplish at a +fraction of the cost. Beyond the admission that something is +seriously wrong there is little agreement. We are told that the +curriculum is too exclusively classical, that the classes are too +large, the teaching too dull, the boys too much away from home, the +examination-system too oppressive, athletics overdone. All these +things are probably true. Each cause contributes in its degree to +the lamentable result. Yet, as it seems to me, we may remove them +all without making any great improvement.<a name='Page176'></a> All +the circumstances may be varied, but that intellectual apathy which +has become so marked a characteristic of English life, especially +of English public and social life, may not improbably continue. Why +nations pass into these morbid phases no one can tell. The spirit +of the age, that "polarisation of society" as Tarde<a name= +'FNanchor_1_17'></a><a href='#Footnote_1_17'><sup>[1]</sup></a> +used to call it, in a definite direction, is brought about by no +cause that can be named as yet. It will remain beyond volitional +control at least until we get some real insight into social +physiology. That the attitude or pose of the average Englishman +towards education, knowledge, and learning is largely a phenomenon +of infectious imitation we know. But even if we could name the +original, perhaps real, perhaps fictional, person—for in all +likelihood there was such an one—whom English society in its +folly unconsciously selected as a model, the knowledge would +advance us little. The psychology of imitation is still +impenetrable and likely to remain so. The simple interpretation of +our troubles as a form of sloth—a travelling along lines of +least resistance—can scarcely be maintained. For first there +have been times when learning and science were the fashion. Whether +society benefited directly therefrom may, in passing, be doubted, +but certainly learning did. Secondly there are plenty of men who <a +name='Page177'></a>under the pressure of fashion devote much effort +to the improvement of their form in fatuous sports, which otherwise +applied would go a considerable way in the improvement of their +minds and in widening their range of interests.</p> + +<p>Of late things have become worse. In the middle of the +nineteenth century a perfunctory and superficial acquaintance with +recent scientific discovery was not unusual among the upper +classes, and the scientific world was occasionally visited even by +the august. These slender connections have long since withered +away. This decline in the public estimation of science and +scientific men has coincided with a great increase both in the +number of scientific students and in the provision for teaching +science. It has occurred also in the period during which something +of the full splendour and power of science has begun to be +revealed. Great regions of knowledge have been penetrated by the +human mind. The powers of man over nature have been multiplied a +hundredfold. The fate of nations hangs literally on the issue of +contemporary experiments in the laboratory; but those who govern +the Empire are quite content to know nothing of all this. Interco<a +name='Page178'></a>mmunication between government departments and +scientific advisers has of course much developed. That, even in +this country, was inevitable. Otherwise the Empire might have +collapsed long since. Experts in the sciences are from time to time +invited to confer with heads of Departments and even Cabinet +Ministers, explaining to them, as best they may, the rudiments of +their respective studies, but such occasional night-school talks to +the great are an inadequate recognition of the position of science +in a modern State. Science is not a material to be bought round the +corner by the dram, but the one permanent and indispensable light +in which every action and every policy must be judged.</p> + +<p>To scientific men this is so evident that they are unable to +imagine what the world looks like to other people. They cannot +realise that by a majority of even the educated classes the +phenomena of nature and the affairs of mankind are still seen +through the old screens of mystery and superstition. The man of +science regards nature as in great and ever increasing measure a +soluble problem. For the layman such inquiries are either +indifferent and somewhat absurd, or, if they attract his attention +at all, are interest<a name='Page179'></a>ing only as possible +sources of profit. I suspect that the distinction between these two +classes of mind is not to any great degree a product of +education.</p> + +<p>It is contemporary commonplace that if science were more +prominent in our educational system everybody would learn it and +things would come all right. That interest in science would be +extended is probable. There is in the population a residuum of +which we will speak later, who would profit by the opportunity; but +that the congenitally unscientific, the section from which the +heads of government temporal and spiritual, the lawyers, +administrators, politicians, the classes upon whose minds the +public life of this country almost wholly depends, would by +imbibition of scientific diet at any period of life, however early, +be essentially altered seems in a high degree unlikely. Of the +converse case we have long experience, and I would ask those who +entertain such sanguine expectations, whether the results of +administering literature to scientific boys give much encouragement +to their views. This consideration brings us to the one hard, +physiological fact that should form the foundation of all +educational schemes: the congenital diversity of the individual +types. Education ha<a name='Page180'></a>s too long been regarded +as a kind of cookery: put in such and such ingredients in given +proportions and a definite product will emerge. But living things +have not the uniformity which this theory of education assumes. Our +population is a medley of many kinds which will continue +heterogeneous, to whatever system of education they are submitted, +just as various types of animals maintain their several +characteristics though nourished on identical food, or as you may +see various sorts of apples remaining perfectly distinct though +grafted on the same stock. Their diversity is congenital.</p> + +<p>According to the proposal of the reformers the natural sciences +should be universally taught and be given "capital importance" in +the examinations for the government services, but, cordially as we +may approve the suggestion, we ought to consider what exactly its +adoption is likely to effect. The intention of the proposal is +doubtless that our public servants, especially the highest of them, +shall, while preserving the great qualities they now possess, add +also a knowledge of science and especially scientific habits of +mind. Such is the "ample proposition that hope makes." Does +experience of men accord with it at all? Educatio<a name= +'Page181'></a>n, whether we like it or not, is a selective agency. +I doubt whether the change proposed will sensibly alter the +characters of the group on whom our choice at present falls. +Rather, if forced upon an unwilling community, must it act by +substituting another group. The most probable result would not be +that the type of men who now fill great positions would become +scientific, but rather that their places would be taken by men of +an altogether distinct mental type. At the present time these two +types of men meet but little. They scarcely know each other. Their +differences are profound, affecting thoughts, ways of looking at +things, and mental interests of every kind. If either could for a +moment see the world with the vision of the other he would be +amazed, but to do so he would need at least to be born again, and +probably, as Samuel Butler remarked, of different parents. No doubt +the abler man of either type could learn with more or less effort +or unreadiness the subject-matter and principles of the other's +business, but any one who has watched the habits of the two classes +will perceive that for them in any real sense to exchange +interests, or that either should adopt the scheme of proportion +which the other assigns to the events of nature and of life, a +metamorphosis well nigh miraculous must be presupposed.</p> + +<a name='Page182'></a> + +<p>The Bishop of London speaking lately on behalf of the National +Mission said that nature helped him to believe in God, and as +evidence for his belief referred to the fact that we are not "blown +off" this earth as it rushes through space, declaring that this +catastrophe had been averted because "Some one" had wrapped seventy +miles of atmosphere round our planet<a name='FNanchor_2_18'></a><a +href='#Footnote_2_18'><sup>[2]</sup></a>. Does any one think that +the Bishop's slip was in fact due to want of scientific teaching at +Marlborough? His chances of knowing about Sir Isaac Newton, etc., +etc., have been as good as those of many familiar with the accepted +version. I would rather suppose that such sublunary problems had +not interested him in the least, and that he no more cared how we +happen to stick on the earth's surface than St Paul cared how a +grain of wheat or any other seed germinates beneath it, when he +similarly was betrayed into an unfortunate illustration.</p> + +<p>So too on the famous occasion—always cited in these +debates—when a Home Secretary defended the Government for +having permitted the importation of fats into Germany on the ground +that the discovery that gly<a name='Page183'></a>cerine could be +made from fat was a recent advance in chemistry, he was not showing +the defects of a literary education so much as a want of interest +in the problems of nature, and the subject-matter of science at +large. It is to be presumed indeed that neither fats, nor +glycerine, nor the dependent problem how living bodies are related +to the world they inhabit, had ever before seemed to him +interesting. Nor can we suppose they would, even if chemistry were +substituted for Greek in Responsions.</p> + +<p>The difficulty in obtaining full recognition for science lies +deeper than this. It is a part of public opinion or taste which may +well survive changes in the educational system. Blunders about +science like those illustrated above are soon excused. Few think +much the worse of the perpetrators, whereas a corresponding +obliviousness to language, history, literature, and indeed to +learning other than their own which we of the scientific fraternity +have agreed to condone in our members is incompatible with public +life of a high order. Both classes have their disabilities. That of +the scientific side is well expressed in an incident which befell +the late Professor Hales. Examining in the Little-Go <a name= +'Page184'></a><i>viva voce</i>, he asked a candidate, with +reference to some line in a Greek play, what passage in Shakespeare +it recalled to him, and received the answer "Please, sir, I am a +mathematical man." Some, no doubt, would rather ignore gravitation. +When, for example, one hears, as I did not long since, several +scientific students own in perfect sincerity that they could not +recall anything about Ananias and Sapphira and another, more +enlightened, say that he was sure Ananias was a name for a liar +though he could not tell why, one is driven to admit that ignorance +of this special but not uncommon kind does imply more than +inability to remember an old legend. We may be reluctant to confess +the fact, but though most scientific men have some recreation, +often even artistic in nature, we have with rare exceptions +withdrawn from the world in which letters, history and the arts +have immediate value, and simple allusions to these topics find us +wanting. Of the two kinds of disability which is the more grave? +Truly gross ignorance of science darkens more of a man's mental +horizon, and in its possible bearing on the destinies of a race is +far more dangerous than even total blindness to the course of human +history and endeavour; and yet it is difficult to question the +popular verdict that to know<a name='Page185'></a> nothing of +gravitation though ridiculous is venial, while to know nothing of +Ananias is an offence which can never be forgiven.</p> + +<p>That is the real difficulty. The people of this country have +definitely preferred the unscientific type, holding the other +virtually in contempt. Their choice may be right or wrong, but that +it is reversible seems unlikely. Such revolutions in public opinion +are rare events. Democracy moreover inevitably worships and is +swayed by the spoken word. As inevitably, the range and purposes of +science daily more and more transcend the comprehension—even +the educated comprehension—of the vulgar, who will of course +elevate the nimble and versatile, speaking a familiar language, +above dull and inarticulate natural philosophers.</p> + +<p>In these discussions there is a disposition to forget how very +largely natural science is already included in the educational +curriculum both at schools and universities. Schools subsidised by +the Board of Education are obliged to provide science-teaching. The +public schools have equipment, in some cases a superb equipment, +for teaching at least physics and chemistry. At the newer +universities there are great and vigorous schools of science. Of +the old universities Cambridge stands out as a chief centre of +scientific activity. In several branches of science Cambridge is +without question pre-eminent. The <a name='Page186'></a>endowments +both of the university and the colleges are freely used for the +advancement of the sciences. Not only in these material ways are +scientific studies in no sense neglected, but the position of the +sciences is recognised and even envied by those who follow other +kinds of learning. The scientific schools of Cambridge form perhaps +the dominant force among the resident body of the university, and +except by virtue of some great increase in the endowments, it would +be impossible to extend further the scientific side of Cambridge +and still maintain other forms of intellectual activity in such +proportion as to preserve that healthy co-ordination which is the +life of a great university.</p> + +<p>At Oxford the case is no doubt very different. The measure in +which the sciences are esteemed appears only too plainly in the +small proportion of Fellowships filled by men of science. Progress +has nevertheless begun. At the remarkable Conference called in May, +1916, to protest against the neglect of science it was noticeable +that the speakers were, in overwhelming majority, Oxford men<a +name='FNanchor_3_19'></a><a href= +'#Footnote_3_19'><sup>[3]</sup></a>.</p> + +<a name='Page187'></a> + +<p>Among the educational institutions of England there is no +general neglect to provide teaching of natural science and much of +the language used in reference to the problem of reform is not +really in accord with fact. Probably no boy able to afford a good +secondary school, certainly none able to proceed to a university, +is debarred from scientific teaching merely because it does not +"form an integral part" of the curriculum. This alone suffices to +prove that the real cause of the deplorable neglect of science is +to be sought elsewhere. The fundamental difficulty is that which +has been already indicated, that public taste and judgment +deliberately prefers the type known as literary, or as it might +with more propriety be designated, "vocal." In the schools there is +no lack of science teaching, but the small percentage of boys whose +minds develop early and whose general capacity for learning and +aptitude for affairs mark them out as leaders, rarely have much +instinct for science, and avoid such teaching, finding it irksome +and unsatisfying. These it is, who going afterwards to the +universities, in preponderating numbers to Oxford, make for +themselves a congenial atmosphere, disturbed only by faint ripples +of that vast intellectual renascence in which the new shape of +civilisation is forming. With self-compla<a name= +'Page188'></a>cency unshaken, they assume in due course charge of +Church and State, the Press, and in general the leadership of the +country. As lawyers and journalists they do our talking for us, let +who will do the thinking. Observe that their strength lies in the +possession of a special gift, which under the conditions of +democratic government has a prodigious opportunity. Uncomfortable +as the reflection may be, it is not to be denied that the countries +in which science has already attained the greatest influence and +recognition in public affairs are Germany and Japan, where the +opinions of the ignorant are not invited. But facts must be +recognised, and our government is likely to remain in the hands of +those who have the gift of speech. A general substitution of +scientific men for the "vocal" could scarcely be achieved, even if +the change were desirable. The utmost limit of success which the +conditions admit is some inoculation of scientific interest and +ideas upon the susceptible members of the classes already +preferred. That a large proportion of those persons are in the +biological sense resistant to all such influences must be expected. +Granting however that a section perhaps even the majority, of our +[Greek: beltistoi] may prove unamenable to the influences of +science no one can doubt that under the present system of education +a proportion of not unintelligent boys in practice have little +option. From earlies<a name='Page189'></a>t youth classics are +offered to them as almost the sole vehicle of education. They do +sufficiently well in classics, as they probably would on any other +curriculum, to justify themselves and their advisers in thinking +that they have made a good beginning to which it is safer to stick. +The system has a huge momentum, and so, holding to the "great +wheel" that goes up the hill, they let it draw them after. In their +protest against the monotony of the courses provided for young boys +the reformers are right. The trouble is not that science is not +taught in the schools, but that in schools of the highest type, +with certain exceptions, the young boys are not offered it.</p> + +<p>Realising the determinism which modern biological knowledge has +compelled us to accept, we suspect that the power of education to +modify the destinies of individuals is relatively small. Abrogating +larger hopes we recognise education in its two scientific aspects, +as a selective agency, but equally as a provision of opportunity. +In view therefore of the congenital diversity of the individual +types, that provision should be as diverse and manifold as +possible, and the very first essential in an adequate scheme of +education is that to the minds of the young something of everything +should be offered, som<a name='Page190'></a>e part of all the kinds +of intellectual sustenance in which the minds of men have grown and +rejoiced. That should be the ideal. Nothing of varied stimulus or +attraction that can be offered should be withheld. So only will the +young mind discover its aptitudes and powers. This ideal education +should bring all into contact with <i>beauty</i> as seen first in +literature, ancient and modern, with the great models of art and +the patterns of nobility of thought and of conduct; and no less +should it show to all the <i>truth</i> of the natural world, the +changeless systems of the universe, as revealed in astronomy or in +chemistry, something too of the truth about life, what we animals +really are, what our place and what our powers, a truth ungarbled +whether by prudery or mysticism.</p> + +<p>But presented with this ideal the schoolmaster will reply that +something of everything means nothing <i>thorough</i>. I know the +objection and what it commonly stands for. It is the cloak and +pretext for that accursed pedantry and cant which turns every sort +of teaching to a blight. Thoroughness is the excuse for giving boys +grammar and accidence in the name of Greek: diagrams, formulae and +numerical examples in the name of science. Stripped of disguise +this <a name='Page191'></a>love of thoroughness is nothing but an +indolent resolve to make things easy for the teacher, and, worse +still, for the examiner. Live teaching is hard work. It demands +continual freshness and a mind alert. The dullest man can hear +irregular verbs, and with the book he knows whether they are said +right or wrong, but to take a text and show what the passage means +to the world, to reconstruct the scene and the conditions in which +it was written, to show the origins and the fruits of ideas or of +discoveries, demand qualities of a very different order. The plea +for thoroughness may no doubt be offered in perfect sincerity. +There are plenty of men, especially among those who desire the +office of a pedagogue, whose field of vision is constricted to a +slit. If they were painters their work would be in the slang of the +day, "tight." One small group of facts they see hard and sharp, +without atmosphere or value. Their own knowledge having no capacity +for extension, no width or relationship to the world at large, they +cannot imagine that breadth in itself may be a merit. Adepts in a +petty erudition without vital antecedents or consequences, they +would willingly see the world shrivel to the dimensions of their +own landscape.</p> + +<a name='Page192'></a> + +<p>Anticipating here the applause of the reforming party, to avoid +misapprehension let it be expressly observed that pedantry of this +sort is in no sense the special prerogative of teachers of +classics. We meet it everywhere. Among teachers of science the type +abounds, and from the papers set in any Natural Sciences Tripos, +not to speak of scholarship examinations of every kind, it would be +possible to extract question after question that ought never to +have been set, referring to things that need never have been +taught, and knowledge that no one but a pedant would dream of +carrying in his head for a week.</p> + +<p>The splendid purpose which science serves is the inculcation of +principle and balance, not facts. There is something horrible and +terrifying in the doctrine so often preached, reiterated of course +by speaker after speaker at the "Neglect of Science" meeting, that +science is to be preferred because of its utility. If the choice +were really between dead classics and dead science, or if science +is to be vivified by an infusion of commercial, utilitarian spirit, +then a thousand times rather let us keep to the classics as the +staple of<a name='Page193'></a> education. They at least have no +"use." At least they hold the keys to the glorious places, to the +fulness of literature and to the thoughtful speech of all kindred +nations, nor are they demeaned with sordid, shop-keeper utility. +This was plainly in the mind of the Poet Laureate, who speaking at +the meeting I have referred to, said well that "a merely +utilitarian science can never win the spiritual respect of +mankind." The main objection that the humanists make to the +introduction of natural science as a necessary subject of +education, is, he declared, that science is not spiritual, that it +does not work in the sphere of ideas. He went on very properly to +show how perverse is such a representation of science, but, alas, +in further recommendation of science as a safe subject of +instruction he added that the antagonism of science to religion is +ended, and that the contest had been a passing phase. Reading this +we may wonder whether we are in fairness entitled to Dr Bridges's +approval. "Tastes sweet the water with such specks of earth?" Since +he spoke of the "unscientific attitude" of Professor Huxley as a +thing of the past, candour obliges us to insist emphatically that +the struggle continues and must perpetually be renewed. Huxley was +opposing the teaching of science to that of revelation. In these <a +name='Page194'></a>days the ground has shifted, and supernatural +teachings make preferably their defence by an appeal to intuition +and other obscure phenomena which can be trusted to defy +investigation. Against all such apocryphal glosses of evidential +truth science protests with equal vehemence, and were Huxley here +he would treat Bergson and his allies with the same scorn and +contumely that he meted out to the Bishop of Oxford on the +notorious occasion to which Dr Bridges made reference. As well +might we decorate our writings with Plantin title-pages, showing +the author embraced by angels and inspiring muses, as recommend +ourselves in these disguises.</p> + +<p>Agnosticism is the very life and mainspring of science. Not +merely as to the supernatural but as to the natural world must +science believe nothing save under compulsion. Little of value has +a man got from science who has not learned to be slow of faith. +Those early lessons in the study of the natural world will be the +best which most frankly declare our ignorance, exciting the mind to +attack the unknown by showing how soon the frontier of knowledge is +reached. "We don't know" should be ever in the mouth of t<a name= +'Page195'></a>he teacher, followed sometimes by "we may find out +yet." Not merely to the investigator but to the pupil the interest +of science is strongest in the growing edges of knowledge. The +student should be transported thither with the briefest possible +delay. Details of those parts of science which by present means of +investigation are worked out and reduced to general expressions are +dull and lifeless. Many and many a boy has been repelled, gathering +from what he hears in class that science is a catalogue of names +and facts interminable.</p> + +<p>In childhood he may have felt curiosity about nature and the +common impulse to watch and collect, but when he begins scientific +lessons he discovers too often that they relate not even to the +kind of fact which nature is for him, or to the subjects of his +early curiosity and wonder, but to things that have no obvious +interest at all, measurements of mechanical forces, +reaction-formulae, and similar materials.</p> + +<p>All these, it is true, man has gradually accumulated with +infinite labour; upon them, and of such materials has the great +fabric of science been reared: but <a name='Page196'></a>to insist +that the approaches to science shall be open only to those who will +surmount these gratuitous obstacles is mere perversity. Men's minds +do not work in that way. How many would discover the grandeur of a +Gothic building if they were prevented from seeing one until they +could work out stresses and strains, date mouldings, and even +perhaps cut templates? Most of us, to be sure, enjoy the cathedrals +more when we acquire some such knowledge, and those who are to be +architects must acquire it, but we can scarcely be astonished if +beginners turn away in disgust from science presented on those +terms.</p> + +<p>It is from considerations of this kind that I am led to believe +that for most boys the easiest and most attractive introduction to +science is from the biological side. Admittedly chemistry is the +more fundamental study, and some rudimentary chemical notions must +be imparted very early, but if the framework subject-matter be +animals and plants, very sensible progress in realising what +science means and aims at doing will have been made before the +things of daily life are left behind. These first formal lessons in +science should continue and extend the boy's own attempts to find<a +name='Page197'></a> out how the world is made.</p> + +<p>I shall be charged with running counter both to common sense and +to authority in expressing parenthetically the further conviction +that, in biology at least, laboratory work is now largely overdone. +Whether this is so at schools I cannot tell, but at the +universities whole mornings and afternoons spent in making +elaborate preparations, drawings and series of sections, are +frequently wasted. These courses were devised with the highest +motives. Students were to "find out everything for themselves." +Generally they are doing nothing of the kind. It may have been so +once, but with text-books perfected and teaching stereotyped, the +more industrious are slavishly verifying what has been verified +repeatedly, or at best acquiring manipulative skill. The rest are +doing nothing whatever. They would be better employed taking a +walk, devilling for some investigator, browsing in museums or +libraries, or even arguing with each other. Certainly a few lessons +in the use of indexes and books of reference would be far more +valuable. Students of every grade must of course do some laboratory +work, and all should see as much material as possible. My protest +is solely against those long, torpid hours compulsorily given to <a +name='Page198'></a>labour which will lead to nothing of novelty, +and serves only to teach what can be got readily in other ways. +There are a few whose souls crave such employment. By all means let +them follow it.</p> + +<p>But whatever is good for maturer students, biology for +schoolboys should be of a less academic cast.</p> + +<p>The natural history of animals and plants has the obvious merit +that it prolongs the inborn curiosity of youth, that its +subject-matter is universally at hand, accessible in holidays and +in the absence of teachers or laboratories, and best of all that +through biological study the significance of science appears +immediately, disclosing the true story of man's relation to the +world. From natural history the transition to the other sciences, +especially to chemistry and physics, is easy and again natural. In +the study of life many of the fundamental conceptions of those +sciences are met with on the threshold, and boys whose aptitudes +are rather of the physical order will at once feel the impulse to +follow nature from that aspect. Biology is the more inclusive +study. A man may be a good chemist and miss the broad meaning of +science<a name='Page199'></a> altogether, being sometimes indeed +more devoid of such comprehension than many a philosopher fresh +from Classical Greats.</p> + +<p>In appealing for a progress from the general to the particular I +am not blind to the dangers. Biology for the young readily +degenerates into a mawkish "nature-study," or all-for-the-best +claptrap about adaptation, but a sure remedy is the strong tonic of +agnosticism, teaching one of the best lessons science has to offer, +the resolute rejection of authority.</p> + +<p>Some take comfort in the hope that all subjects may be taught as +branches of science, but the fact that must permanently postpone +arrival at this educational Utopia is that a great proportion of +teachers are not and can never be made scientific. Nothing +proceeding from such persons will by the working of any schedule, +regulation, or even Order of the Board be ever made to bear any +colourable resemblance to science. Moreover as has already been +indicated, there are plenty of pupils also who will flourish and +probably reach their highest development taught by unscientific +men, pupils whose minds would be sterilised or starved by that very +nourishment which to our thinking is the more gen<a name= +'Page200'></a>erous. Were we a homogeneous population one diet for +all might be justifiable, but as things are, we should offer the +greatest possible variety.</p> + +<p>From Rousseau onwards educationists, deriving their views, I +suppose, from some metaphysical or theological conception of human +equality, speak continually of the "mind of the child" as if the +young of our species conformed to a single type. If the general +spread of biological knowledge serves merely to expose that foolish +assumption there would be progress to record. Dr Blakeslee<a name= +'FNanchor_4_20'></a><a href='#Footnote_4_20'><sup>[4]</sup></a>, a +well-known American biologist, lately gave a good illustration of +this. In a paper on education he showed photographs of two +varieties of maize. The ripe fruits of both are colourless if their +sheaths be unbroken. The one, if exposed to the light before +ripening, by rupture of its sheath, turns red. The second, +otherwise indistinguishable, acquires no red colour though +uncovered to the full sun. If these maizes were two boys, not +improbably the one would be caned for failing to respond to +treatment so efficacious in the case of the other. When we hear +that such a man has developed too exclusively one side of his +nature, with what propriety do we assume that he had any other side +to develop? O<a name='Page201'></a>r when we say that such-and-such +a course of study tends to make boys too exclusively literary, or +scientific, or what not, do we not really mean that it provides too +exclusively for those whose aptitudes are of these respective +kinds? Living in the midst of a mongrel population we note the +divers powers of our fellows and we thoughtlessly imagine that if +something different had happened to us, we can't say what, we +should have been able to rival them. A little honest examination of +our powers shows how vain are such suppositions. The right course +is to make some provision for all sorts, since unscientific +teaching and unscientific persons will remain with us always.</p> + +<p>Teaching of this universal and undifferentiated sort, provided +for all in common, should be continued up to the age at which +pupils begin to show their tastes and aptitudes, in general about +16, after which stage such latitude of choice should be given as +the resources of the school can provide.</p> + +<p>Of what should the undifferentiated teaching consist? Coming +from a cultivated home a boy of 10 may be expected to have learned +the rudimen<a name='Page202'></a>ts of Latin, and at least one +modern language, preferably French, <i>colloquially</i>, +arithmetic, outlines of geography, tales from Plutarch and from +other histories. Going to a preparatory school he will read easy +Latin texts <i>with translations</i> and notes; French books, +geography including the elements of astronomy, beginning also +algebra and geometry. At 12 dropping French except perhaps a +reading once a week, he will begin Greek, by means of easy passages +again with the translations beside him, continuing the rest as +before. Transferred at 14-1/2 to a public school he will go on with +Latin, starting Latin prose, Greek texts, again read fast with +translations. He will now have his first formal introduction to +science in the guise of biology, leading up to lessons and +demonstrations in chemistry and physics. At about 16-1/2 he may +drop classics <i>or mathematics</i> according as his tastes have +declared themselves, adding modern languages instead, continuing +science in all cases, greater or less in amount according to his +proclivities.</p> + +<p>Boys with special mathematical ability will of course need +special treatment. Moreover provision of German for all has +avowedly not been made. For<a name='Page203'></a> all it is +desirable and for many indispensable. But as the number who read it +for pleasure, never very large, seems likely to diminish, German +may perhaps be reserved as a tool, the use of which must be +acquired when necessary.</p> + +<p>Such a scheme, I submit, makes no impossible demand on the +time-table, allowing indeed many spare hours for accessory subjects +such as readings in English or history. Note the main features of +this programme. The time for things worth learning is found by +dropping <i>grammar</i> as a subject of special study. There are to +be no lessons in grammar or accidence as such, nor of course any +verse compositions except for older boys specialising in classics. +<i>Mathematics</i> also is treated as a subject which need not be +carried beyond the rudiments unless mathematical or physical +ability is shown. For other boys it leads literally nowhere, being +a road impassable.</p> + +<p>All the languages are to be taught as we learn them in later +life, when the desire or necessity arises, by means of easy +passages with the translation at our side. Our present practice not +only fails to teach languages but it succeeds in teaching how +<i>not</i> to learn a language. Who thinks of beginning Russian by +<a name='Page204'></a>studying the "aspects" of the verbs, or by +committing to memory the 28 paradigms which German grammarians have +devised on the analogy of Latin declensions? Auxiliary verbs are +the pedagogue's delight, but who begins Spanish by trying to +discriminate between <i>tener</i> and <i>haber</i>, or <i>ser</i> +and <i>estar</i>, or who learns tables of exceptions to improve his +French? These things come by use or not at all.</p> + +<p>If languages are treated not as lessons but as vehicles of +speech, and if the authors are read so that we may find out what +they say and how they say it, and at such a pace that we follow the +train of thought or the story, all who have any sense of language +at all can attend and with pleasure too. What chance has a boy of +enjoying an author when he knows him only as a task to be droned +through, thirty lines at a time? Small blame to the pupil who never +discovers that the great authors were men of like passions with +ourselves, that the Homeric songs were made to be shouted at feasts +to heroes full of drink and glory, that Herodotus is telling of +wonders that his friends, and we too, want to hear, that in the +tragedies we hear the voice of Sophocles dictating, choked with +emotion and tears; that even Roman historians wrote because they +had something to tell, an<a name='Page205'></a>d Caesar, dull +proser that he is, composed the <i>Commentaries</i> not to provide +us with style or grammatical curiosities, but as a record of +extraordinary events. To get into touch with any author he must be +read at a good pace, and by reading of that kind there is plenty of +time for a boy before he reaches 17 to make acquaintance with much +of the best literature both of Greek and Latin.</p> + +<p>Education must be brought up to date; but if in accomplishing +that, we lose Greek, it will have been sacrificed to obstinate +formalism and pedagogic tradition. The defence of classics as a +basis of education is <a name='Page206'></a>generally +misrepresented by opponents. The unique value of the classics is +not in any begetting of literary style. We are thinking of readers +not of writers. Much of the best literature is the work of +unlettered men, as they never tire of telling us, but it is for the +enjoyment and understanding of books and of the world that +continuity with the past should be maintained. John Bunyan wrote +sterling prose, knowing no language but his own. But how much could +he read? What judgments could he form? We want also to keep +classics and especially Greek as the bountiful source of material +and of colour, decoration for the jejune lives of common men. If +classics cease to be generally taught and become the appanage of a +few scholars, the gulf between the literary and the scientific will +be made still wider. Milton will need more explanatory notes than +O. Henry. Who will trouble about us scientific students then? We +shall be marked off from the beginning, and in the world of +laboratories Hector, Antigone and Pericles will soon share the fate +of poor Ananias and Sapphira.</p> + +<p>I come now to the gravest part of the whole question. We plead +for the preservation of literature, especially classical +literature, as the staple of education in the name of beauty and +understanding: but no less do we demand science in the name of +truth and advancement. Given<a name='Page207'></a> that our demand +succeeds, what consequences may we expect? Nothing immediate, as I +fear. In opening the discussion it was argued that even if +scientific knowledge be widely diffused, any great change in the +composition of the ruling classes is scarcely attainable under +present conditions of social organisation. Even if science stand +equal with classics in examinations for the services the general +tenor of the public mind will in all likelihood be undisturbed. Yet +it is for such a revolution that science really calls, and come it +will in any community dominated by natural knowledge. Science saves +us from blunders about glycerine, shows how to economise fuel and +to make artificial nitrates, but these, though they decide national +destinies, are merely the sheaf of the wave-offering: the harvest +is behind. For natural knowledge is destined to give man not only a +direct control of the material world but new interpretations of +higher problems. Though we in England make a stand upon the ancient +way, peoples elsewhere will move on. Those who have grasped the +meaning of science, especially biological science, are feeling +after new rules of conduct. The old criteria based on ignorance +have little worth. "Rights," whether of persons or of nations, may +be abstractions well-founded in law or philosophy, but the modern +world sooner or later will annul them.</p> + +<a name='Page208'></a> + +<p>The general ignorance of science has lasted so long that we have +virtually two codes of right and duty, that founded on natural +truth and that emanating from tradition, which almost alone finds +public expression in this country. Whether we look at the cruelty +which passes for justice in our criminal courts, at the +prolongation of suffering which custom demands as a part of medical +ethics, at this very question of education, or indeed at any +problem of social life, we see ahead and know that science +proclaims wiser and gentler creeds. When in the wider sphere of +national policy we read the declared ideals of statesmen, we turn +away with a shrug. They bid us exalt national sentiment as a +purifying and redeeming influence, and in the next breath proclaim +that the sole way to avert the ruin now menacing the world is to +guarantee to all nations freedom to develop, "unhindered, +unthreatened, unafraid." So, forsooth, are we to end war. Nature +laughs at such dreams. The life of one is the death of another. +Where are the teeming populations of the West Indies, where the +civilisations of Mexico or of Peru, where are the blackfellows of +Australia? Since means of subsistence are limited, the fancy that +one group can increase or develop save at the expense of another is +an illusion, instantly dissipated by appeal to biological fact, nor +would a biologist-statesman look for permanent stability in a +multiplication of <a name='Page209'></a>competing communities, some +vigorous, others worthless, but all growing in population. Rather +must a people familiar with science see how small and ephemeral a +thing is the pride of nations, knowing that both the peace of the +world and the progress of civilisation are to be sought not by the +hardening of national boundaries but in the substitution of +cosmopolitan for national aspiration.</p> + +<a name='Footnote_1_17'></a><a href='#FNanchor_1_17'>[1]</a> +<div class='note'> +<p><i>Les Lois de l'Imitation</i>, 1911, p. 87.</p> +</div> + +<a name='Footnote_2_18'></a><a href='#FNanchor_2_18'>[2]</a> +<div class='note'> +<p>Reported in <i>Evening Standard</i>, 11 Sept. 1916.</p> +</div> + +<a name='Footnote_3_19'></a><a href='#FNanchor_3_19'>[3]</a> +<div class='note'> +<p>Two Cambridge men spoke, one being Lord Rayleigh, the Chairman, +and ten Oxford men, besides one originally Cambridge, for several +years an Oxford professor.</p> +</div> + +<a name='Footnote_4_20'></a><a href='#FNanchor_4_20'>[4]</a> +<div class='note'> +<p><i>Journ. of Heredity</i>, VIII. 1917, p. 53.</p> +</div> + +<hr style='width: 65%;'> +<a name='VIII'></a> +<h2>VIII</h2> + +<h2>ATHLETICS</h2> + +<h3>By F.B. MALIM</h3> + +<a name='Page210'></a> + +<h3>Master of Haileybury College</h3> + +<br> + + +<p>At a conference held by the Froebel Society in January, 1917, +the subject for discussion was the employment of women teachers in +boys' schools. With some of the questions considered, whether women +should have shorter hours than men, whether they are capable of +enforcing discipline, and the like, I am not now concerned; but I +was interested to hear from one speaker after another that a woman +was at a real disadvantage in a boys' school, because she could not +take part in the games. The speakers did not come from the public +schools, whose devotion to athletics constitutes, we are sometimes +told, a public danger, but mainly from primary and secondary day +schools in London. But none the less it was assumed that a boy's +games are an essential part of his education. The same assumption +is made by the managers of boys' clubs and similar organisations +which are endeavouring to carry on the education of boys who have +left the elementary schools at the age of fourteen. In spite of the +great difficulty of finding grounds to play on in the neighbourhood +of great<a name='Page211'></a> towns, cricket and football are +encouraged by any possible means among the working lads of our +industrial centres. Games are more and more being regarded as a +desirable element in the education of the British boy, and are +provided for him and organised for him by those responsible for his +environment. But this is quite a modern development. I have been +told by one who was at Marlborough in the very early days of that +school, that so far were the authorities from providing any means +of playing cricket, that the boys themselves were obliged to +subscribe small sums for the purchase of the necessary material. +The book containing the names of the subscribers fell into the +hands of the head master, who gated for the term all boys on the +list, assuming without inquiry that they were the clients of a +juvenile bookmaker.</p> + +<p>When we ask why we have come to regard games as a part of a +boy's education, we shall naturally answer first that a full +education is concerned with the proper development of the body. For +this purpose we may employ the old fashioned gymnastic exercises, +the modern Swedish exercises or outdoor games. And <a name= +'Page212'></a>of these the greatest is games. "So far," says Dr. +Saleeby, "as true race culture is concerned, we should regard our +muscles merely as servants or instruments of the will. Since we +have learnt to employ external forces for our purposes, the mere +bulk of a muscle is now a matter of little importance. Of the +utmost importance, on the other hand, is the power to coordinate +and graduate the activity of our muscles, so that they may become +highly trained servants. This is a matter however not of muscle at +all, but of nervous education. Its foundation cannot be laid by +mechanical things, like dumb-bells and exercises, but by games in +which will and purpose and co-ordination are incessantly employed. +In other words the only physical culture worth talking about is +nervous culture. The principles here laid down are daily defied in +very large measure in our nurseries, our schools and our barrack +yards. The play of a child, spontaneous and purposeful, is +supremely human and characteristic. Although when considered from +the outside, it is simply a means of muscular development, properly +considered it is really the means of nervous development. Here we +see muscles used as human muscles should be used, as instruments of +mind. In schools the same principles should be recognised. From the +biological and ps<a name='Page213'></a>ychological point of view, +the playing field is immensely superior to the gymnasium<a name= +'FNanchor_1_21'></a><a href= +'#Footnote_1_21'><sup>[1]</sup></a>."</p> + +<p>It would be a mistake to under-estimate the value of the Swedish +system of physical exercises. Its object is not the abnormal +development of muscle, but the production of a healthy, alert and +well balanced body. The military authorities in the last three +years have been confronted with the problem of restoring promptness +of movement, erectness of carriage, poise and flexibility to +numbers of men whose muscles have been given a one-sided +development by the constant performance of one kind of manual work, +or have grown flabby by long sitting at a desk, and the task would +have been much less successfully tackled without the aid of the +Swedish methods. In schools these exercises may be used with real +benefit given two conditions, small classes and a really skilled +instructor. For the value a boy derives from the exercises, to a +very large extent depends upon himself, on the concentration of his +own will. It is almost impossible to make sure in a large class +that this concentration is given, and any kind of exercise done +without purpose or resolution rapidly degenerates into the most +useless gesticulations. But though we may use physical exercises<a +name='Page214'></a> as an aid, I should be sorry to see them ever +regarded as a substitute for games. Even supposing that they were +an adequate substitute in the development of the body (which I +doubt) they cannot claim to have an effect at all comparable to +that of games in the development of character. Sometimes the most +extravagant claims are put forward on behalf of athletics as a +school of character, almost as extravagant as are the terms in +which at other times the "brutal athlete" is denounced. I don't +think it is found by experience that athletes cherish higher ideals +or are more humble-minded than their less muscular fellows; I doubt +if they become more charitable in their judgments or more liberal +in their giving. We must carefully limit the claims we make, and +then we shall find that we have surer grounds to go on. What +virtues can we reasonably suppose to be developed by games? First I +should put physical courage. It certainly requires courage to +collar a fast and heavy opponent at football, to fall on the ball +at the feet of a charging pack or to stand up to fast bowling on a +bumpy wicket. Schoolboy opinion is rightly intolerant of a "funk," +and we should not attach too small a value to this first of the +manly virtues. Considering as we must the virtues which we are to +develop in a nation, we real<a name='Page215'></a>ise that for the +security of the nation courage in her young men is indispensable. +That it has been bred in the sons of England is attested by the +fields of Flanders and the beaches of Gallipoli. We shall therefore +give no heed to those who decry the danger of some schoolboy games. +For we shall remember that just as few things that are worth +gaining can be won without toil, so there are some things which can +only be won by taking risks. Few things are less attractive in a +boy than the habit of playing for safety; in the old prudence is +natural and perhaps admirable, in the young it is precocious and +unlovely. But we need not introduce unnecessary risk by the +matching of boys of unequal size and age. The practice, for +example, of house games in which the boys of one house play +together, without regard to size or skill, is very much inferior to +an organisation of games by means of "sets," graded solely by the +proficiency which boys have shown. In each set boys are matched +with others whose skill approximates to their own; they are not +overpowered by the strength of older boys and can get the proper +enjoyment from the display of such skill as they possess.</p> + +<p>And as we desire our games to foster the spirit<a name= +'Page216'></a> that faces danger, so we shall wish them to foster +the spirit that faces hardship, the spirit of endurance. That is +why I think that golf and lawn tennis are not fit school games; +they are not painful enough. I am afraid we ought on the same +ground to let racquets go, though for training in alertness and +sheer skill, in the nice harmony of eye and hand racquets has no +equal. But cricket, football, hockey, fives can all be painful +enough; often victory is only to be won by a clinching of the teeth +and the sternest resolve to "stick to it" in face of exhaustion. +This is the merit of two forms of athletics which have been +oftenest the subject of attack, rowing and running. Both of course +should be carefully watched by the school doctor; for both careful +training is necessary. But a sport which encourages boys to deny +themselves luxuries, to scorn ease, to conquer bodily weariness by +the exercise of the will, is not one which should be banished +because for some the spirit has triumphed to the hurt of the flesh. +In a self-indulgent age when sometimes it has seemed that the gibe +of our enemies is true, that the most characteristic English word +is "comfort," it is good to retain in our schools some forms of +activity in which comfort is never considered at all. The Ithaca +which was [Greek: hagathê koyrotrophos] was also [Greek: +trêcheia].</p> + +<a name='Page217'></a> + +<p>Again no boy can meet with real athletic success who has not +learnt to control his temper. It is not merely that public opinion +despises the man who is a bad loser; but that to lose your temper +very often means to lose the game. It may be true that a Rugby +forward does not develop his finest game until an opponent's elbow +has met his nose and given an extra spice to his onslaught. But in +the majority of contests the man who keeps his head will win. +Notably this is true in boxing, a fine instrument of education, +whatever may be the objections to the prize ring. So dispassionate +a scientist as Professor Hall in his monumental work on +Adolescence, describes boxing as "a manly art, a superb school for +quickness of eye and hand, decision, full of will and self-control. +The moment this is lost, stinging punishment follows. Hence it is +the surest of all cures for excessive irascibility, and has been +found to have a most beneficial effect upon a peevish or unmanly +disposition."</p> + +<p>But perhaps the best lesson that a boy can learn from his games, +is the lesson that he must play for his side and not for himself. +He does not always learn it; t<a name='Page218'></a>he cricketer +who plays for his average, the three-quarters who tries to score +himself, are not unknown, though boyish opinion rightly condemns +them. Popular school ethics are thoroughly sound on this point, and +it is the virtue of inter-school and inter-house competitions, that +in them a boy learns what it is to forget self and to think of a +cause. There is a society outside himself which has its claim upon +him, whose victory is his victory, whose defeat is his defeat. +Whether victory comes through him or through another, is nothing so +long as victory be won; later in life men may play games for their +health's sake or for enjoyment, but they lose that thrill of +intense patriotism, the more intense because of the smallness of +the society that arouses it, with which they battled in the mud of +some November day for the honour of their school or house. Small +wonder that when school-fellows meet after years of separation, the +memories to which they most gladly return, are the memories of +hard-won victories and manfully contested defeats.</p> + +<p>But victory must be won by fair means. There is a story +(possibly without historical foundation) that a foreign visitor to +Oxford said that the thing that struck him most in that great +university was the fact that there were 3000 men there who would +rather lose a game than win it by unfair means. It would be absurd +to pretend that that spirit is <a name='Page219'></a>universal: the +commercial organisation of professional football and the +development of betting have gone a long way to degrade a noble +sport. But the standard of fair play in school games is high, and +it is the encouragement of this spirit by cricket and football that +renders them so valuable an aid in the activities of boys' clubs in +artisan districts. It has been argued that the prevalence of this +generous temper among our troops has been a real handicap in war; +that we have too much regarded hostilities as a game in which there +were certain rules to be observed, and that when we found ourselves +matched against a foe whose object was to win by any means, fair or +foul, the soldiers who were fettered by the scruples of honour were +necessarily inferior to their unscrupulous foe. It has perhaps yet +to be proved that in the long run the unchivalrous fighter always +wins, and I doubt whether any of us would really prefer that even +in war we should set aside the scruples of fair play. But in the +arts and pursuits of peace that man is best equipped to play a +noble part who realises that there are rules in the great game of +life which an honourable man will respect, that there are +advantages which he must not take. How often does some rather +inarticulate hero, who has refused some tempting prospect or +spurned some specious offer, explain his act of se<a name= +'Page220'></a>lf-denial by the simple phrase of his boyhood, "I +thought it wasn't quite playing the game." Schoolboy honour is not +always a faultless thing; sometimes it means the hiding of real +iniquity. But the honour of the playing field is a generous code, +and to have learnt its rules is to have learnt the best that the +public opinion of a boy community can teach.</p> + +<p>The chairman of a great engineering firm recently told the +Incorporated Association of Headmasters, that when he went to +Oxford to get recruits for his firm, he did not look for men who +had got a First in Greats, but for men who would have got a First, +if they had worked. For these men had probably given a good deal of +their time to rowing or games and had thereby learnt something of +the art of dealing with men. The student who sticks to his books +learns many lessons, but not this. To be captain of a house or of a +school, and to do it well is to practise the art of governing on a +small scale. A sore temptation to the schoolmaster is to interfere +too much in school games. He sees obvious mistakes being made, +wrong tactics being adopted, the wrong sides chosen, and he longs +to interfe<a name='Page221'></a>re. He is anxious for victories, +and forgets that after all victories are a very secondary business, +that games are only a means, not an end, that if he does not let +the boys really govern and make their mistakes, the game is failing +to provide the training that it ought to give. It is undoubted that +schools which are carefully coached by competent players, where the +responsibility is largely taken out of the captain's hands, are +more likely to win their matches. But much is lost, though the game +may be won. The strong captain who goes his own way, chooses his +own side, frames his own tactics and inspires the whole team with +his own spirit, has had a practical training in the management of +men which will stand him in good stead in the greater affairs of +life. "We are not very well satisfied" said a War Office official, +"with the stamp of young officer we are getting. Many of them never +seem to have played a game in their lives, though they are +first-rate mathematicians." And there is no doubt that whether for +war or peace mathematics is not a substitute for leadership.</p> + +<p>Courage, endurance, self-control, public spirit, fair play, +leadership, these are the virtues which we find<a name= +'Page222'></a> may be encouraged by the practice of games at +school. It is not a complete list of the Christian virtues, perhaps +rather we might call them Pagan virtues, but it is a fine list for +all that. And the best of it is that they are as it were +unconsciously learnt, acquired by practice, not by inculcation. The +boy who follows virtue for its own sake would be, I fear, a sad +prig, but the boy who follows a football for the sake of his house, +may develop virtue and enjoy the process.</p> + +<p>But what are we to put on the other side of the account? If it +be true that athletics is a fine school for character, what is the +ground for the frequent complaint that the public schools make a +"fetish" of athleticism? What precisely is the complaint? It is +this, that boys regard, and are encouraged to regard their games as +the most important side of their school life, that their interest +in them is so overpowering that they have no interest left for the +development of the intellect or the acquisition of knowledge, that +prominent athletes, not brilliant scholars, are the heroes of a boy +community, and that in consequence many men of the better nourished +classes, after they have left school, look upon their amusements as +the main business of life, give to them the industry and +concentration which should be bestowed upon science, letters or +in<a name='Page223'></a>dustry, and swell the ranks of the amiable +and incompetent amateur. It is argued that schools are converted +into pleasant athletic clubs, and that boys, instead of learning +there to work, merely learn to play. Now this is a serious +indictment; it is a good thing to learn to play, but it is not the +only thing a school should teach. Riding, shooting and speaking the +truth may have been an adequate curriculum for an ancient Persian, +but it would not provide a sufficient equipment to enable a man to +face the stress of modern competition, or to understand the +developments of the science and industry of to-day.</p> + +<p>Is too much time given to the playing of games? In winter time I +should say No. I suppose that if we include teaching hours and +preparation, a boy spends some six hours a day on his intellectual +work, or if you prefer, he is supposed to spend that time. A game +of football two or three times a week, does not last more than an +hour and a quarter; if you add a liberal allowance for changing and +baths, two hours is the whole time occupied. A game of fives or a +physical drill class need not demand more than an hour. The game +that really wastes time—and I am sorry to admit it—is +cricket. I a<a name='Page224'></a>m not thinking so much of the +long waits in the pavilion when two batsmen on a side are well set, +and the rest have nothing to do but to applaud. I see no way out of +that difficulty, so long as wickets are prepared as they are now by +artistic groundsmen. I am thinking rather of the excessive practice +at nets. An enthusiastic house captain is apt to believe that by +assiduous practice the most unlikely and awkward recruit can be +converted into a useful batsman, and the result is that he will +drive all his house day after day to the nets, until they begin to +loathe the sight of a cricket ball.</p> + +<p>We should recognise that cricket is a game for the few; the +majority of boys can never make good cricketers. And happy are +those schools which are near a river and can provide an alternative +exercise in the summer, which does not require exceptional +quickness of eye and wrist and does provide a splendid discipline +of body and spirit. In the summer it is well to exempt all boys +from cricket, who have really a taste for natural history or +photography. Summer half-holida<a name='Page225'></a>ys are +emphatically the time for hobbies, and it is a serious charge +against our games if they are organised to such a pitch that +hobbies are practically prohibited. The zealous captain will object +that such "slacking" is destroying the spirit of the house. We must +endeavour to point out to him that the unwilling player never makes +a good player, and that such a boy may be finding his proper +development in the pursuit of butterflies, a development which he +would never gain by unsuccessful and involuntary cricket. House +masters too are apt to complain that freedom for hobbies is +subversive of discipline, and to quote the old adage about Satan +and idle hands. That there is risk, is not to be denied. But you +cannot run a school without taking risks. Our whole system of +leaving the government largely in the hands of boys is full of +risks. Sometimes it brings shipwreck; more often it does not. For +in the majority of cases the policy of confidence is justified by +results.</p> + +<p>There is one way of wasting time that is heartily to be +condemned, the waste involved in looking on. I am inclined to think +that if all athletic contests took place without a ring of +spectators, we should get all the good<a name='Page226'></a> of +games and very little of the evil. Certainly professional football +would lose its blacker sides if there were no gate money and no +betting. Few men or boys are the worse for playing games; it is the +applause of the mob that turns their heads. But I am afraid I am +not logical enough to say that I would forbid boys to watch matches +against another school; the emotions that lead to the "breathless +hush in the Close" are so compounded of patriotism and jealousy for +the honour of the school, that they are far from ignoble. But I +would not have boys compelled to watch the games against clubs and +other non-school teams. Above all, if they watch, they must have a +run or a game to stir their own blood. The half-holiday must not be +spent in shivering on a touchline and then crowding round a +fire.</p> + +<p>That the athlete is a school hero and the scholar is not, is +most certainly true. The scholar may once in a way reflect glory on +the school by success in an examination, but generally he is +regarded as a self-regarding person, who is not likely to help to +win the matches of the year. But the hero-worship is not +undiscriminating; conceit, selfishness, surliness will go far to +nullify the influence of physical strength and skill. Boys<a name= +'Page227'></a>' admiration for physical prowess is natural and not +unhealthy. The harm is done by the advertisement given to such +prowess by foolish elders. Foremost among such unwise influences I +should put the press. Even modest boys may begin to think their +achievements in the field are of public importance when they find +their names in print. Some papers publish portraits of prominent +players, or a series of articles on "Football at X—" or "The +prospects of the Cricket Season at Y—". The suggestion that +there is a public which is interested in the features of a +schoolboy captain, or wishes to know the methods of training and +coaching which have led to the success of a school fifteen, is +likely to give boys an entirely exaggerated notion of their own +importance and to justify in their minds the dedication of a great +deal of time to the successes which receive this kind of public +recognition.</p> + +<p>Next there is the parent. Our ever active critics are apt to +forget that schools are to a large extent mirrors, reflecting the +tone and opinion of the homes from which boys come. The parent who +says when the boy joins the school, "I do not mind whether he gets +in the sixth, but I want to see him in the eleven," is by no means +an uncommon parent. I have no objection to his wanting to see his +boy in the eleven, <a name='Page228'></a>the deplorable thing is +that he is indifferent to intellectual progress. I have heard an +elder brother say, "Tom has not got into his house eleven yet, but +he brought home a prize last term. I have written to tell him he +must change all that, we can't have him disgracing the family." +When a candidate has failed to qualify for admission to the school +at the entrance examination, I have had letters of surprised and +pained protest, pointing out that Jack is an exceptionally +promising cricketer. It is assumed that we should be only too glad +to welcome the athlete without regard to his standard of work. If +we could get the majority of parents to recognise the +schoolmaster's point of view, that while games are an important +element of education, they are only one element, and that there are +others which must not be neglected, we should have made a real step +forward towards the elimination of the excessive reverence paid to +the athlete.</p> + +<p>After the press and the parent comes millinery. Perhaps it is +Utopian to suggest that "caps" can be entirely abolished; but the +enterprise of haberdashers and the weakness of school authorities +have led to a multiplication of <a name='Page229'></a>blazers, +ribbons, caps, jerseys, stockings, badges, scarves and the like, +which certainly tend to mark off the successful player from his +fellows, and to make him a cynosure of the vulgar and an object of +complacent admiration to himself. Success in games should be its +own reward. In some cases it certainly is. And the paradox is that +very often it is those who are least bountifully endowed by nature +who profit most. Some there are who have such natural gifts of +strength and dexterity, that from the first they can excel at any +game. Triumphs come to them without hard struggle, and they breathe +the incense of applause. But others have a clumsier hand, a slower +foot, and yet they have a determination to excel, a resolution in +sticking to their task that brings them at the last to a fair +measure of skill. Such a boy is already rewarded by the toughening +of the will that perseverance brings: he does not need a ribbon on +his sweater. To give the other, the natural athlete, a coloured +scarf, is to run the risk of making him over-value the gifts he +owes to nature.</p> + +<p>There is no reason why a boy who excels in games should not +excel in work. The two are not competing sides of education, they +are complementary. The schoolmaster's ideal is that his boys should +gain the advantages of both. The athlete who neglects his work, +grows up with a poorly furnished mind and an untrained judgment. +The student who neglects his games, grows up without the nervous +development that fits his body to be the instrument of his will, +and without the knowledge of men and the habit of dealing with men +which are indispensable in many callings. It has been proved again +and again that it is possible <a name='Page230'></a>to get the +advantages of both these sides of school life. There is no reason +why the playing of school games should be anything but a help to +the intellectual development of a boy.</p> + +<p>But the constant talking about games is by no means harmless, +though it is true boys might be talking of worse things. It is +related that a French educational critic was once descanting to an +English head master on the monotony of the conversation of English +public school boys: "they talk of nothing but football." But when +he was asked, "And of what do French school boys generally talk?" +he was silent. But if "cricket shop" saves us from worse topics, it +certainly is destructive of rational conversation on subjects of +more general interest. In great boarding schools we collect a +population of boys under quite abnormal conditions, cut off for the +greater part of their social life from intercourse with older +people. It is, I think, a general experience that boys who have +been at day schools and are the sons of intelligent parents, have +their minds more awakened to the questions of the day in politics, +or art, or literature than boys of equal ability who have been at a +boarding school. They have had the advantage of hearing their +father and his friends discu<a name='Page231'></a>ssing topics +which are outside the range of school life. Boarding schools are +often built in some country place away from the surging life of +towns, where the noise of political strife and the roar of the +traffic of the world are but dimly heard. In such seclusion the +life of the school, particularly the active life of the playing +fields, occupies the focus of a boy's consciousness. The +geographical conditions tend to narrow the range of his interests, +and he remains a boy when others are growing to be men. Those who +have the wider tastes, are deterred from talking about them by the +ever present fear of "side." They will talk freely to a master of +architecture or music or Japanese prints, but they are chary of +betraying these enthusiasms to their fellows. And masters are not +free from blame: I suppose we all of us sometimes bow down in the +house of Rimmon, and when the conversation languishes at the +tea-table, fall back on a discussion of the last house match. It is +the line of least resistance, and after a strenuous day's work it +is not easy to maintain a monologue about Home Rule. Not the least +of the boons of the war is that it has ousted games from the +foremost place as a topic of conversation. I have not noticed that +they are less keenly played, although the increase of military work +has diminished <a name='Page232'></a>the time given to them; but +they have ceased to monopolise the thoughts of boys. The problem +then of reducing the absorption in games is the problem of finding +and providing other absorbing interests. We cannot, fortunately, +always have the counter-irritant of war. Where we fail now, is that +the intellectual training of a boy does not interest him enough in +most cases to give him subjects of conversation out of school. We +give some few new interests by means of societies, literary, +antiquarian or scientific. But the main problem is to make every +boy see that the work he does in school is connected with his life, +that it is meant to open to him the shut doors around him through +which he may go out into all the highways and byways of the +world.</p> + +<p>Do school games produce the man who regards games as the main +business of life? We must emphasise "main." It is certain that they +do encourage Englishmen to devote some part of their working life +to healthy exercise—and few, I suppose, would wish them to do +otherwise. The Indian civilian does not make a worse judge for +playing polo, nor is Benin worse administered since golf-links were +laid out there. But there are men who never outgrow the boyish <a +name='Page233'></a>narrowness of view that games are the things +that matter most. These remain the ruling passion, because no +stronger passion comes to drive it out. For this the schools must +bear part of the blame, for they have not taught clearly enough +that athletics are a means but not an end. Not all the blame, for +surely some must rest on a society which tolerates the idler, and +has no reproach for the man who says "I live only for hunting and +golf." And here as elsewhere, I believe we are judged more by a few +failures than by many successes. We can all of us in our experience +recall many an honest athlete who is now doing splendid service to +Church or State, doughty curates, self-sacrificing doctors, +soldiers who are real leaders of men. When they became men they put +away childish things, but they have not forgotten what they owe to +the discipline of their boyish games. Games are not the first thing +in life for them now, but they have no doubt that they can do their +work better from an occasional afternoon's play. They see things in +their right proportion, because they know that the first thing is +to have a job and do it well. If we can teach boys to begin to +understand that truth while they are at school, we shall have +exorcised the bogey of athleticism. I should expect to find (though +I do not know) that the authorities at Osborne and Dartmouth d<a +name='Page234'></a>o not need to bother their minds about that +bogey. Their boys play games with all a sailor's heartiness, but +their ambition is not to be a first-class athlete, but to be a +first-class sailor, and the games take their proper place. It may +be desirable to reduce the time devoted to games, though as I have +said I doubt if there is any need to do so, except for cricket. It +may be that we should give more time to handicraft, or military +drill. But these things will not change the spirit. What we need to +do is to make clearer the object of education in which athletics +form a part, that there may be more sense of reality in the boy's +school time, more understanding that he is at school to fit himself +manfully and capably to play his part on the wider stage of +life.</p> + +<a name='Footnote_1_21'></a><a href='#FNanchor_1_21'>[1]</a> +<div class='note'> +<p>C.W. Saleeby, <i>Parenthood and Race Culture</i>, pp. 62, +63.</p> +</div> + +<hr style='width: 65%;'> +<a name='IX'></a> +<h2>IX</h2> + +<h2>THE USE OF LEISURE</h2> + +<h3>By J.H. BADLEY</h3> + +<h3>Head Master of Bedales School</h3> + +<a name='Page235'></a> <br> + + +<p>To teach a sensible use of leisure, healthy both for mind and +body, is by no means the least important part of education. Nor is +it by any means the least pressing, or the least difficult, of +school problems. "Loafing" at times that have no recognised duties +assigned them, is generally a sign of slackness in work and play as +well; and if we do not find occupation for thoughts and hands, the +rhyme tells us who will. The devils of cruelty and uncleanness will +be ready to enter the empty house, and fill it at least with +unwholesome talk, and thoughtless if not ill-natured "ragging." Yet +work and games, whatever keenness we arouse and encourage in these, +cannot fill a boy's whole time and thoughts—or, if they do, +his life, whether he is student or athlete, or even the occasional +combination of both, is still a narrow one and likely to get +narrower as years go by. If life to the uneducated means a soulless +round of labour varied by the public-house and the "pictures," so +to the half-educated it is apt, except in war time, to mean the +office and the club, with interests that do not go beyond golf and +motoring and bridge. If our lives are emptier and our interests +narrower than they need be,<a name='Page236'></a> it is partly the +result of a narrow and unsatisfying education, which leaves half +our powers undeveloped and interests untouched, and too often only +succeeds in giving us a distaste for those which it touches. Both +for the sake of the present, therefore, to avoid the dangers of +unfilled leisure, and still more for the sake of the future, the +wise schoolmaster does all he can to foster, in addition to +keenness in the regular work and games, interests, both individual +and social, of other kinds as well. He will make opportunities for +various handicrafts: he will try to stimulate lines of +investigation not arranged for in the class-routine; he will +encourage the formation of societies both for discussion and active +pursuits, for instruction and entertainment. It is the purpose of +this essay to suggest what, along these lines, is possible in the +school.</p> + +<p>But the reasons so far given for the encouragement of +leisure-time interests are mainly negative. In order to realise to +the full the importance of this side of education, we must look +rather at their positive value. From whichever point of view one +looks at it, physical, intellectual, or social, this value is not +small. Some of these interests contribute directly to health in +being outdoor pursuits; and these, in not letting games furnish the +only motive and means of <a name='Page237'></a>exercise, can help +to establish habits and motives of no little help in later life, +when games are no longer easy to keep up. And even in the years +when the call of games is strongest, some rivalry of other outdoor +pursuits is useful as a preventive of absorption in athleticism, +easily carried to excess at school so as to shut out finer +interests and influences. It was a consciousness of this that led +Captain Scott, in the letter written in those last hours among the +Antarctic snows, thinking of his boy at home, and the education +that he wished for him, to write: "Make the boy interested in +natural history, if you can; it is better than games: they +encourage it in some schools."</p> + +<p>Besides health—and health, we must remember, is not only a +bodily matter, but depends on mental as well as bodily activity, +and on the enjoyment of the activity that comes from its being +mainly voluntary—the pursuits that we are considering can do +much to train skill of various kinds. The class-work represents the +minimum that we expect a boy to know; but there is much that +necessarily lies outside it of hardly less value. Many a boy learns +as much from the hobby on which he spends his free time as from<a +name='Page238'></a> the work he does in class. Sometimes, indeed, +such a free-time hobby reveals the bent that might otherwise have +gone undiscovered, and determines the choice of a special line of +work for the future career.</p> + +<p>But the chief value of such interests lies rather in their +influence on other work, and on the general development of +character. In giving scope for many kinds of skill, they are +helping the intellectual training; and however ready we may be to +pay lip-service to the principle of learning by doing, and to admit +the educational importance of the hand in brain-development, in +most of our school work we still ignore these things, so far as any +practical application of them is concerned. One is sometimes +tempted to wonder if in the future there may not be so complete a +reaction from our present ideas and methods as to make what are now +regarded as mere hobbies the main matter of education, and to +relegate much of the present school course, as the writing of +verses has already been relegated, to the category of optional +side-shows. At any rate these free-time interests can supply a very +useful stimulus to much of the routine work. In these a boy may +find himself for the first time, and discover, <a name= +'Page239'></a>despite his experience in class, that he is no fool. +Or at least he may find there a centre of interest, otherwise +lacking, round which other interests can group, and to which +knowledge obtained in various class-subjects can attach itself, and +so get for him a meaning and a use. And further, if we do not make +the mistake of narrowing the range of choice, and allow, at any +rate at first, a succession of interests, the very range and +variety of these pursuits is an antidote against the tendency to +early specialisation, encouraged by scholarship and entrance +examinations, which is one of the dangers against which we need to +be on our guard. If, therefore, without mere dissipation of +interest, we can widen the range of mental activities and +encourage, by discussions, essays, lectures and so forth, reading +round and outside the subjects dealt with in class, this is all to +the good.</p> + +<p>And all this has a social as well as an individual aspect. The +meetings for the purposes just mentioned, as well as those for +entertainment, have, like games, a real educational value, and do +much to cement the comradeship of common interests and common aims +that is one of the best things school has to give. And not only +among those of the same age. These are things in which the example +and influence of the older are particularly helpful to the younger. +They can become, like the games, and perhaps to an even greater +extent, one of the interests that help <a name='Page240'></a>to +bind together past and present members of a school. And they afford +an opportunity for masters to meet boys on a more personal and +friendly footing, and to get the mutual knowledge and respect which +are all-important if education is to be, in Thring's definition, a +transmission of life through the living to the living. That the +organisation of leisure-time pursuits is of the utmost help to the +school as well as to the boy, is the unanimous verdict of the +schools in which it has long been a tradition. The master who has +had charge, for the past five-and-twenty years, of this +organisation in one such school writes that there they consider +such pursuits as the very life-blood of the school, and the only +rational method of maintaining discipline.</p> + +<p>If what has here been said is admitted, it is plain that to +teach, by every means in our power, the use of leisure, is one of +the most important things a school has to do. We might, therefore, +turn at once to the consideration of the various means for such +teaching that experience has shown to be practicable in the school. +But before doing so, there is yet another reason, the most +far-reaching of all, to be urged for regarding this as a side of +education fully as necessary, at the present time above all, as +those sides that none would question. Great as is the direct and +immediate value of the i<a name='Page241'></a>nterests and +occupations thus to be encouraged, their indirect influence is more +valuable still, if they teach not only handiness and adaptiveness, +but also call forth initiative and individuality, and so help to +develop the complete and many-sided human personality which is the +crown and purpose of education as of life. We do not now think of +education as merely book-learning, nor even as concerned only with +mind and body, or only as fitting preparation for skilled work and +cultured leisure; but rather as the development of the whole human +being, with all his possibilities, interests, and motives, as well +as powers, his feelings and imagination no less than reason and +will. In a word, education is training for life, with all that this +connotes, and, as we learn to live only by living, must be thought +of not merely as preparation for life, but as a life itself. +Plainly, if we give it a meaning as wide as this, a great part of +education lies outside the school, in the influences of the home +surroundings and, after school, of occupation and the whole social +environment. But during the school years—and they are the +most impressionable of all—it is the school life that is for +most the chief formative influence; and now more necessarily so +than ever. When, a few generations back, life <a name= +'Page242'></a>was still, in the main, life in the country, and most +things were still made at home or in the village, the most +important part of education lay, except for a few, outside the +school. Now it is the other way. Town life, the replacing of +home-made by factory-made goods, the disappearance of the best part +of home life before the demands of industry on the one side and the +growth of luxury on the other—these things are signs of a +tendency that has swept away most of the practical home-education, +and thrown it all upon the school. And the schools have even yet +hardly realised the full meaning of this change. Instead of having +to provide only a part of education—the specially +intellectual and, in the public schools at least, the physical +side—we have now to think of the whole nature of the growing +boy or girl, and, by the environment and the occupations we +provide, to appeal to interests and motives, and give occasion for +the right use of powers, that may otherwise be undeveloped or +misused. A school cannot now consist merely of class-rooms and +playing fields. This is recognised by the addition of laboratories +and workshops, gymnasium, swimming-bath, lecture-hall, museum, +art-school, music-rooms—all now essentials of a day school as +much as of a boarding<a name='Page243'></a> school. But many of +these things are still only partially made use of, and are apt to +be regarded rather as ornamental excrescences, to be used by the +few who have a special bent that way, at an extra charge, than as +an integral part of education for all. All the interests and means +of training that they represent, and others as well, need to be +brought more into the daily routine; to some extent in place of the +too exclusively literary, or at least bookish, training, that has +hitherto been the staple of education, but more, perhaps, since it +is not possible to include in the regular curriculum <i>all</i> +that is of value, as optional subjects and free-time occupations, +though organised as part of the school course. For it is not only +the few who already know their bent who need opportunity to be made +for following it, but rather those who will not discover their +powers without practice, or their interests without suggestion or +encouragement. In this respect the war has brought opportunities of +no little value to the school, not only in the absorbing interest +in the war itself and the desire for knowledge and readiness for +effort that it awakens, but also in the demands it has made for +practical work of many kinds that boys and girls can do, and the +lessons of service that it has taught. Work on<a name= +'Page244'></a> the land and in the shops, for those whose school +time is already too short, is a curtailment, only to be made as a +last resort, of the kind of learning they will have no other +opportunity to acquire; but it gives to the public schoolboy the +feeling of reality that most of his school work lacks. Such +opportunities of doing what is seen to be productive and necessary +work, are, like the making of things for those at the front, and +for the wounded, both in themselves and in the motives that inspire +them, a valuable part of education that should not be forgotten +when the present need for them is over.</p> + +<p>If, then, by the fullest use of leisure occupations, we are, +like Canning, to call in a new world to redress the balance of the +old, what, in actual practice, is possible in the school? For an +answer to this question one has only to see what is done in the +schools of the Society of Friends, in which the use of leisure in +these ways has always been a strongly marked feature long before it +was taken up by others, with a tradition, indeed, in the older +schools, of sixty or a hundred years of accumulated experience +behind it. Instead of singling out, for description of the use it +makes of leisure, any one school in which it might be supposed that +there were special conditions present, it will be<a name= +'Page245'></a> best to enumerate the various activities that have +long been practised in several different schools. Of those selected +for the purpose not all are connected with the Society of Friends; +some are for boys and some for girls only, and some co-educational; +but alike in being boarding schools, and in keeping their boys and +girls from an early age until, at the end of their school life, +they go on to the university or to their business or professional +training. A few of the pursuits to be mentioned are obviously more +appropriate for boys, others for girls; but the differences between +those that are followed in schools for boys and those for girls are +surprisingly small, and to give separate lists would only involve +much needless repetition.</p> + +<p>For the sake of clearness, it may be well to group the various +activities according as they are mainly outdoor or indoor +occupations. In the outdoor group, games and sports need not be +included, as being, in most cases, as much a part of the ordinary +school course as the class-work. They only become free-time +pursuits, in the sense here intended, in so far as practice for +them is optional, and a large amount of free time spent upon it. +T<a name='Page246'></a>hus, for example, while swimming is, or +should be, compulsory for all, and a regular time found for it in +the school time-table, it is entirely a voluntary matter to go in, +as in many schools a large number do, for the tests of the Royal +Humane Society. Apart from games, the outdoor pursuit that occupies +the largest place is probably, in most of these schools, some +branch of natural history (which may perhaps be held to include +geology as well as the study of plant and animal life)—not so +much by the making of collections, though this usually serves as a +beginning, as by the keeping of diaries, notes of observations +illustrated by drawings and photographs, and experimental work, in +connection, perhaps, with work done in science classes. Similarly +in the study of archaeology, visits to places of +interest—there are always many old churches within reach, if +not other buildings of equal interest—give matter for written +notes as well as for drawings and photographs; and in at least one +case, the fact that the neighbourhood is rich in Roman remains has +given opportunity, under the guidance of a keen classical +archaeologist, for the laying bare of more than one Roman villa, +and for making interesting additions to the school museum. Besides +their use in the service of other pursuits, sketching and +photography also<a name='Page247'></a> have many votaries for their +own sake, though the former is usually more dependent on +encouragement from above. Then there is gardening. The tenure of a +plot of ground is a joy to many children; and in the opinion of the +writer, some experience, and some experimental work, in the growing +of the most necessary food plants, as well as flowers, should form +part of the education of all at a certain stage, whether in school +time or in free time. For some, where the conditions are +favourable, this can be extended to the care of fruit-trees, bees, +poultry, and to some kinds of farm-work. The needs of war-time have +brought something of this into many schools, to the real gain of +education, now and later, if it can be retained, at least as a +possibility of choice. So also with the care of the playing fields: +the more that the work needed for a game is thrown upon the players +themselves, the more does it contribute to education. And so too +with constructive work of any kind that, with some help of +suggestion or direction, is within the compass even of +comparatively unskilled labour. A lengthy list could be given of +things accomplished in this way, with an educational value all the +greater for their practical purpose, from Ruskin's famous road down +to the last field levelled and pavilion built or shed put up,<a +name='Page248'></a> by voluntary effort and in time found by the +workers without encroaching on regular school work. And lastly, an +outdoor occupation for free time which, in the earlier days of +school life, we shall do well to encourage—both for its own +value and the manifold interests that it encourages and lessons +that it teaches, and also for its bearing on questions of national +service that will remain to be answered after the war—is the +wide range of activities comprised in scouting, undoubtedly one of +the chief educational advances of our time. Whatever differences of +views there may be on the wider questions of military service for +national defence, and of making military training a specific part +of education, few can deny that, with a view to national service of +<i>some</i> kind, the use made by Sir Robert Baden-Powell of +instincts natural to all at a particular stage of growth, by an +organisation which can be kept entirely free from the failings of +militarism, is a development of the utmost educational, as well as +national, value. If a school already develops, by other means, all +the activities trained by scouting, and utilises in other ways the +instincts and motives to which it makes appeal, there may be little +or nothing to be gained by its adoption. But of how many schools +can this be said? For the rest it undoubtedly offers a way of +doing, at the stage of growth for which it is best fitted, much of +what, if there is any truth in what has been urged above, is, from +the point of view of individual development, of greater<a name= +'Page249'></a> importance now than ever before. If, in addition to +this, it will go far to solve the problem of national service, and +to remove the need for conscription in the continental form, there +is every reason to give it a prominent place in the activities +encouraged, if not insisted upon, at school.</p> + +<p>Let us now turn to the group of indoor pursuits, which, if they +have not quite so direct a bearing upon health, are in another way +even more important; for a large part of leisure, even at school +and still more, in all probability, afterwards, falls at times and +under conditions that make some indoor occupation necessary, and +the waste or misuse of these times is likely to be greater. In this +group certain things need be no more than mentioned, as either +applying, at any given time, only to a few picked individuals, or +else likely, in the majority of schools, to be made a regular part +of the school routine; such as, of the one kind, the editing of the +school magazine, or membership of the school fire-brigade with the +frequent practices that this involves; or, of the other kind, +special gymnastics (including such things as boxing and fencing), +or lectures and concerts and other entertainments given to the +school, as distinguis<a name='Page250'></a>hed from those given by +members of it, the preparation for which gives occupation +beforehand to much of their leisure. Of the free-time pursuits more +properly so called, in which many can share, the commonest are +probably the various school societies. Most schools have one or +more debating societies, with meetings at regular intervals +throughout the winter terms, for the discussion of questions of +general or special interest; the difficulty being more often to +find a subject than speakers. Many also have Essay or Literary +societies, for reading papers and discussing the books and writers +treated of, which involve a considerable amount of previous +reading. Besides these most schools now have similar societies, in +addition to those for carrying out the field-work already +mentioned, for holding lectures and discussions on various branches +of science. Some also have a musical society for gaining fuller +acquaintance with the works of the chief composers; and a dramatic +society for reading and acting plays as occasion allows. Allied +with these interests is voluntary laboratory work in some branch of +science, both by individuals and groups, which may not unfairly be +dignified with the name of research, even if it is only the +re-discovery of what has been worked out by others. In some schools +special provision is made for encouraging optional work of this +kind in astronomy; in others it may be wireless telegraphy, or the +use of vegetable dyes, and so forth. In some of this work even the +younger can take part; and of the many reasons for its +encouragement not the least is the wide field it opens to +individual initiative.</p> + +<p>Besides all these more specially intellectual interests, and of +still wider appeal, various kinds of handicrafts afford abundant +occupation, some for the longer and some also for the shorter +periods of leisure. Wood-work, carving, work in metal or leather, +pottery, basket-plaiting, bookbinding, needlework and embroidery, +knitting, netting hammocks and so forth—the only limit to the +number of such crafts is the limit to the knowledge and energy of +those who can start and direct them, and to the space available, as +some can only be carried on in rooms reserved for such work. So, +too, with various kinds of art-work—drawing, modelling, +lettering, making posters for entertainments; or music, both +individual and concerted, orchestra practice, part-singing, +glee-clubs and so on; or morrice and other folk-dances, now happily +being widely revived. And lastly there are indoor games, some of +which, like chess (cards are probably best confined to the +sanatorium), have a high training value, and others afford a useful +occasional outlet to high spirits; and entertainments got up by +some society, or perhaps by a single form, for the rest of the +"house" or school, such as a concert or play or even an occasional +fancy-dress dance, the preparation for which will happily occupy +free time for as long beforehand as is allowed, and does much to +encourage ingenuity, especially if strict conditions are imposed +that all that is required must be made for the purpose and not +bought.</p> + +<p>But by this time many questions will have arisen in the mind of +the reader, especially if much of what has been enumerated lies +outside his school experience; questions that demand an immediate +answer. Even if all this free-time work and play may have a certain +value, how can time be found for it without encroaching on the +regular work and games which, after all, must be the main concern +of the school? And even supposing that time could be found for +both, will not all this voluntary activity and pleasure-work absorb +the interests and energies that ought to be given to the more +serious, if less attractive, studies? And again, how can all this +wide range of activity be controlled? Who is going to teach, or +look after, all these things? How are they to be kept going? Are +they, or any of them, to be compulsory, or is a boy or girl to be +allowed to do anything or nothing, or to flit, butterfly-fashion, +from one to another, learning nothing except to fritter away energy +in endless mental dissipation?</p> + +<p>Only a brief answer can be attempted to these questions. It +might indeed be given in the answer to the old puzzle, <i>solvitur +ambulando</i>; for, given a clear aim and common sense, most +difficulties in education disappear as one goes on. It is, in fact, +a question of educational values; that settled, matters of detail +soon settle themselves. From what has been said above, it will be +plain that the writer is one of those who think these voluntary +free-time activities of such value that they are willing, in order +to make room for them, to jettison some of the traditions that have +gathered about school work and games. Let the morning hours be +reserved for the severer kinds of class work, but let the +afternoons be mainly given to active pursuits of other kinds as +well as games; and on one of them at least let expeditions in +pursuit of the outdoor interests above outlined be an alternative +to the games chosen by the keen players, or compulsory for those +without an equivalent hobby. Then, too, in the evenings let +preparation be varied with handicrafts (the result will be an +intellectual gain rather than loss), and time be reserved for the +meetings of societies or for entertainments. It may be well to say +here that while every one of the things above mentioned is an +actual fact in some school, in none, probably, are all attempted at +once, nor, of course, do any of their members take up many of these +pursuits at the same time; but it is surprising how much can be +done by treating a part of some afternoons and evenings in the week +as leisure time for these pursuits. When this is done, there is +usually a particular member of the Staff whose task it is, either +permanently or in rotation, to see what is being done, to give +suggestions and encouragement to beginners, and to see, if +necessary, that freedom does not mean disorder. Naturally, in the +case of handicrafts, others also take part as actual teachers or at +least as fellow-workers; but though it is generally helpful for +members of the Staff to join in all such work and in discussions, +the aim of it all is likely to be more fully attained if as much as +possible of the organisation and direction is left to members of +the school. So, too, with the question of compulsion. Not all have +so strong a bent as to know what they want to do, and sometimes +interests come only by actual experience. It is well, therefore, to +have an understanding that, at certain times, all must follow some +one of the possible occupations; but the more it can be left to the +individual choice, and the wider the range of choice, the better +for the purpose we have in view. Not all country rambles need have +a definite object, nor all time be actively filled that might be +left for reading. But without a definite object few will make a +habit of walking, or learn to know and love the country; and not +all, especially where there is a multiplicity of other interests, +will form the habit of reading unless regular times are set apart +for it, times when books must be read and not merely magazines. How +far freedom of change from one occupation to another is desirable +is largely an individual question. The younger need to try many +things before they can settle down to one, in order to discover +their real interests and to exercise their faculties. But it is +well to have a strict limit to the number of things that may be +taken up at once, and a fixed length of time to be given to each +before it may be replaced by another. With the older, this, as a +rule, settles itself, on the one hand by growing interest in one or +two directions, and on the other by the increasing demands of the +school work and approaching examinations. It is the younger, +therefore, who need most encouragement. In schools where, as said +above, there is a long tradition of such free-time work, there is +the less need for anything beyond suggestions and general +supervision. Yet even in these it is found helpful to have, at the +beginning of the year, talks upon the subject by some member of the +Staff, or an old boy perhaps who has devoted himself to some +particular branch, in order to explain what can be done and the +standard to be maintained. In several of them prizes are offered +every year, either by the school or by the Old Scholars' +Association or by individual old scholars, for good work in many of +the categories mentioned above; these in some schools being the +only prizes given. In some cases they are money prizes, as in +certain kinds of work the tools or materials used are costly; in +others the prizes are not given to individuals, but in the form of +a "trophy" to the form or "house" that shows up the best record for +the term or year; in others, again, the need of prizes is not felt, +but interest and keenness to maintain a good standard are kept up +by the public show, held each year, of work done in leisure time. +And, it may be added, a great stimulus in itself is the wider +freedom that can be earned by those who follow certain branches of +study, in the way, for instance, of expeditions, on foot or by +bicycle, to places where they can be pursued.</p> + +<p>But with all this there is, of course, the danger that so much +energy may be absorbed in these pursuits that little is left for +the ordinary school work. In some few cases, where there is a +strong natural bent and the free-time pursuit is a serious object +of study, this may be a thing not to be discouraged, as it will +provide the truest means of education. But in most cases care is +needed to see that the due proportion is kept, and especially that +mere amusement is not allowed to occupy the whole of leisure, still +less to distract thought and effort from serious work. By making +entertainments, which might, if too frequent or too elaborate, have +this effect, dependent on the school work being well done, this +danger can be minimised. For the rest, if free-time work is found +to take the first place in a boy's thoughts, may not this be a sign +that the ordinary curriculum and methods of teaching are capable of +improvement, and that more use of these natural interests may with +advantage be made in class time as well? Not that work of any kind +can be all pleasure or always outwardly interesting; there is +plenty of hard spade-work needed in any study seriously followed, +in class or out. But if in education keenness is the first +essential and personality the final aim, interest and freedom must +have a larger place than is usually allowed them in the class-room +if the real education is not to centre in the self-chosen and +self-directed pursuits of leisure.</p> + +<p>One word more. It must not be supposed that all that has been +described is only possible, or only needed, in the boarding school +or only for a specially leisured class. If, as has here been urged, +these activities and interests form an integral part of education +in its fullest meaning, they are just as necessary in the day +school and cannot be left to chance and the home to see to. And of +all the needed reforms in elementary education, amongst the most +needed is the greater utilisation of the active interests and +instincts of children, in a training that would have a wider +outlook and a closer bearing, through practical experience, both on +the work of life and the use of leisure.</p> + +<hr style='width: 65%;'> +<a name='X'></a> +<h2>X</h2> + +<h2>PREPARATION FOR PRACTICAL LIFE</h2> + +<h3>By SIR J.D. McCLURE</h3> + +<h3>Head Master of Mill Hill School</h3> + +<br> + + +<h2>I</h2> + +<br> + + +<p>It is, perhaps, the chief glory of the Ideal Commonwealth that +each and every member thereof is found in his right place. His +profession is also his vocation; in it is his pride; through it he +attains to the <i>joie de vivre</i>; by it he makes his +contribution to the happiness of his fellows and to the welfare and +progress of the State. The contemplation of the Ideal, however, +would seem to be nature's anodyne for experience of the Actual. In +practical life, all attempts, however earnest and continuous, to +realise this ideal are frustrated by one or more of many +difficulties; and though the Millennium follows hard upon +Armageddon, we cannot assume that in the period vaguely known as +"after the war" these difficulties will be fewer in number or less +in magnitude. Some of the more obvious may be briefly +considered.</p> + +<p>In theory, every child is "good for something"; in practice, all +efforts to discover for what some children are good prove +unavailing. The napkin may be shaken never so vigorously, but the +talent remains hidden. In every school there are many honest +fellows who seem to have no decided bent in any direction, and who +would probably do equally well, or equally badly, in any one of +half-a-dozen different employments. Some of these boys are steady, +reliable, not unduly averse from labour, willing—even +anxious—to be guided and to carry out instructions, yet are +quite unable to manifest a preference for any one kind of work.</p> + +<p>Others, again, show real enthusiasm for a business or +profession, but do not possess those qualities which are essential +to success therein; yet they are allowed to follow their supposed +bent, and spend the priceless years of adolescence in the +achievement of costly failure. Many a promising mechanic has been +spoiled by the ill-considered attempts to make a passable engineer; +and the annals of every profession abound in parallel instances of +misdirected zeal. In saying this, however, one would not wish to +undervalue enthusiasm, nor to deny that it sometimes reveals or +develops latent and unsuspected talents.</p> + +<p>The life-work of many is determined largely, if not entirely, by +what may be termed family considerations. There is room for a boy +in the business of his father or some other relative. The fitness +of the boy for the particular employment is not, as a rule, +seriously considered; it is held, perhaps, to be sufficiently +proved by the fact that he is his father's son. He is more likely +to be called upon to recognise the special dispensations of a +beneficent Providence on his behalf. It is natural that a man +should wish the fruits of his labour to benefit his family in the +first instance, at any rate; and the desire to set his children +well on the road of life's journey seems entirely laudable. It is +easy to hold what others have won, to build on foundations which +others have laid, and to do this with all their experience and +goodwill to aid him. Hence when the father retires he has the solid +satisfaction of knowing that</p> + +<span style='margin-left: 1em;'>Resigned unto the Heavenly +Will,</span><br> +<span style='margin-left: 1em;'>His son keeps on the business +still.</span><br> + + +<p>It cannot be denied that this policy is often successful; but it +is equally undeniable that it is directly responsible for the +presence of many incompetent men in positions which none but the +most competent should occupy. There are many long-established firms +hastening to decay because even they are not strong enough to +withstand the disastrous consequences of successive infusions of +new (and young) blood.</p> + +<p>Many, too, are deterred from undertaking congenial work by +reason of the inadequate income to be derived therefrom, and the +unsatisfactory prospects which it presents. Let it suffice to +mention the teaching profession, which fails to attract in any +considerable numbers the right kind of men and women. A large +proportion of its members did not become teachers from deliberate +choice, but, having failed in their attempt to secure other +employment, were forced to betake themselves to the ever-open +portals of the great Refuge for the Destitute, and become teachers +(or, at least, become classified as such). True there are a few +"prizes" in the profession, and to some of the <i>rude donati</i> +the Church holds out a helping hand; but the lay members cannot +look forward even to the "congenial gloom of a Colonial +Bishopric."</p> + +<p>Others, again, are attracted to employments (for which they may +have no special aptitude) by the large salaries or profits which +are to be earned therein, often with but little trouble or previous +training—or so, at least, they believe. The idea of vocation +is quite obscured, and a man's occupation is in effect the shortest +distance from poverty which he cannot endure, to wealth and leisure +which he may not know how to use.</p> + +<p>It frequently happens, too, that a young man is unable to afford +either the time or the expense necessary to qualify for the +profession which he desires to enter, and for which he is well +adapted by his talents and temperament. Not a few prefer in such +circumstances to "play for safety," and secure a post in the Civil +Service.</p> + +<p>It is plain from such considerations as these that all attempts +to realise the Utopian ideal must needs be, for the present at +least, but very partially successful. Politics are not the only +sphere in which "action is one long second-best." Even if it were +possible at the present time to train each youth for that calling +which his own gifts and temperament, or the reasoned judgment of +his parents, selected as his life-work, it is very far from certain +that he would ultimately find himself engaged therein. English +institutions are largely based on the doctrine of individual +liberty, and those statutes which establish or safeguard individual +rights are not unjustly regarded as the "bulwarks of the +Constitution." But the inalienable right of a father to choose a +profession for his son, or of the son to choose one for himself, is +often exercised without any real inquiry into the conditions of +success in the profession selected. Hence the frequent complaints +about the "overcrowding of the professions" either in certain +localities or in the country at large. The Bar affords a glaring +example. "There be many which are bred unto the law, yet is the law +not bread unto them." The number of recruits which any one branch +of industry requires in a single year is not constant, and, in some +cases, is subject to great fluctuations; yet there are few or no +statistics available for the guidance of those who are specially +concerned with that branch, or who are considering the desirability +of entering it. The establishment of Employment Exchanges is a +tacit admission of the need of such statistics, and—though +less certainly—of the duty of the Government to provide them. +Yet even if they were provided it seems beyond dispute that, in the +absence of strong pressure or compulsion from the State, the choice +of individuals would not always be in accordance with the national +needs. The entry to certain professions—for instance that of +medicine—is most properly safeguarded by regulations and +restrictions imposed by bodies to which the State has delegated +certain powers and duties. It may happen that in one of these +professions the number of members is greatly in excess, or falls +far short of the national requirements; yet neither State nor +Professional Council has power to refuse admission to any duly +qualified candidate, or to compel certain selected people to +undergo the training necessary for qualification. It is quite +conceivable, however, that circumstances might arise which would +render such action not merely desirable but absolutely essential to +the national well-being; indeed it is at least arguable that such +circumstances have already arisen. The popular doctrine of the +early Victorian era, that the welfare of the community could best +be secured by allowing every man to seek his own interests in the +way chosen by himself, has been greatly modified or wholly +abandoned. So far are we from believing that national efficiency is +to be attained by individual liberty that some are in real danger +of regarding the two as essentially antagonistic. The nation, as a +whole, supported the Legislature in the establishment of compulsory +military service; it did so without enthusiasm and only because of +the general conviction that such a policy was demanded by the +magnitude of the issues at stake. Britons have always been ready, +even eager, to give their lives for their country; but, even now, +most of them prefer that the obligation to do so should be a moral, +rather than a legal one. The doctrine of individual liberty implies +the minimum of State interference. Hence there is no country in the +world where so much has been left to individual initiative and +voluntary effort as in England; and, though of late the number of +Government officials has greatly increased, it still remains true +that an enormous amount of important work, of a kind which is +elsewhere done by salaried servants of the State, is in the hands +of voluntary associations or of men who, though appointed or +recognised by the State, receive no salary for their services. Nor +can it be denied that the work has been, on the whole, well done. A +traditional practice of such a kind cannot be (and ought not to be) +abandoned at once or without careful consideration; yet the changed +conditions of domestic and international politics render some +modification necessary.</p> + +<p>If the Legislature has protected the purchaser—in spite of +the doctrine of "caveat emptor"—by enactments against +adulteration of food, and has in addition, created machinery to +enforce those enactments, are not we justified in asking that it +shall also protect us against incompetence, especially in cases +where the effects, though not so obvious, are even more harmful to +the community than those which spring from impure food? The +prevention of overcrowding in occupations would seem to be the +business of the State quite as much as is the prevention of +overcrowding in dwelling-houses and factories. The best interests +of the nation demand that the entrance to the teaching +profession—to take one example out of many—should be +safeguarded at least as carefully as the entrance to medicine or +law. The supreme importance of the functions exercised by teachers +is far from being generally realised, even by teachers themselves; +yet upon the effective realisation of that importance the future +welfare of the nation largely depends. Doubtless most of us would +prefer that the supply of teachers should be maintained by +voluntary enlistment, and that their training should be undertaken, +like that of medical students, by institutions which owe their +origin to private or public beneficence rather than to the State; +nevertheless, the obligation to secure adequate numbers of suitable +candidates and to provide for their professional training rests +ultimately on the State. The obligation has been partially +recognised as far as elementary education is concerned, but it is +by no means confined to that branch.</p> + +<p>It is well to realise at this point that the efficient discharge +of the duty thus imposed will of necessity involve a much greater +degree of compulsion on both teachers and pupils than has hitherto +been employed. The terrible spectacle of the unutilised resources +of humanity, which everywhere confronts us in the larger relations +of our national life, has been responsible for certain tentatives +which have either failed altogether to achieve their object, or +have been but partially successful. Much has been heard of the +educational ladder—incidentally it may be noted that the +educational sieve is equally necessary, though not equally +popular—and some attempts have been made to enable a boy or +girl of parts to climb from the elementary school to the university +without excessive difficulty. To supplement the glaring +deficiencies of elementary education a few—ridiculously +few—continuation schools have been established. That these +and similar measures have failed of success is largely due to the +fact that the State has been content to provide facilities, but has +refrained from exercising that degree of compulsion which alone +could ensure that they would be utilised by those for whose benefit +they were created. "Such continuation schools as England +possesses," says a German critic, "are without the indispensable +condition of compulsion." The reforms recently outlined by the +President of the Board of Education show that he, at any rate, +admits the criticism to be well grounded. A system which compels a +child to attend school until he is fourteen and then leaves him to +his own resources can do little to create, and less to satisfy, a +thirst for knowledge. During the most critical years of his +life—fourteen to eighteen—he is left without guidance, +without discipline, without ideals, often without even the desire +of remembering or using the little he knows. He is led, as it were, +to the threshold of the temple, but the fast-closed door forbids +him to enter and behold the glories of the interior. Year by year +there is an appalling waste of good human material; and thousands +of those whom nature intended to be captains of industry are +relegated, in consequence of undeveloped or imperfectly trained +capacity, to the ranks, or become hewers of wood and drawers of +water. Many drift with other groups of human wastage to the +unemployed, thence to the unemployable, and so to the gutter and +the grave. The poor we have always with us; but the +wastrel—like the pauper—"is a work of art, the creation +of wasteful sympathy and legislative inefficiency."</p> + +<p>We must be careful, however, in speaking of "the State" to avoid +the error of supposing that it is a divinely appointed entity, +endowed with power and wisdom from on high. It is, in short, the +nation in miniature. Even if the Legislature were composed +exclusively of the highest wisdom, the most enlightened patriotism +in the country, its enactments must needs fall short of its own +standards, and be but little in advance of those of the average of +the nation. It must still acknowledge with Solon. "These are not +the best laws I could make, but they are the best which my nation +is fitted to receive." We cannot blame the State without, in fact, +condemning ourselves. The absence of any widespread enthusiasm for +education, or appreciation of its possibilities; the claims of +vested interests; the exigencies of Party Government; and, above +all, the murderous tenacity of individual rights have proved +well-nigh insuperable obstacles in the path of true educational +reform. On the whole we have received as good laws as we have +deserved. The changed conditions due to the war, and the changed +temper of the nation afford a unique opportunity for wiser +counsels, and—to some extent—guarantee that they shall +receive careful and sympathetic consideration.</p> + +<p>It may be objected, however, that in taking the teaching +profession to exemplify the duty of the State to assume +responsibility for both individual and community, we have chosen a +case which is exceptional rather than typical; that many, perhaps +most, of the other vocations may be safely left to themselves, or, +at least left to develop along their own lines with the minimum of +State interference. It cannot be denied that there is force in +these objections. It should suffice, however, to remark that, if +the duty of the State to secure the efficiency of its members in +their several callings be admitted, the question of the extent to +which, and the manner in which control is exercised is one of +detail rather than of principle, and may therefore be settled by +the common sense and practical experience of the parties chiefly +concerned.</p> + +<p>A much more difficult problem is sure to arise, sooner or later, +in connection with the utilisation of efficients. Some few years +ago the present Prime Minister called attention to the waste of +power involved in the training of the rich. They receive, he said, +the best that money can buy; their bodies and brains are +disciplined; and then "they devote themselves to a life of +idleness." It is "a stupid waste of first-class material." Instead +of contributing to the work of the world, they "kill their time by +tearing along roads at perilous speed, or do nothing at enormous +expense." It has needed the bloodiest war in history to reveal the +splendid heroism latent in young men of this class. Who can +withhold from them gratitude, honour, nay even reverence? But the +problem still remains how are the priceless qualities, which have +been so freely devoted to the national welfare on the battlefield, +to be utilised for the greater works of peace which await us? Are +we to recognise the right to be idle as well as the right to work? +Is there to be a kind of second Thellusson Act, directed against +accumulations of leisure? Or are we to attempt the discovery of +some great principle of Conservation of Spiritual Energy, by the +application of which these men may make a contribution worthy of +themselves to the national life and character? Who can answer?</p> + +<p>But though it is freely admitted on all hands that some check +upon aggressive individualism is imperatively necessary, and that +it is no longer possible to rely entirely upon voluntary +organisations however useful, there are not a few of our countrymen +who view with grave concern any increase in the power and authority +of the State. They point out that such increase tends inevitably +towards the despotism of an oligarchy, and that such a despotism, +however benevolent in its inception, ruthlessly sacrifices +individual interests and liberty to the real or supposed good of +the State; that even where constitutional forms remain the spirit +which animated them has departed; that officialism and bureaucracy +with their attendant evils become supreme, and that the national +character steadily deteriorates. They warn us that we may pay too +high a price even for organisation and efficiency; and, though it +is natural that we should admire certain qualities which we do not +possess, we ought not to overlook the fact that those methods which +have produced the most perfect national organisation in the history +of the world are also responsible for orgies of brutality without +parallel among civilised peoples. That such warnings are needful +cannot be doubted; but may it not be urged that they indicate +dangers incident to a course of action rather than the inevitable +consequences thereof? In adapting ourselves to new conditions we +must needs take risks. No British Government could stamp out +voluntaryism even if it wished to do so; and none has yet +manifested any such desire. The nation does not want that kind of +national unity of which Germany is so proud, and which seems so +admirably adapted to her needs; for the English character and +genius rest upon a conception of freedom which renders such a unity +foreign and even repulsive to its temper. Whatever be the changes +which lie before us, the worship of the State is the one form of +idolatry into which the British people are least likely to +fall.</p> + +<hr style='width: 65%;'> +<h2>II</h2> + +<br> + + +<p>The recent adaptation of factories and workshops to the +production of war material is only typical of what goes on year by +year in peace time, though, of course, to a less degree and in less +dramatic fashion. Not only are men constantly adapting themselves +and their machinery to changed conditions of production, but they +are applying the experience and skill gained in the pursuit of one +occupation to the problems of another for which it has been +exchanged. The comparative ease with which this is done is evidence +of the widespread existence of that gift which our enemies call the +power of "muddling through," but which has been +termed—without wholly sacrificing truth to +politeness—the "concurrent adaptability to environment." The +British sailor as "handy man" has few equals and no superiors, and +he is, in some sort, typical of the nation. The testimony of +Thucydides to Themistocles ([Greek: kratistos dê oytos +aytoschediazein ta deonta egeneto]) might with equal or even +greater truth be applied to many Englishmen to-day. As this power +[Greek: aytoschediazein ta deonta] in the present war saved the +Allies from defeat at the outset, so we hope and believe it will +carry them on to victory at the last. Yet it becomes a snare if it +leads its possessor to neglect preparation or despise organisation, +for neither of which can it ever be an entirely satisfactory +substitute, albeit a very costly one. At the same time we should +recognise that any system of training which seriously impairs this +power tends to deprive us of one of the most valuable of our +national assets. It follows that, for the majority at least, +exclusive or excessive specialisation in training—vocational +or otherwise—so far from being an advantage, is a positive +drawback; for, as we have seen, a large proportion of our youth +manifest no marked bent in any particular direction, and of those +who do but a small proportion are capable of that hypertrophy which +the highest specialisation demands.</p> + +<p>It is important to remember that, though school life is a +preparation for practical life, vocational education ought not to +begin until a comparatively late stage in a boy's career, if indeed +it begins at all while he remains at school. On this it would seem +that all professional bodies are agreed; for the entrance +examinations, which they have accepted or established are all +framed to test a boy's general education and not his knowledge of +the special subjects to which he will afterwards devote himself. +The evils of premature specialisation are too well known to require +even enumeration, and they are increased rather than diminished if +that premature specialisation is vocational. The importance of +technical training as the means whereby a man is enabled rightly to +use the hours of work can hardly be exaggerated; but the value of +his work, his worth to his fellows, and his rank in the scale of +manhood depend, to at least an equal degree, upon the way in which +he uses the hours of leisure. It is one of the greatest of the many +functions of a good school to train its members to a wise use of +leisure; and though this is not always achieved by direct means the +result is none the less valuable. In every calling there must needs +be much of what can only be to all save its most enthusiastic +devotees—and, at times, even to them—dull routine and +drudgery. A man cannot do his best, or be his best, unless he is +able to overcome the paralysing influences thus brought to bear +upon him by securing mental and spiritual freshness and stimulus; +in other words his "inward man must be renewed day by day." There +are many agencies which may contribute to such a result; but school +memories, school friendships, school "interests" take a foremost +place among them. Many boys by the time they leave school have +developed an interest or hobby—literary, scientific or +practical; and the hobby has an ethical, as well as an economic +value. Nor is this all. Excessive devotion to "Bread Studies," +whether voluntary or compulsory, tends to make a man's vocation the +prison of his soul. Professor Eucken recently told his countrymen +that the greater their perfection in work grew, the smaller grew +their souls. Any rational interest, therefore, which helps a man to +shake off his fetters, helps also to preserve his humanity and to +keep him in touch with his fellows. Dr A.C. Benson tells of a +distinguished Frenchman who remarked to him, "In France a boy goes +to school or college, and perhaps does his best. But he does not +get the sort of passion for the honour and prosperity of his school +or college which you English seem to feel." It is this wondrous +faculty of inspiring unselfish devotion which makes our schools the +spiritual power-houses of the nation. This love for an abstraction, +which even the dullest boys feel, is the beginning of much that +makes English life sweet and pure. It is the same spirit which, in +later years, moves men to do such splendid voluntary work for their +church, their town, their country, and even in some cases leads +them "to take the whole world for their parish."</p> + +<p>However much we may strive to reach the beautiful Montessori +ideal, the fact remains that there must be some lessons, some +duties, which the pupil heartily dislikes and would gladly avoid if +he could; but they must be done promptly and satisfactorily, and, +if not cheerfully, at least without audible murmuring. Eventually +he may, and often does, come to like them; at any rate he realises +that they are not set before him in order to irritate or punish +him, but as part of his school training. It will be agreed that the +acquirement of a habit of doing distasteful things, even under +compulsion, because they are part of one's duty is no bad +preparation for a life in which most days bring their quota of +unpleasant duties which cannot be avoided, delegated, or +postponed.</p> + +<p>At the present time, however, there is a real danger—in +some quarters at least—of unduly emphasising the specifically +vocational, or "practical" side of education. The man of affairs +knows little or nothing of young minds and their limitations, of +the conditions under which teaching is done, or of the educational +values of the various studies in a school curriculum. He is prone +to choose subjects chiefly or solely because of their immediate +practical utility. Thus in his view the chief reason for learning a +modern language is that business communications will thereby be +facilitated. One could wish that he would be content to indicate +the end which he has in view, and which he sees clearly, and leave +the means of obtaining it to the judgment and experience of the +teacher; for in education, as in other spheres of action, the +obvious way is rarely the right way, and very often the way of +disaster. Yet it is a distinct gain to have the practical man +brought into the administration of educational affairs; for +teachers are, as a rule, too little in contact with the world of +commerce to know much of the needs and ideas of business men. The +Board of Education has already established a Consultative Committee +of Educationists. Why should not a similar standing Committee, +consisting of representatives of the Chambers of Commerce of the +country be also appointed? Such a Committee could render, as could +no other body, invaluable service to the cause of education.</p> + +<p>From a recent article by Professor Leacock we learn that some +twenty years ago there was a considerable change in the Canadian +schools and universities. "The railroad magnate, the corporation +manager, the promoter, the multiform director, and all the rest of +the group known as captains of industry, began to besiege the +universities clamouring for practical training for their sons." Mr +Leacock tells of a "great and famous Canadian public school," which +he attended, at which practical banking was taught so resolutely +that they had wire gratings and little wickets, books labelled with +the utmost correctness, and all manner of real-looking things. It +all came to an end, and now it appears that in Canada they are +beginning to find that the great thing is to give a schoolboy a +mind that will do anything; when the time comes "you will train +your banker in a bank." It may be that everybody has not recognised +this, and that the railroad magnates and the rest of them are not +yet fully convinced; but Mr Leacock declares that the most +successful schools of commerce will not now attempt to teach the +mechanism of business, because "the solid, orthodox studies of the +university programme, taken in suitable, selective groups, offer +the most practical training in regard to intellectual equipment, +that the world has yet devised."</p> + +<p>To the same purport is the evidence given by Mr H.A. Roberts, +Secretary of the Cambridge Appointments Board (see <i>Minutes of +Evidence taken before the Royal Commission on the Civil Service, +22nd November 1912-13th December 1912</i>, pp. 66-73). The whole of +this testimony deserves careful study. For some few years past the +heads of the great business firms, in this country and abroad, have +been applying in ever increasing numbers to Cambridge (and to +Oxford also, though in this case statistics do not appear to be +available) for men to take charge of departments and agencies; to +become, in fact, "captains of industry." In the year before the war +(1913-14) about 135 men were transferred from Cambridge University +to commercial posts through the agency of the Board<a name= +'FNanchor_1_22'></a><a href='#Footnote_1_22'><sup>[1]</sup></a>*. +One might naturally suppose that the majority of these were science +men; on the contrary, owing no doubt to the greater number of other +posts open to them, they were fewer than might have been expected. +Graduates from every Tripos are found in the 135 in numbers roughly +proportional to the numbers in the various Tripos lists. Shortly +before the war an advertisement of an important managership of some +works—in South America, if I remember rightly—ended +with the intimation that, other things being equal, preference +would be given to a man who had taken a good degree in Classical +Honours.</p> + +<p>That most of such men are successful in their occupations might +be deemed to be proved by the steady increase in the number of +applications made for their services. There is, however, more +definite evidence available. A member of one of the largest +business firms in the country testified to the same Royal +Commission that of the 46 Cambridge men who had been taken into his +employment during the previous seven years 43 had done excellently +well, two had left before their probationary period was ended to +take up other work; and one only had proved unsatisfactory. This +evidence could easily be supplemented did space permit. It is +clear, then, that in many callings what is wanted—to begin +with, at any rate—is not so much technical knowledge as +trained intelligence.</p> + +<p>Another reason for thus choosing university men is not difficult +to discover. When Mr W.L. Hichens (Chairman of Cammell, Laird and +Co.) addressed the Incorporated Association of Headmasters in +January last he declared that in choosing university graduates for +business he looked out for the man who might have got a First in +Greats or history, if he had worked—a man who had other +interests as well, who was President of the Common Room, who had +been pleasant in the Common Room, or on the river, or rowed in his +college "Eight," or had done something else which showed that he +could get on with his fellow-men. In business getting on means +getting on with men.</p> + +<p>The experience of Mr Hichens is so valuable that I cannot do +better than quote further. "A big industrial organisation such as +my firm, has, or should have three main sub-divisions—the +manufacturing branch, the commercial branch, and the research or +laboratory branch.... I will not deal with the rank and file, but +with the better educated apprentices, who expect to rise to +positions of responsibility. On the workshop side, we prefer that +the lads should come to us between sixteen and seventeen, and, if +possible (after serving an apprenticeship in the shops and drawing +office), that they should then go to a university and take an +engineering course.</p> + +<p>"On the commercial side also we prefer to get the boys between +sixteen and seventeen. We have recently, however, reserved a +limited number of vacancies for university men. The research +department also is, in the main, recruited from university men. But +there is this difference, that, whereas the research men should +have received a scientific training at the university we require no +specialised education in the case of university men joining the +commercial side. Specialised education at school is of no practical +value. There is ample time after a boy has started business to +acquire all the technical knowledge that his brain is capable of +assimilating. What we want when we take a boy is to assure +ourselves that he has ability and moral strength of character, and +I submit that the true function of education is to teach him how to +learn and how to live—not how to make a living. We are +interested naturally to know that a boy has an aptitude for +languages or mathematics, but it is immaterial to us whether he has +acquired his aptitude, say for learning languages, through learning +Latin and Greek or French and German. The educational value is +paramount, the vocational negligible. If, therefore, modern +languages are taught because they will be useful in later life, +while Latin and Greek are omitted because they have no practical +use, although their educational value may be greater, you will be +bartering away the boy's rightful heritage of knowledge for a mess +of pottage."</p> + +<p>There are doubtless many different opinions as to the best way +of training boys to become engineers, and in giving the results of +his experience Mr Hichens does not claim that he is voicing the +unanimous and well-considered judgments of the whole profession. +His statement that "specialised education at school is of no +practical value to us" would certainly be challenged by those +schools which possess a strong, well-organised engineering side for +their elder boys. But there would be substantial +unanimity—begotten of long and often bitter +experience—in favour of his plea that a sound general +education up to the age of sixteen or seventeen at any rate, is an +indispensable condition of satisfactory vocational training. "I +venture to think," says Mr Hichens, "that the tendency of modern +education is often in the wrong direction—that too little +attention is given to the foundations which lie buried out of +sight, below the ground, and too much to a showy superstructure. We +pay too much heed to the parents who want an immediate return in +kind on their money, and forget that education consists in tilling +the ground and sowing the seed—forget, too, that the seed +must grow of itself."</p> + +<p>It would appear from what has already been said that though the +necessity for vocational training exists in most, if not in all +cases, the time in a boy's life at which such training ought to +begin is far from being the same for all callings. Even where there +is general agreement as to the normal age, exceptional +circumstances or exceptional ability may justify the postponement +of vocational instruction to a much later period than would usually +be desirable. Thus the fact that two of the most distinguished +members of the medical profession graduated as Senior Wrangler and +Senior Classic respectively, will not justify the average medical +student in waiting until he is twenty-three before commencing his +professional training. If it be true that in some quarters +"specialised education" has been demanded for young boys, it is +equally true that many youths pass through school and enter the +university without any clear idea of whither they are tending. This +uncertainty may be due to a belief that "something is sure to turn +up," to the magnitude of their allowances and the ease of their +circumstances, occasionally, perhaps, to excessive timidity or +underestimation of their powers; but, from whatever cause it +springs, such an attitude of mind is deplorable in itself, and +fraught with grave moral dangers. It ought to be possible in the +case of a boy of sixteen or seventeen to say with some approach to +certainty, for what employments he is quite unsuitable, and to +indicate the general direction, at least, in which he should seek +his life-work. The <i>onus</i> of choice is too often laid upon the +boy himself; and the form in which the question is put—What +would you <i>like</i> to be?—makes him the judge not only of +his own desires and abilities, but also of the conditions of +callings with which he can, at best, be but imperfectly acquainted. +There is here fine scope for the co-operation of parents and +teachers not only with each other but with the various professional +and business organisations. It is generally supposed to be the duty +of a head master to observe and study the boys committed to his +care. It is equally important that he should extend that study and +observation to their parents—as an act of justice to the +boys, if for no other reason. But there are other reasons. There is +knowledge to be gotten from every parent—or at least from +every father—about his profession or business—knowledge +which, as a rule, he is quite willing to impart. If, in addition, a +head master avails himself of the opportunities of getting into +touch with men of affairs, leaders of commerce, professional men of +all kinds, his advice to parents as to suitable careers for their +sons becomes enormously more valuable. At the very least he may +save them from some of the more flagrant forms of error; for +instance, he may convince them that there are other and more +valuable indications of fitness for engineering than the ability to +take a bicycle to pieces, and a desire "to see the wheels go +round"; and that a boy who is "good at sums" will not, of +necessity, make a good accountant. In short, he may prevent them +from mistaking a hobby for a vocation.</p> + +<a name='Footnote_1_22'></a><a href='#FNanchor_1_22'>[1]</a> +<div class='note'> +<p>In this connection it may be noted that 43 per cent. of the +members of Trinity College—where the normal number of +undergraduates in residence is over 600—on leaving the +university devote themselves to business.</p> +</div> + +<hr style='width: 65%;'> + +<h2>III</h2> + +<br> + + +<p>It ought to be clearly stated that in writing of schools I have +had in mind those which are usually known as public schools; for in +the general preparation for practical life the public school boy +enjoys many advantages which do not fall to the lot of his +less-favoured brother in the elementary school. Not only does his +education continue for some years longer, but it is conducted along +broader lines, and gives him a greater variety of knowledge and a +wider outlook. He comes, too, as a rule, from those classes of the +community in which there are long standing traditions of +discipline, culture, and what may be called the spirit of +<i>noblesse oblige</i>. These traditions do not, of themselves, +keep him from folly, idleness, or even vice; but they do help him +to endure hardship, to submit to authority, to cultivate the +corporate spirit, to maintain certain standards of schoolboy +honour, and, as he himself would say, "to play the game." Though in +the class-room it may be that appeals are largely made to +individualism and selfishness, yet on the playing fields he learns +something of the value of co-operation and the virtue of +unselfishness. From the very first he begins to develop a sense of +civic and collective responsibility, and, in his later years at +school, he finds that as a prefect or monitor he has a direct share +in the government of the community of which he is a member, and a +direct responsibility for its welfare. Nor does this sense of +corporate life die out when he leaves, for then the Old Boys' +Association claims him, and adds a new interest to the past, while +maintaining the old inspiration for the future.</p> + +<p>With the elementary school boy it is not so. To him, as to his +parents, the primal curse is painfully real: work is the sole and +not always effectual means of warding off starvation. He realises +that as soon as the law permits he is to be "turned into money" and +must needs become a wage-earner. As a contributor to the family +exchequer he claims a voice in his own government, and resists all +the attempts of parents, masters, or the State itself to encroach +upon his liberty. He begins work with both mind and body immature +and ill-trained. There has been little to teach him <i>esprit de +corps</i>; he has never felt the sobering influence of +responsibility; the only discipline he has experienced is that of +the class-room, for the O.T.C. and organised games are to him +unknown; and when he leaves there is very rarely any Association of +Old Boys to keep him in touch with his fellows or the school. Here +and there voluntary organisations such as the Boy Scouts have done +something—though little—to improve his lot; but, in the +main, the evils are untouched. To find the remedy for them is not +the least of the many great problems of the future.</p> + +<p>The improvement of any one branch of industry ultimately means +the improvement of those engaged therein. Scientific agriculture, +for example, is hardly possible until we have scientific +agriculturists. In like manner real success in practical life +depends on the temper and character of the practitioner even more +than upon his technical equipment. There are, however, three great +obstacles to the progress of the nation as a whole, obstacles which +can only be removed very gradually, and by the continuous action of +many moral forces. We are far too little concerned with +intellectual interests. "No nation, I imagine," says Mr Temple, +"has ever gone so far as England in its neglect of and contempt for +the intellect. If goodness of character means the capacity to serve +our nation as useful citizens, it is unobtainable by any one who is +content to let his mind slumber." Then again we suffer from the low +ideal which leads us to worship success. From his earliest years a +boy learns from his surroundings, if not by actual precept, to +strive not so much to be something as somebody. The love of power +rather than fame may be the "last infirmity of noble minds," but it +is probably the first infirmity of many ignoble ones. Herein lies +the justification of the criticism of a friendly alien. "You pride +yourselves on your incorruptibility, and quite rightly; for in +England there is probably less actual bribery by means of money +than in any other country. <i>But you can all be bribed by +power</i>." Lastly (to quote Mr Hichens yet once more), "Strong +pressure is being brought to bear to commercialise our education, +to make it a paying proposition, to make it subservient to the God +of Wealth and thus convert us into a money-making mob. Ruskin has +said that 'no nation can last that has made a mob of itself.' Above +all a nation cannot last as a money-making mob. It cannot with +impunity—it cannot with existence—go on despising +literature, despising science, despising art, despising nature, +despising compassion, and concentrating its soul on pence."</p> + +<hr style='width: 65%;'> +<a name='XI'></a> +<h2>XI</h2> + +<h2>TEACHING AS A PROFESSION</h2> + +<h3>By FRANK ROSCOE</h3> + +<h3>Secretary of the Teachers Registration Council</h3> + +<br> + + +<p>The title of this chapter is prophetic rather than descriptive +for although teachers often claim for their work a professional +status and find their claim recognised by the common use of the +phrase "teaching profession" yet it must be admitted that teachers +do not form a true professional body. They include in their ranks +instructors of all types, from the university professor to the +private teacher or "professor" of music. Their terms of engagement +and rate of remuneration exhibit every possible variety. Their +fitness to undertake the work of teaching is not tested +specifically, save in the case of certain classes of teachers in +public elementary schools, nor is there any general agreement as to +the proper nature and scope of such a test, could one be devised. +Usually, it is true, the prospective employer demands evidence that +the intending teacher has some knowledge of the subject he is to +teach. He may seek to satisfy himself that the applicant has other +desirable qualities, personal and physical, which will fit him to +take an active and useful part in school work. These inquiries, +however, will have little or no reference to his skill in teaching, +apart from what is called discipline or form management.</p> + +<p>The characteristics of a true profession are not easily defined, +but it may be assumed that they include the existence of a body of +scientific principles as the foundation of the work and the +exercise of some measure of control by the profession itself in +regard to the qualifications of those who seek to enter its ranks. +Taken together, these two characteristics may be said to mark off a +true profession from a business or trade. The skilled craftsman or +artisan may belong to a union which seeks to control the entrance +to its ranks, but the difference between the member of the +Amalgamated Society of Engineers and the member of the Institution +of Mechanical Engineers is that the former belongs to a body +chiefly concerned with the application of certain methods while the +latter belongs to one which is concerned with those methods, not +only in their application but also in their origin and development. +It is recognised that there is a body of scientific knowledge +underlying the practice of engineering, and the various +professional institutions of engineers seek to extend this +knowledge, while claiming also the right to ascertain the +qualifications of those who desire to become members of their +profession. The same is true in different ways with regard to the +professions of law and medicine. It is to be noted also that within +these professions the admitted member is on a footing of equality +with all his colleagues save only so far as his professional skill +and eminence entitle him to special consideration.</p> + +<p>It will be seen at once that there are great difficulties to be +overcome before teaching can be truly described as a profession. +The diversity of the work is so great that it may be held that +teaching is not one calling but a blend of many. It is difficult to +find any common link between the university professor, the head +master of a great public school, an instructor in physical +training, and a kindergarten teacher. It is not easy to bring +together the head master of a preparatory school, working in +complete independence, and the head master of a public elementary +school, dealing with pupils of about the same age as those in the +preparatory school, but controlled and directed by an elected +public authority under the general supervision of the Board of +Education. Yet despite these apparent divergences of aim all +teachers may be regarded as pursuing the same end. They are engaged +in bringing to bear upon their pupils certain formal and purposeful +influences with the object of enabling them to play their part in +the business of life. Such formal influences are seconded by +countless informal ones. School and university alone do not make +the complete man and it is an important part of the teacher's task +to second his direct and purposeful teaching by the influence of +his own personality and conduct, and by securing that the form or +school is in harmony with the general aim of his work.</p> + +<p>Skill in imparting instruction is by no means the whole of the +equipment required by a teacher. It is indeed possible to give "a +good lesson" or a series of "good lessons" and yet to fail in the +real work of teaching. In some branches far too much stress has +been laid on the more purely technical and mechanical attributes of +good teaching as distinct from the finer and more permanent +qualities such as intellectual stimulus, the awakening of a spirit +of inquiry, and the development of a true corporate sense. By way +of excuse it may be said that teaching has tended to become a form +of drill chiefly in those schools where the classes have been too +large to permit of anything better than rigid discipline and a +constant attention to the learning of facts. Teachers in such +circumstances are gravely handicapped in all the more enduring and +important parts of their work. Very large schools and classes of an +unwieldy size tend to turn the teacher into a mere drill +sergeant.</p> + +<p>While full provision should always be made for the exercise of +the teacher's individuality there must be sought some unifying +principle in all forms of teaching work. Unless it is agreed that +the imparting of instruction demands special skill as distinct from +knowledge of the subject-matter we shall be driven to accept the +view that the teacher, as such, deserves no more consideration than +any casual worker. No claim to rank as a profession can be +maintained on behalf of teachers if it is held that their work may +be undertaken with no more preparation than is involved in the +study of the subject or subjects they purpose to teach. A true +profession implies a "mystery" or at least an art or craft and some +knowledge of this would seem to be essential for teachers if they +are to have professional status.</p> + +<p>The difficulty in this connection is that the principles of +teaching have not yet been worked out satisfactorily. Our knowledge +of the operations of the mind develops very slowly and those who +carry out investigations in this field of research are few in +number. Their conclusions are not necessarily related to teaching +practice but cover a wider field. The study of applied psychology +with special reference to the work of the teacher needs to be +encouraged since it will serve to enlarge that body of scientific +principle which should form the basis of teaching work. It is by no +means necessary, or even desirable, that teachers should be +expected to spend their time in psychological research. Their +business is to teach and this requires that they should devote +themselves to applying in practice the truths ascertained and +verified by the psychologists. For this purpose it will be +necessary that they should know something of the method by which +these truths are sought and proved. It is also an advantage for +teachers to learn something of the history of education, not as a +series of biographies of so-called Great Educators but rather with +the object of learning what has been suggested and attempted in +former times. Such a knowledge furnishes the teacher with the +necessary power to deal with new proposals and with the many +"systems" and "methods" which are continually arising. Instead of +becoming an eager advocate of every novelty or adopting an attitude +of indiscriminate scepticism he will be in some measure able to +estimate the true merit of new proposals, and his knowledge of +mental operations will serve as an aid in judging whether they have +any germ of sound principle. The alternative plan of leaving the +teacher to learn his craft solely by practice often has the result +of confining him too closely to narrow and stereotyped methods, +based either on the imperfect recollection of his own schooldays, +or on the method of some other teacher. Imitation is cramping and +serves to destroy the qualities of initiative and adaptability +which are indispensable to success in teaching.</p> + +<p>It will be noted that no extravagant demand is put forward on +behalf of what is called training in teaching. The methods of +training hitherto practised have been based too frequently on the +assumption that it is possible to fashion a teacher from the +outside, as it were, by causing him to attend lectures on +psychology and teaching method and to hear a course of +demonstration lessons. This plan may fail completely since it is +possible to write excellent examination answers on the subjects +named and even to give a prepared lesson reasonably well without +being fitted to undertake the charge of a form. It should be +recognised that the practice of teaching can be acquired only in +the class-room under conditions which are normal and therefore +entirely different from those existing in the practising school of +a training college. When this truth is fully apprehended we may +expect to find that the young teacher is required to spend his +first year in a school where the head master and one or more +members of the regular staff are qualified to guide his early +efforts and to establish the necessary link between his knowledge +of theory and his requirements in practice.</p> + +<p>The Departments of Education in the universities should be +encouraged to develop systematic research into the principles of +teaching and should be in close touch with the schools in which +teachers are receiving their practical training.</p> + +<p>The plan suggested will be free from the reproach often levelled +against the existing method of training teachers, namely, that it +is too theoretical and produces people who can talk glibly about +education without being able to manage a class. It will also +recognise the truth that the young teacher has much to learn in +regard to the art or craft of teaching and that there are certain +general principles which he must know and follow if he is to be +successful in his chosen work. The application of these principles +to his own circumstances is a matter of practice, for in teaching, +as in any other art, the element of personality far outweighs in +its importance any matter of formal technique or special method. +The ascertained and accepted principles underlying all teaching +should be known and thereafter the teacher should develop his own +method, reflecting in his practice the bent of his mind.</p> + +<p>The recognition of a principle does not of necessity involve +uniformity in practice. Freedom in execution is possible only +within the limits of an art. The problem is to define these limits +in such a liberal manner as will allow for variety and individual +expression. The saying that teachers are born, not made, is one +which may be made of those who practise any art, but the poet or +painter can exercise his innate gifts only within certain limits +and with regard to certain rules. It is no less fatal to his art +for him to abandon all rules than it is for him to accept every +rule slavishly and apply it to himself without intelligence.</p> + +<p>The acceptance of the principle that there is an art or at least +a craft of teaching is a condition precedent to any attempt to make +teaching a profession in reality as well as in name.</p> + +<p>The further requirement is that those who are engaged in +teaching should have some power of controlling the conditions under +which they work and more especially of testing the qualifications +of those who desire to join their ranks. This demands a recognition +of the essential unity of all teaching work and a consequent effort +to bring all teachers together as members of one body, possessing a +certain unity or solidarity in spite of its apparent diversities. +To form such a body is a task of great difficulty since the various +types of teachers have in the past tended to separate themselves +into groups, each having its own association and machinery for the +protection of its own interests. Apart from the teaching staffs of +the various universities, there are in England and Wales over fifty +associations of teachers, ranging from the National Union of +Teachers with over ninety thousand subscribing members to bodies +numbering only a few score adherents. These associations reflect +the great diversity of teaching work already described, but all +alike are seeking to promote freedom for the teacher in his work +and to advance professional objects. Such aspirations have been in +the minds of teachers for many years and from time to time attempts +have been made to realise them by establishing a professional +Council with its necessary adjunct of a Register of qualified +persons. Seventy years ago the College of Preceptors, with its +grades of Associate, Licentiate and Fellow, suggesting a comparison +with the College of Physicians, was established with the object of +"raising the standard of the profession by providing a guarantee of +fitness and respectability." The College Register was to contain +the names of all those who were qualified to conduct schools, and +admission to the Register was controlled by the College itself in +order to provide a means of excluding all who were likely to bring +discredit upon the calling of a teacher by reason of their +inefficiency or misconduct. The scheme thus launched was, however, +not comprehensive, since it concerned chiefly the teachers who +conducted private schools and did not contemplate the inclusion of +those who were engaged in universities, public schools, or the +elementary schools working under the then recently established +scheme of State grants. Teachers in schools of this last +description were apparently intended by the government of the day +to be regarded as civil servants, appointed and paid by the State. +Subsequent legislation modified this arrangement, but teachers in +schools receiving government grants are still subject to a measure +of control, and those in public elementary schools are licensed by +the State before being allowed to teach. It will be seen that the +effort to organise a teaching profession was hampered from the +start by the fact that teachers were not entirely free to set up +their own conditions, since the State had already taken charge of +one branch, while further difficulties arose from the varied +character of different forms of teaching work and from the +circumstance that some of these forms were traditionally associated +with membership of another profession, that of a clergyman.</p> + +<p>Hence it was that despite several attempts to institute a +Register of Teachers and to organise a profession the difficulties +seemed to be insurmountable. Between the years 1869 and 1899 +several bills were introduced in Parliament with the object of +setting up a Register of Teachers but all met with opposition and +were abandoned. The Board of Education Act of 1899 gave powers for +constituting by Order in Council a Consultative Committee to advise +the Board on any matter referred to the Committee and also to +frame, with the approval of the Board, regulations for a Register +of Teachers. It was not until 1902 that an Order in Council +established a Registration Council and laid down regulations for +the institution of a Register. The Council thus established +consisted of twelve members, six of whom were nominated by the +President of the Board of Education while one was elected by each +of the following bodies: the Headmasters' Conference, the +Headmasters' Association, the Head Mistresses' Association, the +College of Preceptors, the Teachers' Guild, and the National Union +of Teachers. The members of the Council were to hold office for +three years, and afterwards, on 1 April, 1905, the constitution of +the Council was to be revised. The duty assigned to the Council was +that of establishing and keeping a Register of Teachers in +accordance with the regulations framed by the Consultative +Committee and approved by the Board of Education. Subject to the +approval of the Board the Council was empowered to appoint officers +and to pay them. The income was to be provided by fees for +registration and the accounts were to be audited and published +annually by the Board to whom the Council was also required to +submit a report of its proceedings once a year.</p> + +<p>Under this scheme a Register was set up, with two columns, A and +B. In the former were placed the names of all teachers who had +obtained the government certificate as teachers in public +elementary schools. This involved no application or payment by such +teachers, who were thus registered automatically. Column B was +reserved for teachers in secondary schools, public and private. +Registration in these cases was voluntary and demanded the payment +of a registration fee of one guinea in addition to evidence of +acceptable qualification in regard to academic standing and +professional training. Although teachers of experience were +admitted on easier terms the regulations were intended to ensure +that, after a given date, everybody who was accepted for +registration should have passed satisfactorily through a course of +training in teaching. As designed in the first instance Column B +furnished no place for teachers of special subjects and it became +necessary to institute supplemental Registers in regard to music +and other branches which had come to form part of the ordinary +curriculum of a secondary school.</p> + +<p>The scheme thus provided a Register divided into groups +according to the nature of the accepted applicant's work. Such an +arrangement presented many difficulties since it ignored all +university teachers and assigned the others to different categories +depending in some instances on the type of school in which they +chanced to be working and in others on the subject which they +happened to be teaching.</p> + +<p>A professional Register constructed on these lines had the +seeming advantage of supplying information as to the type of work +for which the individual teacher was best fitted. On the other hand +it was held that the division of teachers into categories was +unsound in principle and the teachers in public elementary schools +were not slow to resent the suggestion that they belonged to an +inferior rank and were properly to be excused the payment of a fee. +They pointed out that many of their number held academic +qualifications which were higher than those required to secure +admission to Column B wherein some eleven thousand teachers had +been registered, of whom not more than one half were graduates. The +views thus expressed were shared by many other teachers and it +speedily became manifest that the proposed Register could not +succeed. In the Annual Report of 1905 the Council stated that under +existing conditions it was not practicable to frame and publish an +alphabetical Register of Teachers such as appeared to be +contemplated in the Act of 1899. In June, 1906, the Board of +Education published a memorandum stating the reasons which had led +it to take the opportunity afforded by impending legislation to +abolish the Register, and in the Education Bill of 1906 a clause +was inserted which removed from the Consultative Committee the +obligation to frame a Register of Teachers. This clause was +strongly opposed by many associations of teachers. It was urged by +these bodies that although one scheme had failed yet a Register was +still possible and desirable. It was held by many that the task +assigned to the Registration Council had been an impossible one +since the conditions of supervision and control imposed under the +Act of 1899 left the Council very little freedom and wholly +precluded the establishment of a self-governing profession. The +general opinion seemed to be that any future Register must be in +one column avoiding any attempt to divide those registered into +different classes and that any future Council must be as +independent and widely representative as possible. This opinion +found expression and official sanction in a memorandum issued by +the Board of Education in 1911 after several conferences had been +held for the purpose of promoting a new registration scheme. The +memorandum stated that: "It should not be so much the kinds of +teachers likely to be most rapidly or easily admitted to the +Register that should specially determine the composition of the +Council but rather the larger and more general conception of the +unification of the Teaching Profession." This new and wider idea +served to govern the formation of the Teachers Registration Council +which was established by an Order in Council of February, 1912. The +body constituted by this Order consists wholly of teachers and +includes eleven representatives of each of the following classes: +the Teaching Staffs of Universities, the Associations of Teachers +in Public Elementary Schools, the Associations of Teachers in +Secondary Schools, and the Associations of Teachers of Specialist +Subjects. The Council thus numbers forty-four and it is ordered +that the chairman shall be elected by the Council from outside its +own body. At least one woman must be elected by each appointing +body which sends more than one representative to the Council +provided that the body includes women among its members. It will be +seen that the constitution aimed at forming a Council wholly +independent and thoroughly representative. This quality was further +ensured by the establishment of ten committees, representing +various forms of specialist teaching and providing that any +conditions of registration framed by the Council should be +submitted to these committees before publication.</p> + +<p>The first Council under this scheme was formed in 1912 and held +office for three years as prescribed by the Order in Council. The +chairman was the Right Honourable A.H. Dyke Acland and the members +included the Vice-Chancellors of several universities and +representatives of forty-two associations of teachers. The first +duty of the Council was to devise conditions of registration and +these were framed during 1913, being published at the end of that +year. They provide in the first place that up to the end of 1920 +any teacher may be admitted to registration who produces evidence +of having taught under circumstances approved by the Council for a +minimum period of five years. Regard for existing interests led to +the setting up of a period of grace before the full conditions of +registration came into force. After 1920, however, these become +more stringent and require that before being admitted to +registration the teacher shall produce evidence of knowledge and +experience, while all save university teachers are also required to +have undertaken a course of training in teaching. Under both the +temporary and later arrangement the minimum age for registration is +twenty-five and the fee is a single payment of one guinea. There is +no annual subscription.</p> + +<p>The second Council was elected in 1915 and appointed as its +chairman Dr Michael E. Sadler, Vice-Chancellor of the University of +Leeds. Up to the middle of July, 1916, the number of teachers +admitted to the Register was 17,628 and the names of these were +included in the <i>Official List of Registered Teachers</i> issued +by the Council at the beginning of 1917. The Register itself is too +voluminous for publication since it comprises all the particulars +which an accepted applicant has submitted. All registered teachers +receive a copy of their own register entry together with a +certificate of registration. It will be seen that the task of +receiving and considering applications for registration forms an +important part of the Council's work. But it is by no means its +chief function. As is shown in the Board of Education memorandum +already quoted the Council is intended to promote the unification +of the teaching profession. The Register is nothing more than the +symbol of this unity and the Council is charged with the important +task of expressing the views of teachers as a body on all matters +concerning their work. This is shown in the speech made by the +Minister of Education at the first meeting of the Council. After +welcoming the members he added:</p> + +<p>"The object of the Council would be not only the formation of a +Register of Teachers. There were many other spheres and fields of +usefulness for a Council representative of the Teaching Profession. +He hoped that they would be able to speak with one voice as +representing the Teaching Profession, and that the Board would be +able to consult with them. So long as he was head of the Board they +would always be most anxious to co-operate with the Council and +would attach due weight to their views. He hoped that they on their +side would realise some of the Board's difficulties and that the +atmosphere of friendly relationship which he trusted had already +been established would continue."</p> + +<p>The functions of the Council are thus seen to extend beyond the +mere compilation of a Register of Teachers and to include constant +co-operation with those engaged in educational administration. In +view of the desire which is now generally expressed for a closer +union between the directive and executive elements in all branches +of industry it is safe to assume that the Teachers' Council will +grow steadily in importance, especially if it is seen to have the +support of all teachers.</p> + +<p>Meanwhile it furnishes the framework of a possible teaching +profession and gives promise of securing for the teacher a definite +status by establishing a standard of attainment and qualification. +More than this will be required, however, if the work of teaching +is to be placed on its proper level in public esteem. Those who +undertake the work must be led to look for something more than +material gain. The teacher needs a sense of vocation no less than +the clergyman or doctor. It has been said that "teaching is the +noblest of professions but the sorriest of trades" and the absence +of any real enthusiasm for the work inevitably produces an attitude +of mind which is alien to the spirit of a real teacher. The +material reward of the teacher has accurately reflected the want of +public esteem attaching to his work. For the most part a meagre +pittance has been all that he could anticipate and this has led to +a steady decline in the number of recruits. A profession should +furnish a reasonable prospect of a career and a fair chance of +gaining distinction. Such opportunities have been far too few in +teaching to attract able and ambitious young men in adequate +number. The remedy is to open every branch of educational work and +administration to those who have proved themselves to be efficient +teachers. The national welfare demands that those who are to be +charged with the task of training future citizens should be drawn +from the most able of our young people, to whom teaching should +offer a career not less attractive than other callings. In +particular the teacher should be regarded as a member of a +profession and trusted to carry out his duties in a responsible +manner. Excessive supervision and inspection will tend to +discourage and eventually destroy that quality of initiative which +is indispensable in all teaching. Freed from the monetary cares +which now oppress him, definitely established as a member of a +profession having some voice in its own concerns, encouraged to +exercise his art under conditions of the greatest possible freedom, +and provided with reasonable opportunity for advancement, the +teacher will be able to take up his work in a new spirit. We may +then demand from new-comers a sense of vocation and expect with +some justification that teachers will be able to avoid the +professional groove which is hardly to be escaped and which is +quite inevitable if the conditions of one's work preclude +opportunity for maintaining freshness of mind and a variety of +personal interest. Such limitations as accompany inadequate +salaries, lack of prospects and absence of professional status +convert teaching into "a dull mechanic art" and deprive it of its +chief elements of enjoyment, namely the free exercise of +personality and the recurring satisfaction of seeing minds develop +under instruction, so that we are conscious of our part in helping +the future citizens to make the most of their lives. It is this +power of impressing one's own personality on the pliable mind of +youth which brings at once the greatest responsibility and the +highest reward to the teacher and attaches to his task a true +professional character since it may not be undertaken fittingly by +any who cherish low aims or despise their work.</p> + +<br> +<br> +<div>*** END OF THE PROJECT GUTENBERG EBOOK 13548 ***</div> +</body> +</html> |