The New Machiavelli. Герберт Уэллс
Читать онлайн книгу.
in repartee. Every storey in the house was from twelve to fifteen feet high (which would have been cool and pleasant in a hot climate), and the stairs went steeply up, to end at last in attics too inaccessible for occupation. The ceilings had vast plaster cornices of classical design, fragments of which would sometimes fall unexpectedly, and the wall-papers were bold and gigantic in pattern and much variegated by damp and ill-mended rents.
As my father was quite unable to let more than one of these houses at a time, and that for the most part to eccentric and undesirable tenants, he thought it politic to live in one of the two others, and devote the rent he received from the let one, when it was let, to the incessant necessary repairing of all three. He also did some of the repairing himself and, smoking a bull-dog pipe the while, which my mother would not allow him to do in the house, he cultivated vegetables in a sketchy, unpunctual and not always successful manner in the unoccupied gardens. The three houses faced north, and the back of the one we occupied was covered by a grape-vine that yielded, I remember, small green grapes for pies in the spring, and imperfectly ripe black grapes in favourable autumns for the purposes of dessert. The grape-vine played an important part in my life, for my father broke his neck while he was pruning it, when I was thirteen.
My father was what is called a man of ideas, but they were not always good ideas. My grandfather had been a private schoolmaster and one of the founders of the College of Preceptors, and my father had assisted him in his school until increasing competition and diminishing attendance had made it evident that the days of small private schools kept by unqualified persons were numbered. Thereupon my father had roused himself and had qualified as a science teacher under the Science and Art Department, which in these days had charge of the scientific and artistic education of the mass of the English population, and had thrown himself into science teaching and the earning of government grants therefor with great if transitory zeal and success.
I do not remember anything of my father’s earlier and more energetic time. I was the child of my parents’ middle years; they married when my father was thirty-five and my mother past forty, and I saw only the last decadent phase of his educational career.
The Science and Art Department has vanished altogether from the world, and people are forgetting it now with the utmost readiness and generosity. Part of its substance and staff and spirit survive, more or less completely digested into the Board of Education.
The world does move on, even in its government. It is wonderful how many of the clumsy and limited governing bodies of my youth and early manhood have given place now to more scientific and efficient machinery. When I was a boy, Bromstead, which is now a borough, was ruled by a strange body called a Local Board – it was the Age of Boards – and I still remember indistinctly my father rejoicing at the breakfast-table over the liberation of London from the corrupt and devastating control of a Metropolitan Board of Works. Then there were also School Boards; I was already practically in politics before the London School Board was absorbed by the spreading tentacles of the London County Council.
It gives a measure of the newness of our modern ideas of the State to remember that the very beginnings of public education lie within my father’s lifetime, and that many most intelligent and patriotic people were shocked beyond measure at the State doing anything of the sort. When he was born, totally illiterate people who could neither read a book nor write more than perhaps a clumsy signature, were to be found everywhere in England; and great masses of the population were getting no instruction at all. Only a few schools flourished upon the patronage of exceptional parents; all over the country the old endowed grammar schools were to be found sinking and dwindling; many of them had closed altogether. In the new great centres of population multitudes of children were sweated in the factories, darkly ignorant and wretched and the under-equipped and under-staffed National and British schools, supported by voluntary contributions and sectarian rivalries, made an ineffectual fight against this festering darkness. It was a condition of affairs clamouring for remedies, but there was an immense amount of indifference and prejudice to be overcome before any remedies were possible. Perhaps some day some industrious and lucid historian will disentangle all the muddle of impulses and antagonisms, the commercialism, utilitarianism, obstinate conservatism, humanitarian enthusiasm, out of which our present educational organisation arose. I have long since come to believe it necessary that all new social institutions should be born in confusion, and that at first they should present chiefly crude and ridiculous aspects. The distrust of government in the Victorian days was far too great, and the general intelligence far too low, to permit the State to go about the new business it was taking up in a businesslike way, to train teachers, build and equip schools, endow pedagogic research, and provide properly written school-books. These things it was felt MUST be provided by individual and local effort, and since it was manifest that it was individual and local effort that were in default, it was reluctantly agreed to stimulate them by money payments. The State set up a machinery of examination both in Science and Art and for the elementary schools; and payments, known technically as grants, were made in accordance with the examination results attained, to such schools as Providence might see fit to send into the world. In this way it was felt the Demand would be established that would, according to the beliefs of that time, inevitably ensure the Supply. An industry of “Grant earning” was created, and this would give education as a necessary by-product.
In the end this belief was found to need qualification, but Grant-earning was still in full activity when I was a small boy. So far as the Science and Art Department and my father are concerned, the task of examination was entrusted to eminent scientific men, for the most part quite unaccustomed to teaching. You see, if they also were teaching similar classes to those they examined, it was feared that injustice might be done. Year after year these eminent persons set questions and employed subordinates to read and mark the increasing thousands of answers that ensued, and having no doubt the national ideal of fairness well developed in their minds, they were careful each year to re-read the preceding papers before composing the current one, in order to see what it was usual to ask. As a result of this, in the course of a few years the recurrence and permutation of questions became almost calculable, and since the practical object of the teaching was to teach people not science, but how to write answers to these questions, the industry of Grant-earning assumed a form easily distinguished from any kind of genuine education whatever.
Other remarkable compromises had also to be made with the spirit of the age. The unfortunate conflict between Religion and Science prevalent at this time was mitigated, if I remember rightly, by making graduates in arts and priests in the established church Science Teachers EX OFFICIO, and leaving local and private enterprise to provide schools, diagrams, books, material, according to the conceptions of efficiency prevalent in the district. Private enterprise made a particularly good thing of the books. A number of competing firms of publishers sprang into existence specialising in Science and Art Department work; they set themselves to produce text-books that should supply exactly the quantity and quality of knowledge necessary for every stage of each of five and twenty subjects into which desirable science was divided, and copies and models and instructions that should give precisely the method and gestures esteemed as proficiency in art. Every section of each book was written in the idiom found to be most satisfactory to the examiners, and test questions extracted from papers set in former years were appended to every chapter. By means of these last the teacher was able to train his class to the very highest level of grant-earning efficiency, and very naturally he cast all other methods of exposition aside. First he posed his pupils with questions and then dictated model replies.
That was my father’s method of instruction. I attended his classes as an elementary grant-earner from the age of ten until his death, and it is so I remember him, sitting on the edge of a table, smothering a yawn occasionally and giving out the infallible formulae to the industriously scribbling class sitting in rows of desks before him. Occasionally he would slide to his feet and go to a blackboard on an easel and draw on that very slowly and deliberately in coloured chalks a diagram for the class to copy in coloured pencils, and sometimes he would display a specimen or arrange an experiment for them to see. The room in the Institute in which he taught was equipped with a certain amount of apparatus prescribed as necessary for subject this and subject that by the Science and Art Department, and this my father would supplement with maps and diagrams and drawings of his own.
But he never really did experiments, except that in the class in