Herbert Wells - The Salvaging Of Civilisation

Let me first suggest that every school should have a complete library of very full and explicit lesson notes, properly sorted and classified. All the ordinary subjects in schools have been taught over and over again millions and millions of times. Few people, I think, realize that, and fewer still realize the reasonable consequences of that. Human minds are very much the same everywhere, and the best way of teaching every ordinary school subject, the best possible lesson and the best possible succession of lessons, ought to have been worked out to the last point, and the courses ought to have been stereotyped long ago. Yet if you go into any school to-day, in ninety-nine cases out of the hundred you will find an inexpert and ill-prepared young teacher giving a clumsy, vamped-up lesson as though it had never been given before. He or she will have no proper notes and no proper diagrams, and a halting and faulty discourse will be eked out by feeble scratchings with chalk on a blackboard, by querulous questioning of the pupils, and irrelevancies. The thing is preposterous.

And linked up with this complete equipment of proper lesson notes upon which the teacher will give the lessons, there should be a thing which does not exist at present in any school and which ought to exist in every school, a collection of some hundreds of thousands of pictures and diagrams, properly and compactly filed; a copious supply of maps, views of scenery, pictures of towns, and so forth for teaching geography, diagrams and tables for scientific subjects, and so on and so on. You must remember that if the schools of the world were thought of as a whole and dealt with as a whole, these things could be produced wholesale at a cost out of comparison cheaper than they are made to-day. There is no reason whatever why school equipment should not be a world market. A lesson upon the geography of Sweden needs precisely the same maps, the same pictures of scenery, types of people, animals, cities, and so forth, whether that lesson is given in China or Peru or Morocco or London. There is no reason why these pictures and maps should not be printed from the same blocks and distributed from the same centre for the schools of all mankind. If the government of any large country had the vigour and intelligence to go right ahead and manufacture a proper equipment of notes and diagrams for its own use in all its own schools, it would probably be able to recoup itself for most of the outlay by dominating the map and diagram markets of the rest of the world.

And next to this full and manageable collection of pictures and diagrams, which the teacher would whip out, with the appropriate notes, five minutes before his lesson began, the modern school would have quite a considerable number of gramophones. These would be used not only to supply music for drill and so forth, and for the analytical study of music, but for the language teaching. Instead of the teacher having to pretend, as he usually pretends now, to a complete knowledge of the foreign language he can really only smatter, he would become the honest assistant of the real teaching instrument—the gramophone. Here, again, it is a case for big methods or none—a case for mass production. A mass production of gramophone records for language teaching throughout the world would so reduce the cost that every school could quite easily be equipped with a big repertory of language records. For the first year of any language study, at any rate, the work would go always to the accompaniment of the proper accent and intonation. And all over the world each language would be taught with the same accent and quantities and idioms—a very desirable thing indeed.

And now let me pass on to another requirement for an efficient school that our educational organization has still to discover—the method of using the cinematograph. I ask for half a dozen projectors or so in every school, and for a well-stocked storehouse of films. The possibilities of certain branches of teaching have been altogether revolutionized by the cinematograph. In nearly every school nowadays you will find a lot of more or less worn and damaged scientific apparatus which is supposed to be used for demonstrating the elementary facts of chemistry, physics and the like. There is a belief that the science teachers—and they do their best with the time and skill and material at their disposal—rig up experimental displays of the more illuminating experimental facts with this damaged litter. Many of us can recall the realities of the sort of demonstration I mean. The performance took two or three hours to prepare, an hour to deliver and an hour or so to clear away; it was difficult to follow, impossible to repeat, it usually went wrong, and almost invariably the teacher lost his temper. These practical demonstrations occurred usually in the opening enthusiasm of the term. As the weeks wore on, the pretence of practical teaching was quietly dropped, and we crammed our science out of the text-book.

Now that is the sort of thing that still goes on. But it ought to be entirely out of date. All that scientific bric-a-brac in the cupboard had far better be thrown away. All the demonstration experiments that science teachers will require in the future can be performed once for all—before a cinematograph. They can be done finally ; they need never be done again. You can get the best and most dexterous teacher in the world—he can do what has to be done with the best apparatus, in the best light; anything that is very minute or subtle you can magnify or repeat from another point of view; anything that is intricate you can record with extreme slowness; you can show the facts a mile off or six inches off, and all that your actual class teacher need do now is to spend five minutes on getting out the films he wants, ten minutes in reading over the corresponding lecture notes, and then he can run the film, give the lesson, question his class upon it, note what they miss and how they take it, run the film again for a second scrutiny, and get out for the subsequent study of the class the ample supply of diagrams and pictures needed to fix the lesson. Can there be any comparison between the educational efficiency of the two methods?

So I put it to you, that it is possible now to make—and that the world needs badly that we should make—a new sort of school, a standardized school, a school richly equipped with modern apparatus and economizing the labour of teaching to an extent at present undreamt of, in which, all over the world, the same stereotyped lessons, leading the youth of the whole world through a parallel course of schooling, can be delivered.

I know that in putting this before you I challenge some of the most popular affectations of cultivated people. I know that many people will be already writhing with a genteel horror at the idea of the same lesson being given in identical terms to everybody in turn throughout the world. It sounds monotonous. It will rob the world of variety—and so on and so on. But indeed it will not be monotonous at all. That lesson will be new and fresh and good to every pupil who receives it. And remember it is by our hypothesis the best possible form and arrangement of that lesson. It is to take the place of a sham lesson or no lesson at all. There is an eternal freshness in learning as in all the other main things in life. It will be no more monotonous than having one's seventh birthday or falling in love for the first time.

And as for variety, I for one do not care how soon every possible variety of ignorance and misconception is banished from the world. The sun shines on the whole world and it is the same sun. I have still to be persuaded that our planet would be more various and interesting if it were lit by two or three thousand uncertain, spasmodic and differently coloured searchlights directed upon it from every direction. I am pleading for a clear white light of education that shall go like the sun round the whole world.