Herbert Wells - An Englishman Looks at the World

"If Youth but Knew" is the title of a book published some years ago, but still with a quite living interest, by "Kappa"; it is the bitter complaint of a distressed senior against our educational system. He is hugely disappointed in the public-school boy, and more particularly in one typical specimen. He is—if one might hazard a guess—an uncle bereft of great expectations. He finds an echo in thousands of other distressed uncles and parents. They use the most divergent and inadequate forms of expression for this vague sense that the result has not come out good enough; they put it contradictorily and often wrongly, but the sense is widespread and real and justifiable and we owe a great debt to "Kappa" for an accurate diagnosis of what in the aggregate amounts to a grave national and social evil.

The trouble with "Kappa's" particular public-school boy is his unlit imagination, the apathetic commonness of his attitude to life at large. He is almost stupidly not interested in the mysteries of material fact, nor in the riddles and great dramatic movements of history, indifferent to any form of beauty, and pedantically devoted to the pettiness of games and clothing and social conduct. It is, in fact, chiefly by his style in these latter things, his extensive unilluminated knowledge of Greek and Latin, and his greater costliness, that he differs from a young carpenter or clerk. A young carpenter or clerk of the same temperament would have no narrower prejudices nor outlook, no less capacity for the discussion of broad questions and for imaginative thinking. And it has come to the mind of "Kappa" as a discovery, as an exceedingly remarkable and moving thing, a thing to cry aloud about, that this should be so, that this is all that the best possible modern education has achieved. He makes it more than a personal issue. He has come to the conclusion that this is not an exceptional case at all, but a fair sample of what our upper-class education does for the imagination of those who must presently take the lead among us. He declares plainly that we are raising a generation of rulers and of those with whom the duty of initiative should chiefly reside, who have minds atrophied by dull studies and deadening suggestions, and he thinks that this is a matter of the gravest concern for the future of this land and Empire. It is difficult to avoid agreeing with him either in his observation or in his conclusion. Anyone who has seen much of undergraduates, or medical students, or Army candidates, and also of their social subordinates, must be disposed to agree that the difference between the two classes is mainly in unimportant things—in polish, in manner, in superficialities of accent and vocabulary and social habit—and that their minds, in range and power, are very much on a level. With an invincibly aristocratic tradition we are failing altogether to produce a leader class adequate to modern needs. The State is light-headed.

But while one agrees with "Kappa" and shares his alarm, one must confess the remedies he considers indicated do not seem quite so satisfactory as his diagnosis of the disease. He attacks the curriculum and tells us we must reduce or revolutionise instruction and exercise in the dead languages, introduce a broader handling of history, a more inspiring arrangement of scientific courses, and so forth. I wish, indeed, it were possible to believe that substituting biology for Greek prose composition or history with models and photographs and diagrams for Latin versification, would make any considerable difference in this matter. For so one might discuss this question and still give no offence to a most amiable and influential class of men. But the roots of the evil, the ultimate cause of that typical young man's deadness, lie not at all in that direction. To indicate the direction in which it does lie is quite unavoidably to give offence to an indiscriminatingly sensitive class. Yet there is need to speak plainly. This deadening of soul comes not from the omission or inclusion of this specific subject or that; it is the effect of the general scholastic atmosphere. It is an atmosphere that admits of no inspiration at all. It is an atmosphere from which living stimulating influences have been excluded from which stimulating and vigorous personalities are now being carefully eliminated, and in which dull, prosaic men prevail invincibly. The explanation of the inert commonness of "Kappa's" schoolboy lies not in his having learnt this or not learnt that, but in the fact that from seven to twenty he has been in the intellectual shadow of a number of good-hearted, sedulously respectable conscientiously manly, conforming, well-behaved men, who never, to the knowledge of their pupils and the public, at any rate, think strange thoughts do imaginative or romantic things, pay tribute to beauty, laugh carelessly, or countenance any irregularity in the world. All erratic and enterprising tendencies in him have been checked by them and brought at last to nothing; and so he emerges a mere residuum of decent minor dispositions. The dullness of the scholastic atmosphere the grey, intolerant mediocrity that is the natural or assumed quality of every upper-class schoolmaster, is the true cause of the spiritual etiolation of "Kappa's" young friend.

Now, it is a very grave thing, I know, to bring this charge against a great profession—to say, as I do say, that it is collectively and individually dull. But someone has to do this sooner or later; we have restrained ourselves and argued away from the question too long. There is, I allege, a great lack of vigorous and inspiring minds in our schools. Our upper-class schools are out of touch with the thought of the time, in a backwater of intellectual apathy. We have no original or heroic school-teachers. Let me ask the reader frankly what part our leading headmasters play in his intellectual world; if when some prominent one among them speaks or writes or talks, he expects anything more than platitudes and little things? Has he ever turned aside to learn what this headmaster or that thought of any question that interested him? Has he ever found freshness or power in a schoolmaster's discourse; or found a schoolmaster caring keenly for fine and beautiful things? Who does not know the schoolmaster's trite, safe admirations, his thin, evasive discussion, his sham enthusiasms for cricket, for fly-fishing, for perpendicular architecture, for boyish traits; his timid refuge in "good form," his deadly silences?

And if we do not find him a refreshing and inspiring person, and his mind a fountain of thought in which we bathe and are restored, is it likely our sons will? If the schoolmaster at large is grey and dull, shirking interesting topics and emphatic speech, what must he be like in the monotonous class-room? These may seem wanton charges to some, but I am not speaking without my book. Monthly I am brought into close contact with the pedagogic intelligence through the medium of three educational magazines. A certain morbid habit against which I struggle in vain makes me read everything I catch a schoolmaster writing. I am, indeed, one of the faithful band who read the Educational Supplement of the Times . In these papers schoolmasters write about their business, lectures upon the questions of their calling are reported at length, and a sort of invalid discussion moves with painful decorum through the correspondence column. The scholastic mind so displayed in action fascinates me. It is like watching a game of billiards with wooden cushes and beechwood balls.

But let me take one special instance. In a periodical, now no longer living, called the Independent Review , there appeared some years ago a very curious and typical contribution by the Headmaster of Dulwich, which I may perhaps use as an illustration of the mental habits which seem inseparably associated with modern scholastic work. It is called "English Ideas on Education," and it begins—trite, imitative, undistinguished—thus: