Having considered the evils produced by sham education, such as is compulsorily given to the ma.s.ses of the people, we can proceed to examine into the average results effected by more genuine and efficient systems of cramming and instruction. It is not in the least degree necessary, for this purpose, to go into minute comparisons of the various types of secondary schools and colleges that have been established in this country. In the actual method of teaching there is little to choose between them. All have practically a common aim, namely, the preparation of boys and young men for examinations.

Of course, all boys who go to school are not destined for professions that necessitate the pa.s.sing of an examination, compet.i.tive or otherwise. But that does not disturb the school authorities a jot, or involve the slightest relaxation of the school system. The boys are crammed just the same. Whoever wishes to pa.s.s through the mill must go in like a pig at one end and come out as a sausage at the other. There is no middle course except the private tutor; and he, owing to the defects of his own early training and to the terrific Conservatism peculiar to his profession, probably knows no better process than the familiar routine of cram and idea-suppression.

The whole of school life is a scramble for marks. The school managers and masters are interested in getting the boys stuffed with facts, dates, figures, and inflections, because the prestige of the school--and consequently its commercial success--is mainly dependent upon the creditable placing of pupils in public examinations. Therefore the boys are encouraged, or rather compelled, to occupy themselves with what will best conduce to secure this object, regardless of their own wishes or obvious inclinations.

A boy might enter a grammar-school, or one of the great public schools, teeming to his finger-tips with an inborn thirst for scientific knowledge; he might spend all his spare moments making crude experiments with an air-pump, or gazing at planets through a cheap astronomical telescope; he might fail dismally to grasp the rudiments of the Latin grammar, and be incapable of conjugating an irregular verb; but his nose would be kept down to the grindstone of the school curriculum all the same, and not the smallest attention paid to his obvious bent of mind.

He had been placed there, the authorities would say, to receive a general education, and a general education he should have. If during the process all the scientific enthusiasm is ground out of him, that is not the business of the schoolmaster. The boy, for the ordinary purposes of instruction, is an empty bottle into which a certain prescription is to be poured. The prescription has been made up beforehand, and cannot be altered. The school undertakes to administer a draught, but it refuses to bother about diagnosing each case. There is only one method of treatment, and every patient who enters the establishment has to be submitted to it.

There have been, of course, enlightened pedagogues. The names of Arnold and Thring will always stand out prominently in the history of English school life, and it will be a bad day indeed for the youth in our public schools when their traditional influence shall have been entirely obliterated. They grafted upon the established methods of teaching a liberal and broad-minded effort to bring out what was best in each pupil by other influences. 'It is no wisdom,' Dr. Arnold declared, 'to make boys prodigies of information; but it is our wisdom and our duty to cultivate their faculties each in its season, first the memory and imagination, and then the judgment; to furnish them with the means, and to excite the desire of improving themselves, and to wait with confidence G.o.d's blessing on the result.'

Edward Thring wrote the following remarks in his diary:

'Education is not bookworm work, but the giving the subtle power of observation, the faculty of seeing, the eye and mind to catch hidden truths and new creative genius. If the cursed rule-mongering and technical terms could be banished to limbo, something might be done.

Three parts of teaching and learning in England is the hiding common sense and disguising ignorance under phrases.'

No stranger anomaly can be conceived than that presented by the constant effort of these two eminent headmasters to undo the evils of a universal system of education. It is not often that people strive to set their house in order after this fashion, and all honour is due to them for the courageous endeavour. The mistake they made was in tinkering with a system inherently bad and useless, instead of taking the bold step of abolishing it altogether and beginning afresh on new and sound principles.

The energies of schoolmasters of the type of Thring and Arnold are, in fact, concentrated mainly upon a constant struggle to prevent the ordinary process of school instruction from producing prigs. Stupid boys are generally rendered more stupid by teaching, for reasons that will be a.n.a.lyzed later on. But boys whose brains are amenable to academic training are liable, unless the environment of the school is peculiarly unfavourable to the development of the species, to become priggish.

It is the purely academic training that produces the prig. Football, cricket, and other athletic sports are not favourable to his growth; and he receives equally little encouragement from his companions. The important point about him is that he is not a natural product at all, but the outcome of an artificial drilling of the mind. In a word, he is the embodiment of the education system, uncorrected by fortuitous influences and conditions. Everybody knows that gracefulness is not acquired by means of stilted lessons in deportment, but that it consists of natural muscular movement untrammelled by self-consciousness or artifice. The same law of nature applies to the working of the brain.

Stuffing a boy's head with so much knowledge is not developing his mind, and the result must necessarily be as artificial as the process. The mind becomes incapable of thinking individually and naturally; it becomes pedantic and circ.u.mscribed, powerless to give simple expression to simple thoughts; and the prig is made.

It requires a great deal of kicking and hustling on the part of the victim's schoolfellows to arrest this process, and the cure is generally only effected outwardly. Priggishness cannot be eradicated from the system in a moment, even by the most heroic measures. Its excision involves a slow mental process, the converse of that which served to call it into existence. The prig has to divest himself of the false mental outlook imposed upon him by his education, and to begin all over again. It is a hard lesson which can only be learnt in the school of life, generally after humiliating experience and bitter suffering. Many never succeed in learning it. There must be some material to work upon, and probably their individuality, weak at the commencement and therefore doubly in need of tender treatment and fostering care, has been hopelessly crushed out of existence by the conventional training of school and university.

Under present conditions prigs can and do grow up everywhere. In some educational inst.i.tutions--notably in great public schools like Eton and Harrow--they are more discouraged than in others; but the cramming system has reached such proportions that all schools and colleges are affected in a greater or less degree. They infect our public life, as we have seen; largely recruit our public service; and are in evidence in the pulpit, at the schoolmaster's desk, on public platforms, in the lecture-room of the university, and wherever the services of educated men are employed.

The ideals of men like Arnold and Thring cannot be carried out as long as the examination system puts a premium upon cramming. 'I call that the best theme,' said Dr. Arnold, alluding to original composition, 'which shows that the boy has read and thought for himself; that the next best, which shows that he has read several books, and digested what he has read; and that the worst, which shows that he has followed but one book, and followed that without reflection.'

There is no time nowadays for a boy to read and think for himself.

Besides the examinations inside his own school for which he has to be prepared, there are scholarships, university examinations, compet.i.tive examinations for the civil service, and a host of other possibilities of the kind, all of which necessitate the acquisition of an enormous number of useless facts in every branch of learning.

Too much attention is concentrated on the admirable physical product of the athletic side of our public school and university life. This advantage of the English system of education has been dwelt upon to such an extent, that people are apt to overlook the fact that, side by side with these fine specimens of healthy and for the most part unintellectual manhood, we are manufacturing a purely academic article of the least inspired and most retrogressive description.

If somebody, wishing to make you acquainted with a friend, says to you: 'I want you to meet So-and-so; he was at Eton and Trinity Hall, and came out tenth in the mathematical tripos,' you know exactly the kind of man to whom you are going to be introduced. He will have a very proper contempt for made-up ties, and will refuse to fasten the bottom b.u.t.ton of his waistcoat. You know beforehand the precise point of view that he will take upon every conceivable topic, and the channels in which his conversation is certain to flow.

His entire mental horizon will be bounded by academic conventionalities in such a cast-iron fashion that it would, you are well aware, waste your time to attempt to extend its boundaries by the fraction of an inch. If you say anything yourself out of the beaten track, you know that you will be looked down upon as a fool or a faddist. The Eton stamp will be upon his dress and manners; the Cambridge brand seared into every crevice of his mind. There will be an individuality about him, but it will be an individuality shared in common with hundreds of young men of the same educational antecedents.

That is the fault of the system. It takes away, or fails to evoke, the distinguishing traits of each individual, and subst.i.tutes a kind of manufactured personality according to the particular inst.i.tution, or type of inst.i.tution, in which the educational metamorphosis has taken place. 'A mob of boys,' said the man who raised Uppingham from complete obscurity to the front rank of public schools, 'cannot be educated.' It is, nevertheless, the process that is going on all over the civilized world. Reform does not lie alone in making instruction itself more effective. As long as the principle is retained of forcing certain facts and certain subjects into the mind of every boy, the country will continue to breed conventionality, to produce a uniform type of useless mediocrity, and to make prigs.

This is, unfortunately, exactly what the average educationist aims at.

There is no disguise about the belief that conventional ideas, and the manufacture of what is called average ability, are the sheet-anchor of the State. And this type of fossilized Conservatism seems to grow in proportion to the number of schools and colleges in the country.

Lower-middle-cla.s.s young men, of no intellectual predisposition at all, are being turned out on all sides crammed with the narrowest type of educational tradition. Prigs are produced wholesale; the worst and most odious branch of the family being the semi-illiterate prig--the man who gets drummed out of decent regimental messes, the man who wants to go on the stage and declaim Shakespeare through his nose, the man who vulgarizes the public service by dropping his h's in the great Government departments, and others too numerous to be specified.

Everything is vulgar that pretends to be what it is not. Priggishness is an artificial mental condition that is far more common than people generally suspect. We are most of us prigs, if we only knew it. The man who is unable to get rid of conventions and to think for himself is a prig. England is peopled with them. We meet them at every turn; we see them driving the country to the dogs by sheer inability to grasp its needs;--and we send our sons to the schools and universities to be manufactured after the same pattern.

CHAPTER VII

BOY DEGENERATION

If some boys thrive, according to ordinary school standards, on the cramming system, what becomes of those to whose nature the process is entirely antagonistic?

The question is best answered by a glance at the schools themselves.

Take one of the great public schools, and it will be found that much the same conditions are prevalent in every cla.s.s or form. There is a small percentage of boys at the top of each cla.s.s who are considered the most intelligent, and by whom most of the questions asked by the master are answered. The remaining majority are divided into two sections, one of which consists of what are termed boys of average ability, whilst the other contains the lazy element, the refractory boys, and the dullards.

In the last chapter we chiefly discussed those individuals who may be taken as representing the average of the best results achieved by higher schools and universities. These form, however, only a fraction of the scholars who pa.s.s through such inst.i.tutions. It still remains for us to discover the role which is played by the other four-fifths in school-life. According to scholastic methods of cla.s.sification, the bulk of this residue are boys of medium intelligence who plod on without specially distinguishing themselves, and contrive, by dint of industry and application, to blunder through the ordinary course of study without coming to grief.

It would be difficult to conjure up a more melancholy picture than that presented by these plodders, whose work is rendered trebly hard by being performed against the grain. They suffer more under the system than the dull, the lazy, and the fractious, who escape its worst evils, either because some active power of resistance comes to their rescue, or because the mind itself is so formed as to be incapable of receiving instruction imparted on the cramming principle.

But the average mediocrity amongst schoolboys are often inferior in ability both to those who rank above and below them in school attainment. They neither profit by the teaching process, nor do they possess those qualities that would enable them to resist its consequences. Thus they fall between two stools, being carried out of their natural sphere, and at the same time failing to attain such a measure of artificial success as would afford them compensation for the injury.

Success in life is not an easy thing to generalize about. It is, however, important to note as far as possible the results brought about by school education. The boy who is trained to pa.s.s examinations has a respectable chance of getting into some branch of the public service; and, as we have seen, it is from amongst his ranks that the permanent officials of the various departments of Government are recruited. A great number of those who distinguish themselves academically also pa.s.s into the teaching profession; though a considerable percentage of graduates, for reasons that will be discussed in due course, drift into the ranks of the unemployed.

The average schoolboy, who does his work mechanically and without enthusiasm, probably furnishes the greatest number of examples of the misplaced individual. His application to his studies is not natural; it is enforced by what is called school discipline. That is to say, the authorities devise every conceivable form of punishment to make a constant grind at obligatory subjects less disagreeable than the consequences of idleness. These are the simple arts by means of which unwilling boys are driven, like cattle, along the highway of what is termed, by an inaccurate application of the English language, knowledge.

Anybody who has been coerced, and _poena_ed, and flogged through the curriculum of a public school will acknowledge that the performance is not an exhilarating one for the victim. It is preposterous to dignify this n.i.g.g.e.r-driving by the term 'education.' One might as well talk of the Chinese eagerly embracing Christianity, when, as a matter of fact, the missionaries have been forced upon them, like their foreign trade, at the point of the bayonet.

The wonder is that anybody survives the process and retains his sanity.

That many nervous temperaments and highly-gifted minds do not survive it is a point of so much importance that it will be dealt with later on in a separate chapter. What needs emphasizing here is that to make boys do certain things under compulsion is not developing their faculties, but is absolutely preventing their development; and secondly, that this infamous but universal proceeding is responsible for a positive degeneration amongst those whom it is supposed to educate and improve.

Dr. Arnold held that a low standard of schoolboy morality was inevitable. 'With regard to reforms at Rugby,' he wrote to a friend, 'give me credit, I must beg of you, for a most sincere desire to make it a place of Christian education. At the same time, my object will be, if possible, to form Christian men, for Christian boys I can scarcely hope to make; I mean that, from the natural imperfect state of boyhood, they are not susceptible of Christian principles in their full development upon their practice, and I suspect that a low standard of morals in many respects must be tolerated amongst them, as it was on a larger scale in what I consider the boyhood of the human race.'

In a letter to another friend he spoke still more strongly on the subject. 'Since I began this letter,' he wrote, 'I have had some of the troubles of school-keeping; and one of those specimens of the evil of boy nature which makes me always unwilling to undergo the responsibility of advising any man to send his son to a public school. There has been a system of persecution carried on by the bad against the good, and then, when complaint was made to me, there came fresh persecution on that very account, and divers instances of boys joining in it out of pure cowardice, both physical and moral, when, if left to themselves, they would rather have shunned it. And the exceedingly small number of boys who can be relied on for active and steady good on these occasions, and the way in which the decent and respectable of ordinary life (Carlyle's "Shams") are sure on these occasions to swim with the stream and take part with the evil, makes me strongly feel exemplified what the Scriptures say about the strait gate and the wide one--a view of human nature which, when looking on human life in its full dress of decencies and civilizations, we are apt, I imagine, to find it hard to realize.

But here, in the nakedness of boy nature, one is quite able to understand how there could not be found so many as even ten righteous in a whole city.'

This sweeping statement has been quoted because it comes with double force from an undisputed authority such as the late Dr. Arnold.

Everybody who has had experience of school-life knows that the average boy spends a great deal of his time in cheating the masters, lying to the authorities, and playing every sort and kind of mischievous or disreputable prank that comes into his head. But it is better to have this fact testified to by a man who has been in a position to observe large numbers of boys over a very extended period. The accusation of exaggeration or hasty generalization cannot then be well sustained.

Where, however, I venture to differ with Dr. Arnold is in the a.s.sumption that this low standard of morality must be ascribed to boy nature alone.

Undoubtedly this is the case in part. But there is a far more potent cause than natural instinct. It is to be found in the system of education which not only fails to develop and encourage the boy's individual tastes or faculties, but actually forces upon him occupations that are, for the most part, absolutely foreign to his nature. This is the real key to the vagaries of boyhood, and without such an explanation one must hold, with the great headmaster of Rugby, that boy nature is inherently bad.

Boys, like other rational beings, must have their interests and amus.e.m.e.nts. If the legitimate and normal ones are prohibited, solace will be sought in those which are illegitimate and abnormal. By failing to encourage the faculties that nature intended a particular boy to develop, a vacuum is created. This vacuum must be filled up, and it is no earthly use trying to fill it up, against the grain, with mathematical problems or the irregular inflections of Latin verbs. The average boy is as little capable of taking an absorbing interest in these exhilarating features of the school curriculum as would be the average Hottentot.

Every healthy boy stores up energy. It should be the first object of the schoolmaster--if such a being ought to have any existence at all--to see that this energy is not allowed to waste. Natural forces of this kind do not, it must be recollected, evaporate. There they are, and the laws of nature have decreed that they shall be constantly expended and renewed.

If this or that boy's store of energy is not turned into one channel, it will expend itself through another. If the schoolmaster were to take the trouble to find out the particular bent of a pupil, and were then to proceed to foster and educate it, all the energy of the boy would be used in this useful and congenial work. But this can never be the case until the present methods of instruction have been revolutionized.

The discipline upon which schools pride themselves so much is an altogether false and pernicious discipline. The only liberty which is vouchsafed to schoolboys is outside of their work. No doubt it is an excellent thing that boys should be free to choose the manner in which they make use of their leisure hours. There would be a great uproar amongst parents if their sons were forbidden to join in the games they wished to play, and compelled to play those for which they had no taste.

It would be considered monstrous to remove a boy who was a capital bowler from the cricket-field, and make him go in for fives or racquets; or, to use an Eton ill.u.s.tration, to take a 'wet bob' who was a promising oarsman and might row in the school eight at Henley, and turn him into the playing-fields to become an inferior 'dry bob.'

But the same arguments that apply to physical discipline apply also to mental discipline. In the cla.s.s-room there is practically no lat.i.tude given to the boy at all. In many schools, it is true, there is the choice of a cla.s.sical or a modern side; but the choice is the parents', not the boy's. The latter is always treated, in reference to his school-work, as a machine. There is simply the offer of a cla.s.sical strait-waistcoat or a modern strait-waistcoat; and the boy is put into one or the other according to the fancy of a third person.

Strait-waistcoats have long been discarded in lunatic asylums. It has been discovered by medical experts that anything like coercion is the worst possible treatment for the brain. Whilst our lunatics, however, are treated in this humane and rational spirit, the educational expert is busily occupied in destroying the delicate fabric of the schoolboy brain by the very methods that have been discontinued in the case of madmen.

The school curriculum, or any other arbitrary course of study, is a mental strait-waistcoat. It has a more immoral and degenerating effect upon the mind because it is applied directly. If physical restraint acts perniciously upon the reasoning powers, a far greater degree of harm must be caused by direct mental restraint. Yet n.o.body, from Arnold and Thring down to the professional crammer of to-day, seems to have grasped this simple fact.