Герберт Джордж Уэллс
What is Coming? A Forecast of Things after the War
So I spread out the considerations that I think justify our forecasting, in a very changed Great Britain and a changed Europe, firstly, a legal profession with a quickened conscience, a sense of public function and a reformed organisation, and, secondly, a Press, which is recognised and held accountable in law and in men's minds, as an estate of the realm, as something implicitly under oath to serve the State. I do not agree with Professor Michel's pessimistic conclusion that peace will bring back exacerbated party politics and a new era of futility to the democratic countries. I believe that the tremendous demonstration of this war (a demonstration that gains weight with every week of our lengthening effort), of the waste and inefficiency of the system of 1913-14, will break down at last even the conservatism of the most rigidly organised and powerful and out-of-date of all professions.
It is not only that I look to the indignation and energy of intelligent men who are outside our legal and political system to reform it, but to those who are in it now. A man may be quietly parasitic upon his mother, and yet incapable of matricide. So much of our national energy and ability has been attracted to the law in Great Britain that our nation, with our lawyers in modern clothing instead of wigs and gowns, lawyers who have studied science and social theory instead of the spoutings of Cicero and the loquacious artfulness of W.E. Gladstone, lawyers who look forward at the destiny of their country instead of backward and at the markings on their briefs, may yet astonish the world. The British lawyer really holds the future of the British Empire and, indeed, I could almost say, of the whole world in his hands at the present time, as much as any single sort of man can be said to hold it. Inside his skull imagination and a heavy devil of evil precedent fight for his soul and the welfare of the world. And generosity fights against tradition and individualism. Only the men of the Press have anything like the same great possibilities of betrayal.
To these two sorts of men the dim spirit of the nation looks for such leading as a democracy can follow. To them the men with every sort of special ability, the men of science, the men of this or that sort of administrative ability and experience, the men of creative gifts and habits, every sort of man who wants the world to get on, look for the removal (or the ingenious contrivance) of obstructions and entanglements, for the allaying (or the fomentation) of suspicion, misapprehension, and ignorant opposition, for administration (or class blackmail).
Yet while I sit as a prophetic amateur weighing these impalpable forces of will and imagination and habit and interest in lawyer, pressman, maker and administrator, and feeling by no means over-confident of the issue, it dawns upon me suddenly that there is another figure present, who has never been present before in the reckoning up of British affairs. It is a silent figure. This figure stands among the pressmen and among the lawyers and among the workers; for a couple of decades at least he will be everywhere in the British system; he is young and he is uniformed in khaki, and he brings with him a new spirit into British life, the spirit of the new soldier, the spirit of subordination to a common purpose…
France, which has lived so much farther and deeper and more bitterly than Britain, knows…2
VII. THE NEW EDUCATION
Some few months ago Mr. Harold Spender, in the Daily News, was calling attention to a very significant fact indeed. The higher education in England, and more particularly the educational process of Oxford and Cambridge, which has been going on continuously since the Middle Ages, is practically in a state of suspense. Oxford and Cambridge have stopped. They have stopped so completely that Mr. Spender can speculate whether they can ever pick up again and resume upon the old lines.
For my own part, as the father of two sons who are at present in mid-school, I hope with all my heart that they will not. I hope that the Oxford and Cambridge of unphilosophical classics and Little-go Greek for everybody, don's mathematics, bad French, ignorance of all Europe except Switzerland, forensic exercises in the Union Debating Society, and cant about the Gothic, the Oxford and Cambridge that turned boys full of life and hope and infinite possibility into barristers, politicians, mono-lingual diplomatists, bishops, schoolmasters, company directors, and remittance men, are even now dead.
Quite recently I passed through Cambridge, and, with the suggestions of Mr. Spender in my mind, I paused to savour the atmosphere of the place. He had very greatly understated the facts of the case. He laid stress upon the fact that instead of the normal four thousand undergraduates or so, there are now scarcely four hundred. But before I was fairly in Cambridge I realised that that gives no idea of the real cessation of English education. Of the first seven undergraduates I saw upon the Trumpington road, one was black, three were coloured, and one of the remaining three was certainly not British, but, I should guess, Spanish-American. And it isn't only the undergraduates who have gone. All the dons of military age and quality have gone too, or are staying up not in caps and gowns, but in khaki; all the vigorous teachers are soldiering; there are no dons left except those who are unfit for service-and the clergy. Buildings, libraries, empty laboratories, empty lecture theatres, vestiges, refugees, neutrals, khaki; that is Cambridge to-day.
There never was before, there never may be again, so wonderful an opportunity for a cleaning-up and sweeping-out of those two places, and for a profitable new start in British education.
The cessation of Oxford and Cambridge does not give the full measure of the present occasion. All the other British universities are in a like case. And the schools which feed them have been practically swept clean of their senior boys. And not a tithe of any of this war class of schoolboys will ever go to the universities now, not a tithe of the war class of undergraduates will ever return. Between the new education and the old there will be a break of two school generations. For the next thirty or forty years an exceptional class of men will play a leading part in British affairs, men who will have learnt more from reality and less from lectures than either the generations that preceded or the generations that will follow them. The subalterns of the great war will form a distinct generation and mark an epoch. Their experiences of need, their sense of deficiencies, will certainly play a large part in the reconstitution of British education. The stamp of the old system will not be on them.
Now is the time to ask what sort of training should a university give to produce the ruling, directing, and leading men which it exists to produce? Upon that Great Britain will need to make up its mind speedily. It is not a matter for to-morrow or the day after; it is necessary to decide now what it is the Britain that is coming will need and want, and to set to work revising the admission and degree requirements, and reconstructing all those systems of public examinations for the public services that necessarily dominate school and university teaching, before the universities and schools reassemble. If the rotten old things once get together again, the rotten old things will have a new lease of life. This and no other is the hour for educational reconstruction. And it is in the decisions and readjustments of schools and lectures and courses, far more than anywhere else, that the real future of Great Britain will be decided. Equally true is this of all the belligerent countries. Much of the future has a kind of mechanical inevitableness, but here far more than anywhere else, can a few resolute and capable men mould the spirit and determine the quality of the Europe to come.
Now surely the chief things that are needed in the education of a ruling class are these-first, the selection and development of Character, then the selection and development of Capacity, and, thirdly, the imparting of Knowledge upon broad and comprehensive lines, and the power of rapidly taking up and using such detailed knowledge as may be needed for special occasions. It is upon the first count that the British schools and universities have been most open to criticism. We have found the British university-trained class under the fiery tests of this war an evasive, temporising class of people, individualistic, ungenerous, and unable either to produce or obey vigorous leadership. On the whole, it is a matter for congratulation, it says wonderful things for the inherent natural qualities of the English-speaking peoples, that things have proved no worse than they are, considering the nature of the higher education under which they have suffered.
Consider in what that educational process has consisted. Its backbone has been the teaching of Latin by men who can read, write, and speak it rather worse than a third-rate Babu speaks English, and of Ancient Greek by teachers who at best half know this fine lost language. They do not expect any real mastery of either tongue by their students, and naturally, therefore, no real mastery is ever attained. The boys and young men just muff about at it for three times as long as would be needed to master completely both those tongues if they had "live" teachers, and so they acquire habits of busy futility and petty pedantry in all intellectual processes that haunt them throughout life. There are also sterile mathematical studies that never get from "exercises" to practice. There is a pretence of studying philosophy based on Greek texts that few of the teachers and none of the taught can read comfortably, and a certain amount of history. The Modern History School at Oxford, for example, is the queerest collection of chunks of reading. English history from the beginning, with occasional glances at Continental affairs, European history for about a century, bits of economics, and-the Politics of Aristotle! It is not education; it is a jack-daw collection…This sort of jumble has been the essentials of the more pretentious type of "higher education" available in Great Britain up to the present.
In this manner, through all the most sensitive and receptive years of life, our boys have been trained in "how not to get there," in a variety of disconnected subjects, by men who have never "got there," and it would be difficult to imagine any curriculum more calculated to produce a miscellaneous incompetence. They have also, it happens, received a certain training in savoir faire through the collective necessities of school life, and a certain sharpening in the arts of advocacy through the debating society. Except for these latter helps, they have had to face the world with minds neither more braced, nor more trained, nor more informed than any "uneducated" man's.
Surely the first condition that should be laid down for the new education in Europe is that whatever is undertaken must be undertaken in grim earnest and done. It is ridiculous to talk about the "character-forming" value of any study that does not go through to an end. Manifestly Greek must be dropped as a part of the general curriculum for a highly educated man, for the simple reason that now there are scarcely any competent teachers, and because the sham of teaching it partially and pretentiously demoralises student and school alike. The claim of the clergy and so forth to "know" Greek is one of the many corrupting lies in British intellectual life. English comic writers never weary of sneering at the Hindu who claimed to be a "failed B.A.," but what is the ordinary classical degree man of an English university but a "failed" Greek scholar? Latin, too, must be either reduced to the position of a study supplementary to the native tongue, or brought up to an honest level of efficiency.
French and German in the case of the English, and English in the case of the French and Russians, are essentially governess languages; any intelligent boy or girl from a reasonably prosperous home ought to be able to read, write, and speak either before fifteen; they are to be taken by the way rather than regarded as a fundamental part of education. The French, German, or English literature and literary development up to and including contemporary work is, of course, an entirely different matter. But there can be no doubt of the great educational value of some highly inflected and well-developed language taught by men to whom it is a genuine means of expression. Educational needs and public necessity point alike to such languages as Russian or, in the case of Great Britain, Hindustani to supply this sound training.
If Great Britain means business after this war, if she is to do her duty by the Eastern world she controls, she will not stick at the petty expense of getting a few hundreds of good Russian and Hindu teachers into the country, and she will place Russian and Hindustani upon at least an equal footing with Greek in all her university and competitive examinations. Moreover, it is necessary to set a definite aim of application before university mathematical teaching. As the first condition of character-building in all these things, the student should do what he ostensibly sets out to do. No degree and no position should be attainable by half accomplishment.
Of course, languages and mathematics do not by any means round off the education of a man of the leading classes. There is no doubt much exercise in their attainment, much value in their possession. But the essence of the higher education is now, as it always has been, philosophy; not the antiquated pretence of "reading" Plato and Aristotle, but the thorough and subtle examination of those great questions of life that most exercise and strengthen the mind. Surely that is the essential difference of the "educated" and the "common" man. The former has thought, and thought out thoroughly and clearly, the relations of his mind to the universe as a whole, and of himself to the State and life. A mind untrained in swift and adequate criticism is essentially an uneducated mind, though it has as many languages as a courier and as much computation as a bookie.
And what is our fundamental purpose in all this reform of our higher education? It is neither knowledge nor technical skill, but to make our young men talk less and think more, and to think more swiftly, surely, and exactly. For that we want less debating society and more philosophy, fewer prizes for forensic ability and more for strength and vigour of analysis. The central seat of character is the mind. A man of weak character thinks vaguely, a man of clear intellectual decisions acts with precision and is free from vacillation. A country of educated men acts coherently, smites swiftly, plans ahead; a country of confused education is a country of essential muddle.
It is as the third factor in education that the handling and experience of knowledge comes, and of all knowledge that which is most accessible, most capable of being handled with the greatest variety of educational benefit, so as to include the criticism of evidence, the massing of facts, the extraction and testing of generalisations, lies in the two groups of the biological sciences and the exact sciences. No doubt a well-planned system of education will permit of much varied specialisation, will, indeed, specialise those who have special gifts from a very early age, will have corners for Greek, Hebrew, Sanscrit, philology, archaeology, Christian theology, and so on, and so on; nevertheless, for that great mass of sound men of indeterminate all-round ability who are the intellectual and moral backbone of a nation, it is in scientific studies that their best training lies, studies most convenient to undertake and most readily applied in life. From either of the two groups of the sciences one may pass on to research or to technical applications leading directly to the public service. The biological sciences broaden out through psychology and sociology to the theory and practice of law, and to political life. They lead also to medical and agricultural administration. The exact sciences lead to the administrative work of industrialism, and to general economics.
These are the broad, clear lines of the educational necessities of a modern community, plain enough to see, so that every man who is not blinded by prejudice and self-interest can see them to-day. We have now before us a phase of opportunity in educational organisation that will never recur again. Now that the apostolic succession of the old pedagogy is broken, and the entire system discredited, it seems incredible that it can ever again be reconstituted in its old seats upon the old lines. In these raw, harsh days of boundless opportunity, the opportunity of the new education, because it is the most fundamental, is assuredly the greatest of all.
VIII. WHAT THE WAR IS DOING FOR WOMEN
Section 1
To discuss the effect of this war upon the relations of men and women to each other is to enter upon the analysis of a secular process compared with which even the vast convulsions and destructions of this world catastrophe appear only as jolts and incidents and temporary interruptions. There are certain matters that sustain a perennial development, that are on a scale beyond the dramatic happenings of history; wars, the movements of peoples and races, economic changes, such things may accelerate or stimulate or confuse or delay, but they cannot arrest the endless thinking out, the growth and perfecting of ideas, upon the fundamental relationships of human Beings. First among such eternally progressive issues is religion, the relationship of man to God; next in importance and still more immediate is the matter of men's relations to women. In such matters each phase is a new phase; whatever happens, there is no going back and beginning over again. The social life, like the religious life, must grow and change until the human story is at an end.
So that this war involves, in this as in so many matters, no fundamental set-back, no reversals nor restorations. At the most it will but realise things already imagined, release things latent. The nineteenth century was a period of unprecedented modification of social relationships; but great as these changes were, they were trivial in comparison with the changes in religious thought and the criticism of moral ideals. Hell was the basis of religious thinking in A.D. 1800, and the hangman was at the back of the law; in 1900 both Hell and the hangman seemed on the verge of extinction. The creative impulse was everywhere replacing fear and compulsion in human motives. The opening decade of the twentieth century was a period of unprecedented abundance in everything necessary to human life, of vast accumulated resources, of leisure and release. It was also, because of that and because of the changed social and religious spirit, a period of great social disorganisation and confused impulses.
We British can already look back to the opening half of 1914 as to an age gone for ever. Except that we were all alive then and can remember, it has become now almost as remote, almost as "historical," as the days before the French Revolution. Our days, our methods and reactions, are already so different. The greater part of the freedom of movement, the travel and going to and fro, the leisure, the plenty and carelessness, that distinguished early twentieth century life from early nineteenth century life, has disappeared. Most men are under military discipline, and every household economises. The whole British people has been brought up against such elementary realities of need, danger, and restraint as it never realised before. We discover that we had been living like Olympians in regard to worldly affairs, we had been irresponsibles, amateurs. Much of that fatness of life, the wrappings and trimmings of our life, has been stripped off altogether. That has not altered the bones of life; it has only made them plainer; but it has astonished us as much as if looking into a looking-glass one suddenly found oneself a skeleton. Or a diagram.
What was going on before this war in the relations of men and women is going on still, with more rapidity perhaps, and certainly with more thoroughness. The war is accentuating, developing, defining. Previously our discussions and poses and movements had merely the air of seeking to accentuate and define. What was apparently being brought about by discursive efforts, and in a mighty controversy and confusion, is coming about now as a matter of course.
Before the war, in the British community as in most civilised communities, profound changes were already in progress, changes in the conditions of women's employment, in the legal relations of husband and wife, in the political status of women, in the status of illegitimate children, in manners and customs affecting the sexes. Every civilised community was exhibiting a falling birth-rate and a falling death-rate, was changing the quality of its housing, and diminishing domestic labour by organising supplies and developing, appliances. That is to say, that primary human unit, the home, was altering in shape and size and frequency and colour and effect. A steadily increasing proportion of people were living outside the old family home, the home based on maternity and offspring, altogether. A number of us were doing our best to apprehend the summation of all this flood of change. We had a vague idea that women were somehow being "emancipated," but just what this word meant and what it implied were matters still under exploration. Then came the war. For a time it seemed as if all this discussion was at an end, as if the problem itself had vanished.
But that was only a temporary distraction of attention. The process of change swirled into new forms that did not fit very easily into the accepted formulae, swirled into new forms and continued on its way. If the discussion ceased for a time, the process of change ceased not at all. Matters have travelled all the farther in the last two years for travelling mutely. The questions between men and women are far more important and far more incessant than the questions between Germans and the rest of mankind. They are coming back now into the foreground of human thought, but amended and altered. Our object is to state the general nature of that alteration. It has still been "emancipation," but very different in quality from the "emancipation" that was demanded so loudly and incoherently in that ancient world-of 1913!
Never had the relations of men and women been so uneasy as they were in the opening days of 1914. The woman's movement battered and banged through all our minds. It broke out into that tumult in Great Britain perhaps ten years ago. When Queen Victoria died it was inaudible; search Punch, search the newspapers of that tranquil age. In 1914 it kicked up so great a dust that the Germans counted on the Suffragettes as one of the great forces that were to paralyse England in the war.
The extraordinary thing was that the feminist movement was never clearly defined during all the time of its maximum violence. We begin to perceive in the retrospect that the movement was multiple, made up of a number of very different movements interwoven. It seemed to concentrate upon the Vote; but it was never possible to find even why women wanted the vote. Some, for example, alleged that it was because they were like men, and some because they were entirely different. The broad facts that one could not mistake were a vast feminine discontent and a vast display of feminine energy. What had brought that about?
Two statistical factors are to be considered here. One of these was the steady decline in the marriage rate, and the increasing proportion of unmarried women of all classes, but particularly of the more educated classes, requiring employment. The second was the fall in the birth-rate, the diminution in size of the average family, the increase of sterile unions, and the consequent release of a considerable proportion of the energy of married women. Co-operating with these factors of release were the economic elaborations that were improving the appliances of domestic life, replacing the needle by the sewing machine, the coal fire and lamp by gas and electricity, the dustpan and brush by the pneumatic carpet cleaner, and taking out of the house into the shop and factory the baking, much of the cooking, the making of clothes, the laundry work, and so forth, that had hitherto kept so many women at home and too busy to think. The care of even such children as there were was also less arduous; crêche and school held out hands for them, ready to do even that duty better.
Side by side with these releases from duty was a rise in the standard of education that was stimulating the minds and imaginations of woman beyond a point where the needle-even if there had been any use for the needle-can be an opiate. Moreover, the world was growing richer, and growing richer in such a way that not only were leisure and desire increasing, but, because of increasingly scientific methods of production, the need in many branches of employment for any but very keen and able workers was diminishing. So that simultaneously the world, that vanished world before 1914, was releasing and disengaging enormous volumes of untrained and unassigned feminine energy and also diminishing the usefulness of unskilful effort in every department of life. There was no demand to meet the supply. These were the underlying processes that produced the feminist outbreak of the decade before the war.
Now the debate between the sexes is a perennial. It began while we were still in the trees. It has its stereotyped accusations; its stereotyped repartees. The Canterbury Pilgrims had little to learn from Christabel Pankhurst. Man and woman in that duet struggle perpetually for the upper hand, and the man restrains the woman and the woman resents the man. In every age some voice has been heard asserting, like Plato, that the woman is a human being; and the prompt answer has been, "but such a different human being." Wherever there is a human difference fair play is difficult, the universal clash of races witnesses to that, and sex is the greatest of human differences.
But the general trend of mankind towards intelligence and reason has been also a trend away from a superstitious treatment of sexual questions and a recognition, so to speak, that a woman's "a man for a' that," that she is indeed as entitled to an independent soul and a separate voice in collective affairs. As brain has counted for more and more in the human effort and brute strength and the advantage of not bearing children for less and less, as man has felt a greater need for a companion and a lesser need for a slave, and as the increase of food and the protection of the girl from premature child-bearing has approximated the stature and strength and enterprise of the woman more and more to that of the man, this secular emancipation of the human female from the old herd subordination and servitude to the patriarchal male has gone on. Essentially the secular process has been an equalising process. It was merely the exaggeration of its sustaining causes during the plenty and social and intellectual expansion of the last half-century that had stimulated this secular process to the pitch of crisis.
There have always been two extreme aspects of the sexual debate. There have always been the oversexed women who wanted to be treated primarily as women, and the women who were irritated and bored by being treated primarily as women. There have always been those women who wanted to get, like Joan of Arc, into masculine attire, and the school of the "mystical darlings." There have always been the women who wanted to share men's work and the women who wanted to "inspire" it-the mates and the mistresses. Of course, the mass of women lies between these extremes. But it is possible, nevertheless, to discuss this question as though it were a conflict of two sharply opposed ideals. It is convenient to write as if there were just these two sorts of women because so one can get a sharp definition in the picture. The ordinary woman fluctuates between the two, turns now to the Western ideal of citizenship and now to the Eastern of submission. These ideals fight not only in human society, but in every woman's career.
Chitra in Rabindranath Tagore's play, for example, tried both aspects of the woman's life, and Tagore is at one with Plato in preferring the Rosalind type to the houri. And with him I venture to think is the clear reason of mankind. The real "emancipation" to which reason and the trend of things makes is from the yielding to the energetic side of a woman's disposition, from beauty enthroned for love towards the tall, weather-hardened woman with a spear, loving her mate as her mate loves her, and as sexless as a man in all her busy hours.
But it was not simply the energies that tended towards this particular type that were set free during the latter half of the nineteenth century. Every sort of feminine energy was set free. And it was not merely the self-reliant, independence-seeking women who were discontented. The ladies who specialised in feminine arts and graces and mysteries were also dissatisfied. They found they were not important enough. The former type found itself insufficiently respected, and the latter type found itself insufficiently adored. The two mingled their voices in the most confusing way in the literature of the suffrage movement before the war. The two tendencies mingle confusingly in the minds of the women that this movement was stirring up to think. The Vote became the symbol for absolutely contradictory things; there is scarcely a single argument for it in suffragist literature that cannot be completely negatived out of suffragist literature.
