The Scheme of Thing's

Evening Post, Issue 28, 1 August 1936, Page 19

The Scheme of Thing's

A recent book on Education by Bertrand Russell contains a great deal of valuable thought. His considered opinion is* that "knowledge wielded by love" is what the educator needs and «rhat his pupils should acquire.' This \view is particularly interesting when the past stories of the finest and best of the English public schools, such as Eton; Winchester, Harrow, Rugby,Marlborough, and others are recalled. At the time when Lord Salisbury of the'lßoo's was at one of these he nearly died from the severe usage he received. The. fact of his rank made no difference, for bullying was at its height, and the severity of the masters was appalling. Then came the famous story of one of the best-known pedagogues. When a new boy arrived at the school he asked what the "Head" was like, and the reply was, "Well, he's a beast—but a just beast." That was something to be thankful for. Such was the tone of former days, and knowing this, the results of educational thought now are the more interesting. ■In earlier years love towards the pupils is the most important kind; in later years love' of the knowledge imparted becomes increasingly necssary. These are two valuable thoughts, for the gaining of confidence, the pleasantness in association, and the inspiration towards the most suitable kind of knowledge for each nature under control, all add immensely to the value of the education given. "The important knowledge at first," says the writer, "is the knowledge of physiology, hygiene, and psychology, of which the last most concerns the teacher." It is amusing, in a way, to read what Bertrand Russell considers are "the first things," physiology and hygiene—when after Kindergarten the school curriculum is so absolutely divorced from any such ideas as these.. Just the "three R's" and some obvious added subjects are of importance, all being driven in with the idea of the youngsters producing "good results" at examination times, fpr, if they do not. the salaries of teachers are reduced, and therefore in self-defence they must keep on the same course for everybody. The instincts and reflexes with which a child, is born can be developed into the most diverse habits, and therefore into the most diverse characters.-Most of this, it is almost universally agreed, happens in early childhood; conse-. quently it is at this period when people can most hopefully attempt to form character. Those who like 'existing evils are given to asserting that human nature cannot be changed. • If, they mean that in very .early life definite mistakes are perpetrated on the child and they come to as many years six, there is a measure of truth in the saying. The instincts and reflexes with which an infa.nt is born, are, of course, most' important, -and there is little doubt even1 then that eugenics could, and perhaps will, produce remarkably successful results. ■-..-.,-: However, it is the considered: opinion of.the writer that if people mean, as

By M.H.C.

they usually do, that there Is no way of producing an adult population whose behaviour will be radically different from that of existing populations, they are flying in the face of modern psychology. Given two infants at birth

with much the same characteristics, different early environment may turn them into adults,with totally different dispositions. Therefore, it is plainly the business of early education to train the instincts so that they may produce a harmonious character, constructive rather than destructive, affectionate rather than sullen, courageous, frank, intelligent.' All this, says Bertrand Russell, can be done with the great majority of children; it is actually done where children are" rightly treated. "If," he adds, "existing fcnow- [ ledge were used and tested methods I applied, we could, in a generation produce a population almost wholly free from disease, malevolence, and stupidity. We do not do so because we prefer oppression and war." This is a hard saying, but brings, to mind the saying of Benjamin Kidd in nearly the

same words. These professors of education make the matter a life study— and who shall say they are wrong? Instinct, a crude thing, is equally capable of leading to both good and bad actions. In the past this was not in the least understood and punishment and fear were the great incentives to what' was called virtue. Now, it is known that repression is a bad method, it was never really successful, as any reader of world history knows, and it is apt to produce mental disorder. It sounds simple to say that by creating right habits and right skill we cause the childish instincts themselves to prompt desirable actions. But to accomplish this the love spoken of earlier is infinitely necessary, for love brings confidence and understanding, and what teaching is any use which lacks either or both? Wonderful possibilities are brought before the reader in this book on education. If the methods were carried out intelligently and with love as the source of all action, if would mean health, freedom, happiness, kindness, intelligence, all nearly universal. In one generation, by means of common sense, there would be the millennium. "Sometimes," says the writer, "the lack of love towards children brings me near to despair—for example, when I find that almost all our recognised moral leaders are unwilling that anything should be done to prevent the birth of children with certain diseases. Nevertheless,' I hope and believe that there is coming a gradual liberation of love of children which surely is one of our-natural impulses." He then deals with nationalism and with certain church teachings, and urges that people should hold firmly to their natural kindliness and not allow fear of various kinds to dominate the good which might arid should be done to mend +iie educational ways from the outset almost of the lives of a large portion of the youth of the world. Fear only lurks in the dark places of .the mind, and it is possible to realise what a world it would be if children were brought up lovingly, with no dark places suggested to them and instruction given only by those to whom it is a joy—not merely a rather unpleasant way of making a living because nothing else happens to offer in the way of a career. To give the little ones the sense of adventure and liberty, the feeling of setting out on a voyage of discovery when they begin their education in earnest—how different from the old methods it would be, and how much more likely to be successful! To take the most obvious subjects, to make history a wonderful knowledge of a" wonderful world, to present geography as a voyage of thrilling discovery, and to bring the same thought forward in other subjects—how different life would be! The book concludes with a question and an appeal thus: "The way is clear. Do we love our children enough to take it? Or shall we let them suffer as we suffered? Shall we let them be twisted and stunted and terrified in youth to be killed in futile wars which their intelligence was too cowed to orevent? A thousand ancient fears obstruct the road to freedom and happiness. But love can conquer fear, and if we love our children nothing can make us withhold the great gift which it is in our power to bestow."