It is quite conceivable, however, that circ.u.mstances might arise which would render such action not merely desirable but absolutely essential to the national well-being; indeed it is at least arguable that such circ.u.mstances have already arisen. The popular doctrine of the early Victorian era, that the welfare of the community could best be secured by allowing every man to seek his own interests in the way chosen by himself, has been greatly modified or wholly abandoned. So far are we from believing that national efficiency is to be attained by individual liberty that some are in real danger of regarding the two as essentially antagonistic. The nation, as a whole, supported the Legislature in the establishment of compulsory military service; it did so without enthusiasm and only because of the general conviction that such a policy was demanded by the magnitude of the issues at stake. Britons have always been ready, even eager, to give their lives for their country; but, even now, most of them prefer that the obligation to do so should be a moral, rather than a legal one. The doctrine of individual liberty implies the minimum of State interference. Hence there is no country in the world where so much has been left to individual initiative and voluntary effort as in England; and, though of late the number of Government officials has greatly increased, it still remains true that an enormous amount of important work, of a kind which is elsewhere done by salaried servants of the State, is in the hands of voluntary a.s.sociations or of men who, though appointed or recognised by the State, receive no salary for their services. Nor can it be denied that the work has been, on the whole, well done. A traditional practice of such a kind cannot be (and ought not to be) abandoned at once or without careful consideration; yet the changed conditions of domestic and international politics render some modification necessary.
If the Legislature has protected the purchaser--in spite of the doctrine of "caveat emptor"--by enactments against adulteration of food, and has in addition, created machinery to enforce those enactments, are not we justified in asking that it shall also protect us against incompetence, especially in cases where the effects, though not so obvious, are even more harmful to the community than those which spring from impure food? The prevention of overcrowding in occupations would seem to be the business of the State quite as much as is the prevention of overcrowding in dwelling-houses and factories.
The best interests of the nation demand that the entrance to the teaching profession--to take one example out of many--should be safeguarded at least as carefully as the entrance to medicine or law.
The supreme importance of the functions exercised by teachers is far from being generally realised, even by teachers themselves; yet upon the effective realisation of that importance the future welfare of the nation largely depends. Doubtless most of us would prefer that the supply of teachers should be maintained by voluntary enlistment, and that their training should be undertaken, like that of medical students, by inst.i.tutions which owe their origin to private or public beneficence rather than to the State; nevertheless, the obligation to secure adequate numbers of suitable candidates and to provide for their professional training rests ultimately on the State. The obligation has been partially recognised as far as elementary education is concerned, but it is by no means confined to that branch.
It is well to realise at this point that the efficient discharge of the duty thus imposed will of necessity involve a much greater degree of compulsion on both teachers and pupils than has. .h.i.therto been employed. The terrible spectacle of the unutilised resources of humanity, which everywhere confronts us in the larger relations of our national life, has been responsible for certain tentatives which have either failed altogether to achieve their object, or have been but partially successful. Much has been heard of the educational ladder--incidentally it may be noted that the educational sieve is equally necessary, though not equally popular--and some attempts have been made to enable a boy or girl of parts to climb from the elementary school to the university without excessive difficulty. To supplement the glaring deficiencies of elementary education a few--ridiculously few--continuation schools have been established.
That these and similar measures have failed of success is largely due to the fact that the State has been content to provide facilities, but has refrained from exercising that degree of compulsion which alone could ensure that they would be utilised by those for whose benefit they were created. "Such continuation schools as England possesses,"
says a German critic, "are without the indispensable condition of compulsion." The reforms recently outlined by the President of the Board of Education show that he, at any rate, admits the criticism to be well grounded. A system which compels a child to attend school until he is fourteen and then leaves him to his own resources can do little to create, and less to satisfy, a thirst for knowledge. During the most critical years of his life--fourteen to eighteen--he is left without guidance, without discipline, without ideals, often without even the desire of remembering or using the little he knows. He is led, as it were, to the threshold of the temple, but the fast-closed door forbids him to enter and behold the glories of the interior. Year by year there is an appalling waste of good human material; and thousands of those whom nature intended to be captains of industry are relegated, in consequence of undeveloped or imperfectly trained capacity, to the ranks, or become hewers of wood and drawers of water.
Many drift with other groups of human wastage to the unemployed, thence to the unemployable, and so to the gutter and the grave. The poor we have always with us; but the wastrel--like the pauper--"is a work of art, the creation of wasteful sympathy and legislative inefficiency."
We must be careful, however, in speaking of "the State" to avoid the error of supposing that it is a divinely appointed ent.i.ty, endowed with power and wisdom from on high. It is, in short, the nation in miniature. Even if the Legislature were composed exclusively of the highest wisdom, the most enlightened patriotism in the country, its enactments must needs fall short of its own standards, and be but little in advance of those of the average of the nation. It must still acknowledge with Solon. "These are not the best laws I could make, but they are the best which my nation is fitted to receive." We cannot blame the State without, in fact, condemning ourselves. The absence of any widespread enthusiasm for education, or appreciation of its possibilities; the claims of vested interests; the exigencies of Party Government; and, above all, the murderous tenacity of individual rights have proved well-nigh insuperable obstacles in the path of true educational reform. On the whole we have received as good laws as we have deserved. The changed conditions due to the war, and the changed temper of the nation afford a unique opportunity for wiser counsels, and--to some extent--guarantee that they shall receive careful and sympathetic consideration.
It may be objected, however, that in taking the teaching profession to exemplify the duty of the State to a.s.sume responsibility for both individual and community, we have chosen a case which is exceptional rather than typical; that many, perhaps most, of the other vocations may be safely left to themselves, or, at least left to develop along their own lines with the minimum of State interference. It cannot be denied that there is force in these objections. It should suffice, however, to remark that, if the duty of the State to secure the efficiency of its members in their several callings be admitted, the question of the extent to which, and the manner in which control is exercised is one of detail rather than of principle, and may therefore be settled by the common sense and practical experience of the parties chiefly concerned.
A much more difficult problem is sure to arise, sooner or later, in connection with the utilisation of efficients. Some few years ago the present Prime Minister called attention to the waste of power involved in the training of the rich. They receive, he said, the best that money can buy; their bodies and brains are disciplined; and then "they devote themselves to a life of idleness." It is "a stupid waste of first-cla.s.s material." Instead of contributing to the work of the world, they "kill their time by tearing along roads at perilous speed, or do nothing at enormous expense." It has needed the bloodiest war in history to reveal the splendid heroism latent in young men of this cla.s.s. Who can withhold from them grat.i.tude, honour, nay even reverence? But the problem still remains how are the priceless qualities, which have been so freely devoted to the national welfare on the battlefield, to be utilised for the greater works of peace which await us? Are we to recognise the right to be idle as well as the right to work? Is there to be a kind of second Th.e.l.lusson Act, directed against acc.u.mulations of leisure? Or are we to attempt the discovery of some great principle of Conservation of Spiritual Energy, by the application of which these men may make a contribution worthy of themselves to the national life and character? Who can answer?
But though it is freely admitted on all hands that some check upon aggressive individualism is imperatively necessary, and that it is no longer possible to rely entirely upon voluntary organisations however useful, there are not a few of our countrymen who view with grave concern any increase in the power and authority of the State. They point out that such increase tends inevitably towards the despotism of an oligarchy, and that such a despotism, however benevolent in its inception, ruthlessly sacrifices individual interests and liberty to the real or supposed good of the State; that even where const.i.tutional forms remain the spirit which animated them has departed; that officialism and bureaucracy with their attendant evils become supreme, and that the national character steadily deteriorates. They warn us that we may pay too high a price even for organisation and efficiency; and, though it is natural that we should admire certain qualities which we do not possess, we ought not to overlook the fact that those methods which have produced the most perfect national organisation in the history of the world are also responsible for orgies of brutality without parallel among civilised peoples. That such warnings are needful cannot be doubted; but may it not be urged that they indicate dangers incident to a course of action rather than the inevitable consequences thereof? In adapting ourselves to new conditions we must needs take risks. No British Government could stamp out voluntaryism even if it wished to do so; and none has yet manifested any such desire. The nation does not want that kind of national unity of which Germany is so proud, and which seems so admirably adapted to her needs; for the English character and genius rest upon a conception of freedom which renders such a unity foreign and even repulsive to its temper. Whatever be the changes which lie before us, the worship of the State is the one form of idolatry into which the British people are least likely to fall.
II
The recent adaptation of factories and workshops to the production of war material is only typical of what goes on year by year in peace time, though, of course, to a less degree and in less dramatic fashion. Not only are men constantly adapting themselves and their machinery to changed conditions of production, but they are applying the experience and skill gained in the pursuit of one occupation to the problems of another for which it has been exchanged. The comparative ease with which this is done is evidence of the widespread existence of that gift which our enemies call the power of "muddling through," but which has been termed--without wholly sacrificing truth to politeness--the "concurrent adaptability to environment." The British sailor as "handy man" has few equals and no superiors, and he is, in some sort, typical of the nation.
The testimony of Thucydides to Themistocles ([Greek: kratistos de oytos aytoschediazein ta deonta egeneto]) might with equal or even greater truth be applied to many Englishmen to-day. As this power [Greek: aytoschediazein ta deonta] in the present war saved the Allies from defeat at the outset, so we hope and believe it will carry them on to victory at the last. Yet it becomes a snare if it leads its possessor to neglect preparation or despise organisation, for neither of which can it ever be an entirely satisfactory subst.i.tute, albeit a very costly one.
At the same time we should recognise that any system of training which seriously impairs this power tends to deprive us of one of the most valuable of our national a.s.sets. It follows that, for the majority at least, exclusive or excessive specialisation in training--vocational or otherwise--so far from being an advantage, is a positive drawback; for, as we have seen, a large proportion of our youth manifest no marked bent in any particular direction, and of those who do but a small proportion are capable of that hypertrophy which the highest specialisation demands.
It is important to remember that, though school life is a preparation for practical life, vocational education ought not to begin until a comparatively late stage in a boy"s career, if indeed it begins at all while he remains at school. On this it would seem that all professional bodies are agreed; for the entrance examinations, which they have accepted or established are all framed to test a boy"s general education and not his knowledge of the special subjects to which he will afterwards devote himself. The evils of premature specialisation are too well known to require even enumeration, and they are increased rather than diminished if that premature specialisation is vocational. The importance of technical training as the means whereby a man is enabled rightly to use the hours of work can hardly be exaggerated; but the value of his work, his worth to his fellows, and his rank in the scale of manhood depend, to at least an equal degree, upon the way in which he uses the hours of leisure. It is one of the greatest of the many functions of a good school to train its members to a wise use of leisure; and though this is not always achieved by direct means the result is none the less valuable. In every calling there must needs be much of what can only be to all save its most enthusiastic devotees--and, at times, even to them--dull routine and drudgery. A man cannot do his best, or be his best, unless he is able to overcome the paralysing influences thus brought to bear upon him by securing mental and spiritual freshness and stimulus; in other words his "inward man must be renewed day by day." There are many agencies which may contribute to such a result; but school memories, school friendships, school "interests" take a foremost place among them. Many boys by the time they leave school have developed an interest or hobby--literary, scientific or practical; and the hobby has an ethical, as well as an economic value. Nor is this all.
Excessive devotion to "Bread Studies," whether voluntary or compulsory, tends to make a man"s vocation the prison of his soul.
Professor Eucken recently told his countrymen that the greater their perfection in work grew, the smaller grew their souls. Any rational interest, therefore, which helps a man to shake off his fetters, helps also to preserve his humanity and to keep him in touch with his fellows. Dr A.C. Benson tells of a distinguished Frenchman who remarked to him, "In France a boy goes to school or college, and perhaps does his best. But he does not get the sort of pa.s.sion for the honour and prosperity of his school or college which you English seem to feel." It is this wondrous faculty of inspiring unselfish devotion which makes our schools the spiritual power-houses of the nation. This love for an abstraction, which even the dullest boys feel, is the beginning of much that makes English life sweet and pure. It is the same spirit which, in later years, moves men to do such splendid voluntary work for their church, their town, their country, and even in some cases leads them "to take the whole world for their parish."
However much we may strive to reach the beautiful Montessori ideal, the fact remains that there must be some lessons, some duties, which the pupil heartily dislikes and would gladly avoid if he could; but they must be done promptly and satisfactorily, and, if not cheerfully, at least without audible murmuring. Eventually he may, and often does, come to like them; at any rate he realises that they are not set before him in order to irritate or punish him, but as part of his school training. It will be agreed that the acquirement of a habit of doing distasteful things, even under compulsion, because they are part of one"s duty is no bad preparation for a life in which most days bring their quota of unpleasant duties which cannot be avoided, delegated, or postponed.
At the present time, however, there is a real danger--in some quarters at least--of unduly emphasising the specifically vocational, or "practical" side of education. The man of affairs knows little or nothing of young minds and their limitations, of the conditions under which teaching is done, or of the educational values of the various studies in a school curriculum. He is p.r.o.ne to choose subjects chiefly or solely because of their immediate practical utility. Thus in his view the chief reason for learning a modern language is that business communications will thereby be facilitated. One could wish that he would be content to indicate the end which he has in view, and which he sees clearly, and leave the means of obtaining it to the judgment and experience of the teacher; for in education, as in other spheres of action, the obvious way is rarely the right way, and very often the way of disaster. Yet it is a distinct gain to have the practical man brought into the administration of educational affairs; for teachers are, as a rule, too little in contact with the world of commerce to know much of the needs and ideas of business men. The Board of Education has already established a Consultative Committee of Educationists. Why should not a similar standing Committee, consisting of representatives of the Chambers of Commerce of the country be also appointed? Such a Committee could render, as could no other body, invaluable service to the cause of education.
From a recent article by Professor Leac.o.c.k we learn that some twenty years ago there was a considerable change in the Canadian schools and universities. "The railroad magnate, the corporation manager, the promoter, the multiform director, and all the rest of the group known as captains of industry, began to besiege the universities clamouring for practical training for their sons." Mr Leac.o.c.k tells of a "great and famous Canadian public school," which he attended, at which practical banking was taught so resolutely that they had wire gratings and little wickets, books labelled with the utmost correctness, and all manner of real-looking things. It all came to an end, and now it appears that in Canada they are beginning to find that the great thing is to give a schoolboy a mind that will do anything; when the time comes "you will train your banker in a bank." It may be that everybody has not recognised this, and that the railroad magnates and the rest of them are not yet fully convinced; but Mr Leac.o.c.k declares that the most successful schools of commerce will not now attempt to teach the mechanism of business, because "the solid, orthodox studies of the university programme, taken in suitable, selective groups, offer the most practical training in regard to intellectual equipment, that the world has yet devised."
To the same purport is the evidence given by Mr H.A. Roberts, Secretary of the Cambridge Appointments Board (see _Minutes of Evidence taken before the Royal Commission on the Civil Service, 22nd November 1912-13th December 1912_, pp. 66-73). The whole of this testimony deserves careful study. For some few years past the heads of the great business firms, in this country and abroad, have been applying in ever increasing numbers to Cambridge (and to Oxford also, though in this case statistics do not appear to be available) for men to take charge of departments and agencies; to become, in fact, "captains of industry." In the year before the war (1913-14) about 135 men were transferred from Cambridge University to commercial posts through the agency of the Board[1]. One might naturally suppose that the majority of these were science men; on the contrary, owing no doubt to the greater number of other posts open to them, they were fewer than might have been expected. Graduates from every Tripos are found in the 135 in numbers roughly proportional to the numbers in the various Tripos lists. Shortly before the war an advertis.e.m.e.nt of an important managership of some works--in South America, if I remember rightly--ended with the intimation that, other things being equal, preference would be given to a man who had taken a good degree in Cla.s.sical Honours.
That most of such men are successful in their occupations might be deemed to be proved by the steady increase in the number of applications made for their services. There is, however, more definite evidence available. A member of one of the largest business firms in the country testified to the same Royal Commission that of the 46 Cambridge men who had been taken into his employment during the previous seven years 43 had done excellently well, two had left before their probationary period was ended to take up other work; and one only had proved unsatisfactory. This evidence could easily be supplemented did s.p.a.ce permit. It is clear, then, that in many callings what is wanted--to begin with, at any rate--is not so much technical knowledge as trained intelligence.
Another reason for thus choosing university men is not difficult to discover. When Mr W.L. Hichens (Chairman of Cammell, Laird and Co.) addressed the Incorporated a.s.sociation of Headmasters in January last he declared that in choosing university graduates for business he looked out for the man who might have got a First in Greats or history, if he had worked--a man who had other interests as well, who was President of the Common Room, who had been pleasant in the Common Room, or on the river, or rowed in his college "Eight," or had done something else which showed that he could get on with his fellow-men.
In business getting on means getting on with men.
The experience of Mr Hichens is so valuable that I cannot do better than quote further. "A big industrial organisation such as my firm, has, or should have three main sub-divisions--the manufacturing branch, the commercial branch, and the research or laboratory branch.... I will not deal with the rank and file, but with the better educated apprentices, who expect to rise to positions of responsibility. On the workshop side, we prefer that the lads should come to us between sixteen and seventeen, and, if possible (after serving an apprenticeship in the shops and drawing office), that they should then go to a university and take an engineering course.
"On the commercial side also we prefer to get the boys between sixteen and seventeen. We have recently, however, reserved a limited number of vacancies for university men. The research department also is, in the main, recruited from university men. But there is this difference, that, whereas the research men should have received a scientific training at the university we require no specialised education in the case of university men joining the commercial side. Specialised education at school is of no practical value. There is ample time after a boy has started business to acquire all the technical knowledge that his brain is capable of a.s.similating. What we want when we take a boy is to a.s.sure ourselves that he has ability and moral strength of character, and I submit that the true function of education is to teach him how to learn and how to live--not how to make a living. We are interested naturally to know that a boy has an apt.i.tude for languages or mathematics, but it is immaterial to us whether he has acquired his apt.i.tude, say for learning languages, through learning Latin and Greek or French and German. The educational value is paramount, the vocational negligible. If, therefore, modern languages are taught because they will be useful in later life, while Latin and Greek are omitted because they have no practical use, although their educational value may be greater, you will be bartering away the boy"s rightful heritage of knowledge for a mess of pottage."
There are doubtless many different opinions as to the best way of training boys to become engineers, and in giving the results of his experience Mr Hichens does not claim that he is voicing the unanimous and well-considered judgments of the whole profession. His statement that "specialised education at school is of no practical value to us"
would certainly be challenged by those schools which possess a strong, well-organised engineering side for their elder boys. But there would be substantial unanimity--begotten of long and often bitter experience--in favour of his plea that a sound general education up to the age of sixteen or seventeen at any rate, is an indispensable condition of satisfactory vocational training. "I venture to think,"
says Mr Hichens, "that the tendency of modern education is often in the wrong direction--that too little attention is given to the foundations which lie buried out of sight, below the ground, and too much to a showy superstructure. We pay too much heed to the parents who want an immediate return in kind on their money, and forget that education consists in tilling the ground and sowing the seed--forget, too, that the seed must grow of itself."
It would appear from what has already been said that though the necessity for vocational training exists in most, if not in all cases, the time in a boy"s life at which such training ought to begin is far from being the same for all callings. Even where there is general agreement as to the normal age, exceptional circ.u.mstances or exceptional ability may justify the postponement of vocational instruction to a much later period than would usually be desirable.
Thus the fact that two of the most distinguished members of the medical profession graduated as Senior Wrangler and Senior Cla.s.sic respectively, will not justify the average medical student in waiting until he is twenty-three before commencing his professional training.
If it be true that in some quarters "specialised education" has been demanded for young boys, it is equally true that many youths pa.s.s through school and enter the university without any clear idea of whither they are tending. This uncertainty may be due to a belief that "something is sure to turn up," to the magnitude of their allowances and the ease of their circ.u.mstances, occasionally, perhaps, to excessive timidity or underestimation of their powers; but, from whatever cause it springs, such an att.i.tude of mind is deplorable in itself, and fraught with grave moral dangers. It ought to be possible in the case of a boy of sixteen or seventeen to say with some approach to certainty, for what employments he is quite unsuitable, and to indicate the general direction, at least, in which he should seek his life-work. The _onus_ of choice is too often laid upon the boy himself; and the form in which the question is put--What would you _like_ to be?--makes him the judge not only of his own desires and abilities, but also of the conditions of callings with which he can, at best, be but imperfectly acquainted. There is here fine scope for the co-operation of parents and teachers not only with each other but with the various professional and business organisations. It is generally supposed to be the duty of a head master to observe and study the boys committed to his care. It is equally important that he should extend that study and observation to their parents--as an act of justice to the boys, if for no other reason. But there are other reasons. There is knowledge to be gotten from every parent--or at least from every father--about his profession or business--knowledge which, as a rule, he is quite willing to impart. If, in addition, a head master avails himself of the opportunities of getting into touch with men of affairs, leaders of commerce, professional men of all kinds, his advice to parents as to suitable careers for their sons becomes enormously more valuable. At the very least he may save them from some of the more flagrant forms of error; for instance, he may convince them that there are other and more valuable indications of fitness for engineering than the ability to take a bicycle to pieces, and a desire "to see the wheels go round"; and that a boy who is "good at sums" will not, of necessity, make a good accountant. In short, he may prevent them from mistaking a hobby for a vocation.
[Footnote 1: In this connection it may be noted that 43 per cent. of the members of Trinity College--where the normal number of undergraduates in residence is over 600--on leaving the university devote themselves to business.]
III
It ought to be clearly stated that in writing of schools I have had in mind those which are usually known as public schools; for in the general preparation for practical life the public school boy enjoys many advantages which do not fall to the lot of his less-favoured brother in the elementary school. Not only does his education continue for some years longer, but it is conducted along broader lines, and gives him a greater variety of knowledge and a wider outlook. He comes, too, as a rule, from those cla.s.ses of the community in which there are long standing traditions of discipline, culture, and what may be called the spirit of _n.o.blesse oblige_. These traditions do not, of themselves, keep him from folly, idleness, or even vice; but they do help him to endure hardship, to submit to authority, to cultivate the corporate spirit, to maintain certain standards of schoolboy honour, and, as he himself would say, "to play the game."
Though in the cla.s.s-room it may be that appeals are largely made to individualism and selfishness, yet on the playing fields he learns something of the value of co-operation and the virtue of unselfishness. From the very first he begins to develop a sense of civic and collective responsibility, and, in his later years at school, he finds that as a prefect or monitor he has a direct share in the government of the community of which he is a member, and a direct responsibility for its welfare. Nor does this sense of corporate life die out when he leaves, for then the Old Boys" a.s.sociation claims him, and adds a new interest to the past, while maintaining the old inspiration for the future.
With the elementary school boy it is not so. To him, as to his parents, the primal curse is painfully real: work is the sole and not always effectual means of warding off starvation. He realises that as soon as the law permits he is to be "turned into money" and must needs become a wage-earner. As a contributor to the family exchequer he claims a voice in his own government, and resists all the attempts of parents, masters, or the State itself to encroach upon his liberty.
He begins work with both mind and body immature and ill-trained. There has been little to teach him _esprit de corps_; he has never felt the sobering influence of responsibility; the only discipline he has experienced is that of the cla.s.s-room, for the O.T.C. and organised games are to him unknown; and when he leaves there is very rarely any a.s.sociation of Old Boys to keep him in touch with his fellows or the school. Here and there voluntary organisations such as the Boy Scouts have done something--though little--to improve his lot; but, in the main, the evils are untouched. To find the remedy for them is not the least of the many great problems of the future.
The improvement of any one branch of industry ultimately means the improvement of those engaged therein. Scientific agriculture, for example, is hardly possible until we have scientific agriculturists.
In like manner real success in practical life depends on the temper and character of the pract.i.tioner even more than upon his technical equipment. There are, however, three great obstacles to the progress of the nation as a whole, obstacles which can only be removed very gradually, and by the continuous action of many moral forces. We are far too little concerned with intellectual interests. "No nation, I imagine," says Mr Temple, "has ever gone so far as England in its neglect of and contempt for the intellect. If goodness of character means the capacity to serve our nation as useful citizens, it is un.o.btainable by any one who is content to let his mind slumber." Then again we suffer from the low ideal which leads us to worship success.
From his earliest years a boy learns from his surroundings, if not by actual precept, to strive not so much to be something as somebody. The love of power rather than fame may be the "last infirmity of n.o.ble minds," but it is probably the first infirmity of many ign.o.ble ones.
Herein lies the justification of the criticism of a friendly alien.
"You pride yourselves on your incorruptibility, and quite rightly; for in England there is probably less actual bribery by means of money than in any other country. _But you can all be bribed by power_."
Lastly (to quote Mr Hichens yet once more), "Strong pressure is being brought to bear to commercialise our education, to make it a paying proposition, to make it subservient to the G.o.d of Wealth and thus convert us into a money-making mob. Ruskin has said that "no nation can last that has made a mob of itself." Above all a nation cannot last as a money-making mob. It cannot with impunity--it cannot with existence--go on despising literature, despising science, despising art, despising nature, despising compa.s.sion, and concentrating its soul on pence."
XI
TEACHING AS A PROFESSION
By FRANK ROSCOE
Secretary of the Teachers Registration Council
The t.i.tle of this chapter is prophetic rather than descriptive for although teachers often claim for their work a professional status and find their claim recognised by the common use of the phrase "teaching profession" yet it must be admitted that teachers do not form a true professional body. They include in their ranks instructors of all types, from the university professor to the private teacher or "professor" of music. Their terms of engagement and rate of remuneration exhibit every possible variety. Their fitness to undertake the work of teaching is not tested specifically, save in the case of certain cla.s.ses of teachers in public elementary schools, nor is there any general agreement as to the proper nature and scope of such a test, could one be devised. Usually, it is true, the prospective employer demands evidence that the intending teacher has some knowledge of the subject he is to teach. He may seek to satisfy himself that the applicant has other desirable qualities, personal and physical, which will fit him to take an active and useful part in school work. These inquiries, however, will have little or no reference to his skill in teaching, apart from what is called discipline or form management.
The characteristics of a true profession are not easily defined, but it may be a.s.sumed that they include the existence of a body of scientific principles as the foundation of the work and the exercise of some measure of control by the profession itself in regard to the qualifications of those who seek to enter its ranks. Taken together, these two characteristics may be said to mark off a true profession from a business or trade. The skilled craftsman or artisan may belong to a union which seeks to control the entrance to its ranks, but the difference between the member of the Amalgamated Society of Engineers and the member of the Inst.i.tution of Mechanical Engineers is that the former belongs to a body chiefly concerned with the application of certain methods while the latter belongs to one which is concerned with those methods, not only in their application but also in their origin and development. It is recognised that there is a body of scientific knowledge underlying the practice of engineering, and the various professional inst.i.tutions of engineers seek to extend this knowledge, while claiming also the right to ascertain the qualifications of those who desire to become members of their profession. The same is true in different ways with regard to the professions of law and medicine. It is to be noted also that within these professions the admitted member is on a footing of equality with all his colleagues save only so far as his professional skill and eminence ent.i.tle him to special consideration.
It will be seen at once that there are great difficulties to be overcome before teaching can be truly described as a profession. The diversity of the work is so great that it may be held that teaching is not one calling but a blend of many. It is difficult to find any common link between the university professor, the head master of a great public school, an instructor in physical training, and a kindergarten teacher. It is not easy to bring together the head master of a preparatory school, working in complete independence, and the head master of a public elementary school, dealing with pupils of about the same age as those in the preparatory school, but controlled and directed by an elected public authority under the general supervision of the Board of Education. Yet despite these apparent divergences of aim all teachers may be regarded as pursuing the same end. They are engaged in bringing to bear upon their pupils certain formal and purposeful influences with the object of enabling them to play their part in the business of life. Such formal influences are seconded by countless informal ones. School and university alone do not make the complete man and it is an important part of the teacher"s task to second his direct and purposeful teaching by the influence of his own personality and conduct, and by securing that the form or school is in harmony with the general aim of his work.
Skill in imparting instruction is by no means the whole of the equipment required by a teacher. It is indeed possible to give "a good lesson" or a series of "good lessons" and yet to fail in the real work of teaching. In some branches far too much stress has been laid on the more purely technical and mechanical attributes of good teaching as distinct from the finer and more permanent qualities such as intellectual stimulus, the awakening of a spirit of inquiry, and the development of a true corporate sense. By way of excuse it may be said that teaching has tended to become a form of drill chiefly in those schools where the cla.s.ses have been too large to permit of anything better than rigid discipline and a constant attention to the learning of facts. Teachers in such circ.u.mstances are gravely handicapped in all the more enduring and important parts of their work. Very large schools and cla.s.ses of an unwieldy size tend to turn the teacher into a mere drill sergeant.
While full provision should always be made for the exercise of the teacher"s individuality there must be sought some unifying principle in all forms of teaching work. Unless it is agreed that the imparting of instruction demands special skill as distinct from knowledge of the subject-matter we shall be driven to accept the view that the teacher, as such, deserves no more consideration than any casual worker. No claim to rank as a profession can be maintained on behalf of teachers if it is held that their work may be undertaken with no more preparation than is involved in the study of the subject or subjects they purpose to teach. A true profession implies a "mystery" or at least an art or craft and some knowledge of this would seem to be essential for teachers if they are to have professional status.