The point is that Man does what he likes. He claims the right to take his mother Nature under his control; he claims the right to make his child the Superman, in his image. Once flinch from this creative authority of man, and the whole courageous raid which we call civilization wavers and falls to pieces. Now most modern freedom is at root fear. It is not so much that we are too bold to endure rules; it is rather that we are too timid to endure responsibilities. And Mr. Shaw and such people are especially shrinking from that awful and ancestral responsibility to which our fathers committed us when they took the wild step of becoming men. I mean the responsibility of affirming the truth of our human tradition and handing it on with a voice of authority, an unshaken voice. That is the one eternal education; to be sure enough that something is true that you dare to tell it to a child. From this high audacious duty the moderns are fleeing on every side; and the only excuse for them is, (of course,) that their modern philosophies are so half-baked and hypothetical that they cannot convince themselves enough to convince even a newborn babe. This, of course, is connected with the decay of democracy; and is somewhat of a separate subject. Suffice it to say here that when I say that we should instruct our children, I mean that we should do it, not that Mr. Sully or Professor Earl Barnes should do it. The trouble in too many of our modern schools is that the State, being controlled so specially by the few, allows cranks and experiments to go straight to the schoolroom when they have never passed through the Parliament, the public house, the private house, the church, or the marketplace. Obviously, it ought to be the oldest things that are taught to the youngest people; the assured and experienced truths that are put first to the baby. But in a school to-day the baby has to submit to a system that is younger than himself. The flopping infant of four actually has more experience, and has weathered the world longer, than the dogma to which he is made to submit. Many a school boasts of having the last ideas in education, when it has not even the first idea; for the first idea is that even innocence, divine as it is, may learn something from experience. But this, as I say, is all due to the mere fact that we are managed by a little oligarchy; my system presupposes that men who govern themselves will govern their children. To-day we all use Popular Education as meaning education of the people. I wish I could use it as meaning education by the people.
The urgent point at present is that these expansive educators do not avoid the violence of authority an inch more than the old school masters. Nay, it might be maintained that they avoid it less. The old village schoolmaster beat a boy for not learning grammar and sent him out into the playground to play anything he liked; or at nothing, if he liked that better. The modern scientific schoolmaster pursues him into the playground and makes him play at cricket, because exercise is so good for the health. The modern Dr. Busby is a doctor of medicine as well as a doctor of divinity. He may say that the good of exercise is self-evident; but he must say it, and say it with authority. It cannot really be self-evident or it never could have been compulsory. But this is in modern practice a very mild case. In modern practice the free educationists forbid far more things than the old-fashioned educationists. A person with a taste for paradox (if any such shameless creature could exist) might with some plausibility maintain concerning all our expansion since the failure of Luther's frank paganism and its replacement by Calvin's Puritanism, that all this expansion has not been an expansion, but the closing in of a prison, so that less and less beautiful and humane things have been permitted. The Puritans destroyed images; the Rationalists forbade fairy tales. Count Tostoi practically issued one of his papal encyclicals against music; and I have heard of modern educationists who forbid children to play with tin soldiers. I remember a meek little madman who came up to me at some Socialist soiree or other, and asked me to use my influence (have I any influence?) against adventure stories for boys. It seems they breed an appetite for blood. But never mind that; one must keep one's temper in this madhouse. I need only insist here that these things, even if a just deprivation, are a deprivation. I do not deny that the old vetoes and punishments were often idiotic and cruel; though they are much more so in a country like England (where in practice only a rich man decrees the punishment and only a poor man receives it) than in countries with a clearer popular tradition--such as Russia. In Russia flogging is often inflicted by peasants on a peasant. In modern England flogging can only in practice be inflicted by a gentleman on a very poor man. Thus only a few days ago as I write a small boy (a son of the poor, of course) was sentenced to flogging and imprisonment for five years for having picked up a small piece of coal which the experts value at 5d. I am entirely on the side of such liberals and humanitarians as have protested against this almost bestial ignorance about boys. But I do think it a little unfair that these humanitarians, who excuse boys for being robbers, should denounce them for playing at robbers. I do think that those who understand a guttersnipe playing with a piece of coal might, by a sudden spurt of imagination, understand him playing with a tin soldier. To sum it up in one sentence: I think my meek little madman might have understood that there is many a boy who would rather be flogged, and unjustly flogged, than have his adventure story taken away.
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VII. THE HUMILITY OF MRS. GRUNDY
In short, the new education is as harsh as the old, whether or no it is as high. The freest fad, as much as the strictest formula, is stiff with authority. It is because the humane father thinks soldiers wrong that they are forbidden; there is no pretense, there can be no pretense, that the boy would think so. The average boy's impression certainly would be simply this: "If your father is a Methodist you must not play with soldiers on Sunday. If your father is a Socialist you must not play with them even on week days." All educationists are utterly dogmatic and authoritarian. You cannot have free education; for if you left a child free you would not educate him at all. Is there, then, no distinction or difference between the most hide-bound conventionalists and the most brilliant and bizarre innovators? Is there no difference between the heaviest heavy father and the most reckless and speculative maiden aunt? Yes; there is. The difference is that the heavy father, in his heavy way, is a democrat. He does not urge a thing merely because to his fancy it should be done; but, because (in his own admirable republican formula) "Everybody does it." The conventional authority does claim some popular mandate; the unconventional authority does not. The Puritan who forbids soldiers on Sunday is at least expressing Puritan opinion; not merely his own opinion. He is not a despot; he is a democracy, a tyrannical democracy, a dingy and local democracy perhaps; but one that could do and has done the two ultimate virile things--fight and appeal to God. But the veto of the new educationist is like the veto of the House of Lords; it does not pretend to be representative. These innovators are always talking about the blushing modesty of Mrs. Grundy. I do not know whether Mrs. Grundy is more modest than they are; but I am sure she is more humble.
But there is a further complication. The more anarchic modern may again attempt to escape the dilemma by saying that education should only be an enlargement of the mind, an opening of all the organs of receptivity. Light (he says) should be brought into darkness; blinded and thwarted existences in all our ugly corners should merely be permitted to perceive and expand; in short, enlightenment should be shed over darkest London. Now here is just the trouble; that, in so far as this is involved, there is no darkest London. London is not dark at all; not even at night. We have said that if education is a solid substance, then there is none of it. We may now say that if education is an abstract expansion there is no lack of it. There is far too much of it. In fact, there is nothing else.
There are no uneducated people. Everybody in England is educated; only most people are educated wrong. The state schools were not the first schools, but among the last schools to be established; and London had been educating Londoners long before the London School Board. The error is a highly practical one. It is persistently assumed that unless a child is civilized by the establishe
d schools, he must remain a barbarian. I wish he did. Every child in London becomes a highly civilized person. But here are so many different civilizations, most of them born tired. Anyone will tell you that the trouble with the poor is not so much that the old are still foolish, but rather that the young are already wise. Without going to school at all, the gutter-boy would be educated. Without going to school at all, he would be over-educated. The real object of our schools should be not so much to suggest complexity as solely to restore simplicity. You will hear venerable idealists declare we must make war on the ignorance of the poor; but, indeed, we have rather to make war on their knowledge. Real educationists have to resist a kind of roaring cataract of culture. The truant is being taught all day. If the children do not look at the large letters in the spelling-book, they need only walk outside and look at the large letters on the poster. If they do not care for the colored maps provided by the school, they can gape at the colored maps provided by the Daily Mail. If they tire of electricity, they can take to electric trams. If they are unmoved by music, they can take to drink. If they will not work so as to get a prize from their school, they may work to get a prize from Prizy Bits. If they cannot learn enough about law and citizenship to please the teacher, they learn enough about them to avoid the policeman. If they will not learn history forwards from the right end in the history books, they will learn it backwards from the wrong end in the party newspapers. And this is the tragedy of the whole affair: that the London poor, a particularly quick-witted and civilized class, learn everything tail foremost, learn even what is right in the way of what is wrong. They do not see the first principles of law in a law book; they only see its last results in the police news. They do not see the truths of politics in a general survey. They only see the lies of politics, at a General Election.
But whatever be the pathos of the London poor, it has nothing to do with being uneducated. So far from being without guidance, they are guided constantly, earnestly, excitedly; only guided wrong. The poor are not at all neglected, they are merely oppressed; nay, rather they are persecuted. There are no people in London who are not appealed to by the rich; the appeals of the rich shriek from every hoarding and shout from every hustings. For it should always be remembered that the queer, abrupt ugliness of our streets and costumes are not the creation of democracy, but of aristocracy. The House of Lords objected to the Embankment being disfigured by trams. But most of the rich men who disfigure the street-walls with their wares are actually in the House of Lords. The peers make the country seats beautiful by making the town streets hideous. This, however, is parenthetical. The point is, that the poor in London are not left alone, but rather deafened and bewildered with raucous and despotic advice. They are not like sheep without a shepherd. They are more like one sheep whom twenty-seven shepherds are shouting at. All the newspapers, all the new advertisements, all the new medicines and new theologies, all the glare and blare of the gas and brass of modern times--it is against these that the national school must bear up if it can. I will not question that our elementary education is better than barbaric ignorance. But there is no barbaric ignorance. I do not doubt that our schools would be good for uninstructed boys. But there are no uninstructed boys. A modern London school ought not merely to be clearer, kindlier, more clever and more rapid than ignorance and darkness. It must also be clearer than a picture postcard, cleverer than a Limerick competition, quicker than the tram, and kindlier than the tavern. The school, in fact, has the responsibility of universal rivalry. We need not deny that everywhere there is a light that must conquer darkness. But here we demand a light that can conquer light.
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VIII. THE BROKEN RAINBOW
I will take one case that will serve both as symbol and example: the case of color. We hear the realists (those sentimental fellows) talking about the gray streets and the gray lives of the poor. But whatever the poor streets are they are not gray; but motley, striped, spotted, piebald and patched like a quilt. Hoxton is not aesthetic enough to be monochrome; and there is nothing of the Celtic twilight about it. As a matter of fact, a London gutter-boy walks unscathed among furnaces of color. Watch him walk along a line of hoardings, and you will see him now against glowing green, like a traveler in a tropic forest; now black like a bird against the burning blue of the Midi; now passant across a field gules, like the golden leopards of England. He ought to understand the irrational rapture of that cry of Mr. Stephen Phillips about "that bluer blue, that greener green." There is no blue much bluer than Reckitt's Blue and no blacking blacker than Day and Martin's; no more emphatic yellow than that of Colman's Mustard. If, despite this chaos of color, like a shattered rainbow, the spirit of the small boy is not exactly intoxicated with art and culture, the cause certainly does not lie in universal grayness or the mere starving of his senses. It lies in the fact that the colors are presented in the wrong connection, on the wrong scale, and, above all, from the wrong motive. It is not colors he lacks, but a philosophy of colors. In short, there is nothing wrong with Reckitt's Blue except that it is not Reckitt's. Blue does not belong to Reckitt, but to the sky; black does not belong to Day and Martin, but to the abyss. Even the finest posters are only very little things on a very large scale. There is something specially irritant in this way about the iteration of advertisements of mustard: a condiment, a small luxury; a thing in its nature not to be taken in quantity. There is a special irony in these starving streets to see such a great deal of mustard to such very little meat. Yellow is a bright pigment; mustard is a pungent pleasure. But to look at these seas of yellow is to be like a man who should swallow gallons of mustard. He would either die, or lose the taste of mustard altogether.
Now suppose we compare these gigantic trivialities on the hoardings with those tiny and tremendous pictures in which the mediaevals recorded their dreams; little pictures where the blue sky is hardly longer than a single sapphire, and the fires of judgment only a pigmy patch of gold. The difference here is not merely that poster art is in its nature more hasty than illumination art; it is not even merely that the ancient artist was serving the Lord while the modern artist is serving the lords. It is that the old artist contrived to convey an impression that colors really were significant and precious things, like jewels and talismanic stones. The color was often arbitrary; but it was always authoritative. If a bird was blue, if a tree was golden, if a fish was silver, if a cloud was scarlet, the artist managed to convey that these colors were important and almost painfully intense; all the red red-hot and all the gold tried in the fire. Now that is the spirit touching color which the schools must recover and protect if they are really to give the children any imaginative appetite or pleasure in the thing. It is not so much an indulgence in color; it is rather, if anything, a sort of fiery thrift. It fenced in a green field in heraldry as straitly as a green field in peasant proprietorship. It would not fling away gold leaf any more than gold coin; it would not heedlessly pour out purple or crimson, any more than it would spill good wine or shed blameless blood. That is the hard task before educationists in this special matter; they have to teach people to relish colors like liquors. They have the heavy business of turning drunkards into wine tasters. If even the twentieth century succeeds in doing these things, it will almost catch up with the twelfth.
The principle covers, however, the whole of modern life. Morris and the merely aesthetic mediaevalists always indicated that a crowd in the time of Chaucer would have been brightly clad and glittering, compared with a crowd in the time of Queen Victoria. I am not so sure that the real distinction is here. There would be brown frocks of friars in the first scene as well as brown bowlers of clerks in the second. There would be purple plumes of factory girls in the second scene as well as purple lenten vestments in the first. There would be white waistcoats against white ermine; gold watch chains against gold lions. The real difference is this: that the brown earth-color of the monk's coat was instinctively chosen to express labor and humility, whereas the brown color of the clerk
's hat was not chosen to express anything. The monk did mean to say that he robed himself in dust. I am sure the clerk does not mean to say that he crowns himself with clay. He is not putting dust on his head, as the only diadem of man. Purple, at once rich and somber, does suggest a triumph temporarily eclipsed by a tragedy. But the factory girl does not intend her hat to express a triumph temporarily eclipsed by a tragedy; far from it. White ermine was meant to express moral purity; white waistcoats were not. Gold lions do suggest a flaming magnanimity; gold watch chains do not. The point is not that we have lost the material hues, but that we have lost the trick of turning them to the best advantage. We are not like children who have lost their paint box and are left alone with a gray lead-pencil. We are like children who have mixed all the colors in the paint-box together and lost the paper of instructions. Even then (I do not deny) one has some fun.
The Essential G. K. Chesterton Page 481
