The Salvaging of Civilization

by H. G. Wells

But you see my conception of the college course? Its backbone should be the study of biology and its substance should be the threshing out of the burning questions of our day.

You may object to this that I am proposing the final rejection of that discipline in classical philosophy which is still claimed as the highest form of college education in the world——the sort of course that the men take in what is called Greats at Oxford. You will accuse me of wanting to bury and forget Aristotle and Plato, Heraclitus and Lucretius, and so forth and so on.

But I don't want to do that—so far as their thought is still alive. So far as their thought is still alive these men will come into the discussion of living questions now. If they are Ancients and dead then let them be buried and left to the archæological excavator. If they are still Moderns and alive, I defy you to bury them if you are discussing living questions in a full and honest way. But don't go hunting after them, there are still modern Immortals in the darkness of a forgotten language. Don't make a superstition of them. Let them come hunting after you. Either they are unavoidable if your living questions are fully discussed, or they are irrelevant and they do not matter. That there is a wisdom and beauty in the classics which is incommunicable in any modern language, which obviously neither ennobles nor empowers, but which is nevertheless supremely precious, is a kind of nonsense dear to the second-rate classical don, but it has nothing endearing about it for any other human beings. I will not bother you further with that sort of affectation here.

And this college course I have sketched should, in the modern state, pass insensibly into adult mental activities.

Concurrently with it there will be going on, as I have said, a man's special technical training. He will be preparing himself for a life of industrialism, commerce, engineering, agriculture, medicine, administration, education or what not. And as with the man, so with the woman. That, too, is a process which in this changing new world of ours can never be completed. Neither of these college activities will ever really leave off. All through his life a man or woman should be confirming, fixing or modifying his or her general opinions; and all the time his or her technical knowledge and power should be consciously increased.

And now let me come to the second problem we opened up in connection with college education—the problem of its extension.

Can we extend it over most or all of a modern population?

I don't think we can, if we are to see it in terms of college buildings, class rooms, tutors, professors and the like. Here again, just as in the case of schooling, we have to raise the neglected problem—neglected so far as education goes—of economy of effort; and we have to look once more at the new facilities that our educational institutions have so far refused to utilize. Our European colleges and universities have a long and honourable tradition that again owes much to the educational methods of the Roman Empire and the Hellenic world. This tradition was already highly developed before the days of printing from movable type, and long before the days when maps or illustrations were printed. The higher education, therefore, was still, as it was in the Stone Age, largely vocal. And the absence of paper and so forth, rendering notebooks costly and rare, made a large amount of memorizing necessary. For that reason the mediæval university teacher was always dividing his subject into firstly and secondly and fourthly and sixthly and so on, so that the student could afterwards tick off and reproduce the points on his fingers—a sort of thumb and finger method of thought—still to be found in perfection in the discourses of that eminent Catholic apologist, Mr. Hilaire Belloc. It is a method that destroys all sense of proportion between the headings; main considerations and secondary and tertiary points get all catalogued off as equivalent numbers, but it was a mnemonic necessity of those vanished days.

And they have by no means completely vanished. We still use the lecture as the normal basis of instruction in our colleges, we still hear discourses in the firstly, secondly and thirdly form, and we still prefer even a second-rate professor on the spot to the printed word of the ablest teacher at a distance. Most of us who have been through college courses can recall the distress of hearing a dull and inadequate view of a subject being laboriously unfolded in a long series of tedious lectures, in spite of the existence of full and competent text-books. And here again it would seem that the time has come to centralize our best teaching, to create a new sort of wide teaching professor who will teach not in one college but in many, and to direct the local professor to the more suitable task of ensuring by a commentary, by organized critical work, and so forth, that the text-book is duly read, discussed and compared with the kindred books in the college library.

This means that the great teaching professors will not lecture, or that they will lecture only to try over their treatment of a subject before an intelligent audience as a prelude to publication. They may perhaps visit the colleges under their influence, but their basis instrument of instruction will be not a course of lectures but a book. They will carry out the dictum of Carlyle that the modern university is a university of books.