Enq. Well, you may be right; but now—
Theo. Just let us consider this question of education from a broad standpoint, and I will prove to you that you are doing harm not good, with many of your boasted improvements. The schools for the poorer children, though far less useful than they ought to be, are good in contrast with the vile surroundings to which they are doomed by your modern Society. The infusion of a little practical Theosophy would help a hundred times more in life the poor suffering masses than all this infusion of (useless) intelligence.
Enq. But, really——
Theo. Let me finish, please. You have opened a subject on which we Theosophists feel deeply, and I must have my say. I quite agree that there is a great advantage to a small child bred in the slums, having the gutter for playground, and living amid continued coarseness of gesture and word, in being placed daily in a bright, clean school-room hung with pictures, and often gay with flowers. There it is taught to be clean, gentle, orderly; there it learns to sing and to play; has toys that awaken its intelligence; learns to use its fingers deftly; is spoken to with a smile instead of a frown; is gently rebuked or coaxed instead of cursed. All this humanises the children, arouses their brains, and renders them susceptible to intellectual and moral influences. The schools are not all they might be and ought to be; but, compared with the homes, they are paradises; and they slowly are reacting on the homes. But while this is true of many of the Board schools, your system deserves the worst one can say of it.
Enq. So be it; go on.
Theo. What is the real object of modern education? Is it to cultivate and develop the mind in the right direction; to teach the disinherited and hapless people to carry with fortitude the burden of life (allotted them by Karma); to strengthen their will; to inculcate in them the love of one’s neighbour and the feeling of mutual interdependence and brotherhood; and thus to train and form the character for practical life? Not a bit of it. And yet, these are undeniably the objects of all true education. No one denies it; all your educationalists admit it, and talk very big indeed on the subject. But what is the practical result of their action? Every young man and boy, nay, every one of the younger generation of schoolmasters will answer: “The object of modern education is to pass examinations,” a system not to develop right emulation, but to generate and breed jealousy, envy, hatred almost, in young people for one another, and thus train them for a life of ferocious selfishness and struggle for honours and emoluments instead of kindly feeling.
Enq. I must admit you are right there.
Theo. And what are these examinations—the terror of modern boyhood and youth? They are simply a method of classification by which the results of your school teaching are tabulated. In other words, they form the practical application of the modern science methods to the genus homo, qua intellection. Now “science” teaches that intellect is a result of the mechanical interaction of the brain-stuff; therefore it is only logical that modern education should be almost entirely mechanical—a sort of automatic machine for the fabrication of intellect by the ton. Very little experience of examinations is enough to show that the education they produce is simply a training of the physical memory, and, sooner or later, all your schools will sink to this level. As to any real, sound cultivation of the thinking and reasoning power, it is simply impossible while everything has to be judged by the results as tested by competitive examinations. Again, school training is of the very greatest importance in forming character, especially in its moral bearing. Now, from first to last, your modern system is based on the so-called scientific revelations: “The struggle for existence” and the “survival of the fittest.” All through his early life, every man has these driven into him by practical example and experience, as well as by direct teaching, till it is impossible to eradicate from his mind the idea that “self,” the lower, personal, animal self, is the end-all, and be-all, of life. Here you get the great source of all the after-misery, crime, and heartless selfishness, which you admit as much as I do. Selfishness, as said over and over again, is the curse of humanity, and the prolific parent of all the evils and crimes in this life; and it is your schools which are the hotbeds of such selfishness.
Enq. That is all very fine as generalities, but I should like a few facts, and to learn also how this can be remedied.
Theo. Very well, I will try and satisfy you. There are three great divisions of scholastic establishments, board, middle-class and public schools, running up the scale from the most grossly commercial to the idealistic classical, with many permutations and combinations. The practical commercial begets the modern side, and the ancient and orthodox classical reflects its heavy respectability even as far as the School Board pupil teacher’s establishments. Here we plainly see the scientific and material commercial supplanting the effete orthodox and classical. Neither is the reason very far to seek. The objects of this branch of education are, then, pounds, shillings, and pence, the summum bonum of the XIXth century. Thus, the energies generated by the brain molecules of its adherents are all concentrated on one point, and are, therefore, to some extent, an organized army of educated and speculative intellects of the minority of men, trained against the hosts of the ignorant, simple-minded masses doomed to be vampirised, lived and sat upon by their intellectually stronger brethren. Such training is not only untheosophical, it is simply UNCHRISTIAN. Result: The direct outcome of this branch of education is an overflooding of the market with money-making machines, with heartless selfish men—animals—who have been most carefully trained to prey on their fellows and take advantage of the ignorance of their weaker brethren!