South Wind. Norman Douglas Douglas
"That is interesting. Perhaps you have reached the end of the Church."
He liked this young Colonial bishop, and his straightforward, earnest face. Being of a complicated nature himself, he was always drawn towards men of single aims and purposes.
The other would have been pleased to know why Keith found it "interesting" and what he meant by that other phrase, but forbore to inquire. He was rather a silent man, though not deficient in mother wit. He lit a cigarette, and waited.
"Let us discourse of education!" said his host with that elaborate manner which the bishop afterwards discovered to be peculiar to him. "I think we need not differentiate between the sexes. In proportion as more careers are opened to women, their teaching will tend to converge with that of men. That specifically female education in domestic arts has been rendered superfluous by commercial products. I will tell you what I think. A sound schooling should teach manner of thought rather than matter. It should have a dual aim—to equip a man for hours of work, and for hours of leisure. They interact; if the leisure is misspent, the work will suffer. As regards the first, we cannot expect a school to purvey more than a grip of general principles. Even that is seldom given. The second should enable a man to extract as much happiness as possible out of his spare time. The secret of happiness is curiosity. Now curiosity is not only not roused; it is repressed. You will say there is not time for everything. But how much time is wasted! Mathematics. … A medieval halo clings round this subject which, as a training for the mind, has no more value than whist-playing. I wonder how many excellent public servants have been lost to England because, however accomplished, they lacked the mathematical twist required to pass the standard in this one subject? As a training in intelligence it is harmful: it teaches a person to underestimate the value of evidence based on their other modes of ratiocination. It is the poorest form of mental exercise—sheer verification; conjecture and observation are ruled out. A study of Chinese grammar would be far more valuable from the point of view of general education. All mathematics above the standard of the office boy should be a special subject, like dynamics or hydrostatics. They are useless to the ordinary man. If you mention the utility of a mathematician like Isaac Newton, don't forget that it was his pre-eminently anti-mathematical gift for drawing conclusions from analogy which made him what he was. And Euclid—that frowsy anachronism! One might as well teach Latin by the system of Donatus. Surely all knowledge is valueless save as a guide to conduct? A guide ought to be up to date and convenient to handle. Euclid is a museum specimen. Half the time wasted over these subjects should be devoted to draughtmanship and object-lessons. I don't know why we disparage object-lessons; they were recommended by people like Bacon, Amos Commenius and Pestalozzi. They are far superior to mathematics as a means of developing the reasoning powers; they can be made as complex as you please; they discipline the eye and mind, teach a child to discriminate between the accidental and the essential, and demand lucidity of thought and expression. And the hours spent over history! What on earth does it matter who Henry the Twelfth's wife was? Chemistry! All this, relatively speaking, is unprofitable stuff. How much better to teach the elements of sociology and jurisprudence. The laws that regulate human intercourse; what could be more interesting? And physiology—the disrespect for the human frame is another relic of monasticism. In fact our whole education is tainted with the monkish spirit. Divinity! Has any purpose ever been served—"
Mr. Keith sighed.
"I wish I had not eaten so many of those prawns," he added. "What are you thinking?"
"I think modern education over-emphasizes the intellect. I suppose that comes from the scientific trend of the times. You cannot obtain a useful citizen if you only develop his intellect. We take children from their parents because these cannot give them an intellectual training. So far, good. But we fail to give them that training in character which parents alone can give. Home influence, as Grace Aguilar conceived it—where has it gone? It strikes me that this is a grave danger for the future. We are rearing up a brood of crafty egoists, a generation whose earliest recollections are those of getting something for nothing from the State. I am inclined to trace our present social unrest to this over-valuation of the intellect. It hardens the heart and blights all generous impulses. What is going to replace the home, Mr. Keith? And there is another point which has often forced itself upon me. A certain proportion of wealthy children tend to fall back into lower grades of life—manual labour, and so forth. They are born below the level of their parents. No difficulty about relapsing. But a fair percentage of the lowest classes tend to rise; they stand, potentially, above their surroundings. An apparatus has been contrived for catching these children. But it is defective, because devoid of sympathy. I have known hundreds of cases in the East End of London where families have been unable to raise themselves by this means because, at the critical moment, there was not twenty shillings in the house wherewith to buy clothes in which the child could present himself to a good employer with any prospect of success. Worthy of a better fate, he is pushed back. The chance is missed; the family remains in poverty. All kinds of profitable and honourable capacities are being wasted in this fashion every day—peculiar aptitudes for mechanics, talents for art, or music, or acting—"
"Acting!" interrupted Keith. "I am glad you reminded me. We are just in time to see some theatricals at the municipality. They only come off once a year. It would never do for you to miss them. No, never."
The bishop, rather regretfully, rose from his seat. He was feeling comfortable just then, and inclined to listen to a few more of Keith's educational heresies. But that gentleman seemed to have exhausted the subject, or himself.
"It's only a few minutes' walk," he observed. "We'll take a couple of sunshades."
They stepped into the broiling heat. The morning mists had rolled away from the mountains.
Walking along, Mr. Heard began to realize what a rambling and craggy sort of place this was. And how decorative! Almost operatic. The town was full of surprises—of unexpected glimpses upon a group of slender palms, some gleaming precipice, or the distant sea. Gardens appeared to be toppling over the houses; green vines festooned the doorways and gaily coloured porches; streets climbed up and down, noisy with rattling carriages and cries of fruit-vendors who exposed their wares of brightest hues on the pavement. Country women, in picturesque cinnamon-coloured skirts, moved gravely among the citizens. The houses, when not whitewashed, showed their building stone of red volcanic tufa; windows were aflame with cacti and carnations; slumberous oranges glowed in courtyards; the roadways underfoot were of lava—pitch-black. It was a brilliant medley, overhung by a deep blue sky. The canvas was indeed overcharged, as Denis had said.
"There are no half-tones in this landscape," the bishop remarked to Mr.
Keith. "No compromise!"
"And yet perfect harmony. They are all true colours. I hate compromise. It is one of the curses of life. That is why I cannot endure England for long. The country is full of half-tones, not only in nature. Because a thing seems good, there must be some bad in it. It seems bad to us—therefore it must be good for us. Bedlamites! I like clean values. They make for clean thinking. This is the only day in the year," he went on, "when you will see the population abroad at this hour. The streets are generally quite empty. It is the only day when I would forgo my afternoon nap on Nepenthe."
"Nearly three o'clock," said the bishop, consulting his watch. "What a queer time for theatricals!"
"That Duke again. You can ask Eames about him, he must have been a man worth knowing. He always slept in the afternoons. It annoyed him to think that his people slept too. He might suddenly want them for something, he said. He commanded that they should stay awake, and decapitated several hundred who were found napping. When he saw that the habit was ingrained in their natures and that nothing would avail save a total extermination of the populace, he gave way, gracefully. Then he instituted these popular theatricals in honour of the Patron Saint, and fixed them irrevocably for the hour of three o'clock. He meant to keep his faithful subjects awake on one afternoon of the year, at all events. He took it for granted that they could never resist a performance of this kind. He was right. He knew his people! That was ages ago. We shall find the place crammed this afternoon."
There was barely standing room, in spite of the sirocco heat. Mr. Keith, by means of some