X. Employer vs. Trade unionist

IT was the American Business Man who proposed the first “practical” reform; and if you have any doubt of the validity of the Caste theory, note what happened. The American Business Man knew that these millions of youths were going to enter his shops and factories; they were not going to be members of a leisure class, they were going to be wage-slaves; and so he proposed to educate them to be efficient wage-slaves.

And he might have succeeded in imposing¹ his capitalistic version of the Caste theory of education upon our public schools, had it not been for the trade unions, who perceived in these capitalist plans a means of breaking down their own apprentice² system. “What! turn the schools into training-schools for strikebreakers? No!” they said—and they bitterly opposed every attempt to introduce industrial training into the schools, and[Pg 75] mustered³ to their aid the old notions of the Magic of Books. “Let the children have an education”—meaning book-learning; “it will be time enough for them to learn to work when they leave school,” was the general verdict. And so in this clash of economic interests, one theory warred with another, and the theory of Education as a mysterious communion with the Magic of Books happily won.

Happily—for though the controversy⁴ had its unfortunate results, in the fixing of a prejudice in the minds of the working people against industrial education, we should not fail to realize that in that controversy the trade unions were right. We do not want to educate the children of the poor in this twentieth century to be a human sub-species; it would be better to give them fragments of a leisure class education than fix them into the wage-slave mould; it would be better that they learned Greek and Latin (or, for that matter, Sanscrit!) than merely a trade. It would be better to turn them out as they came in, helpless and ignorant, than to make them into efficient machines.

But such a choice is not necessary. It is possible to have an education which produces human beings who are neither out of touch with their age nor hopelessly confined within it—a generation[Pg 76] which will be the masters and not the slaves of its environment.

The outlines of such an educational system were already being drawn⁵, in theory and even experimentally in fact. But these radical⁶ proposals threatened to cost more money than governments are accustomed to expend⁷ on peaceful and constructive⁸ enterprises. Yet something had to be done in response to a popular sense of the imperfections of our system.

Something was done accordingly.

1 imposing   

adj.使人难忘的，壮丽的，堂皇的，雄伟的

参考例句：

• The fortress is an imposing building.这座城堡是一座宏伟的建筑。
• He has lost his imposing appearance.他已失去堂堂仪表。

2 apprentice   

n.学徒，徒弟

参考例句：

• My son is an apprentice in a furniture maker's workshop.我的儿子在一家家具厂做学徒。
• The apprentice is not yet out of his time.这徒工还没有出徒。

3 mustered   

v.集合，召集，集结（尤指部队）( muster的过去式和过去分词 )；（自他人处）搜集某事物；聚集；激发

参考例句：

• We mustered what support we could for the plan. 我们极尽所能为这项计划寻求支持。
• The troops mustered on the square. 部队已在广场上集合。 来自《简明英汉词典》

4 controversy   

n.争论，辩论，争吵

参考例句：

• That is a fact beyond controversy.那是一个无可争论的事实。
• We ran the risk of becoming the butt of every controversy.我们要冒使自己在所有的纷争中都成为众矢之的的风险。

5 drawn   

v.拖，拉，拔出；adj.憔悴的，紧张的

参考例句：

• All the characters in the story are drawn from life.故事中的所有人物都取材于生活。
• Her gaze was drawn irresistibly to the scene outside.她的目光禁不住被外面的风景所吸引。

6 radical   

n.激进份子，原子团，根号；adj.根本的，激进的，彻底的

参考例句：

• The patient got a radical cure in the hospital.病人在医院得到了根治。
• She is radical in her demands.她的要求十分偏激。

7 expend   

vt.花费，消费，消耗

参考例句：

• Don't expend all your time on such a useless job.不要把时间消耗在这种无用的工作上。
• They expend all their strength in trying to climb out.他们费尽全力想爬出来。

8 constructive   

adj.建设的，建设性的

参考例句：

• We welcome constructive criticism.我们乐意接受有建设性的批评。
• He is beginning to deal with his anger in a constructive way.他开始用建设性的方法处理自己的怒气。