3
Presently Sanderson began to apply the lessons he had learnt from grouping boys for scientific work to literature and history. Most of us can still recall the extraordinary dreariness8 of school literature teaching; the lesson that was a third-rate lecture, the note-taking, the rehearsal9 of silly opinions about books unread and authors unknown, the horrible annotated10 editions, the still more horrible text-books of literature. Sanderson set himself to sweep all this away. A play, he held, was primarily to be played, and the way to know and understand it was to play it. The boys must be cast for parts and learn about the other characters in relation to the one they had taken.[Pg 54] Questions of language and syntax, questions of interpretation11, could be dealt with best in relation to the production. But most classes had far too many boys to be treated as a single theatrical12 company, so small groups of boys were cast for each part. There would be three or four Othellos, three or four Desdemonas or Iagos. They would act their parts simultaneously13 or successively. The thing might or might not ripen14 into a chosen cast giving a costume performance in public. The important thing is that the boys were brought into the most active contact possible with the reality of the work they studied. The groups discussed stage 'business' and gesture and the precise stress to lay on this or that phrase. The master stood like a producer in the auditorium15 of the Great Hall. Let any one compare the vitality16 of that sort of thing with the ordinary lesson from an annotated text-book.
The group system was extended with increasing effectiveness into more and more of the literary and historical work. Here the School Library took the place of the laboratory and was indeed as necessary to the effective development of the group method. The official life of Sanderson[Pg 55] gives a typical scheme of operations pursued in the case of a form studying the period 1783-1905. The subject was first divided up into parts, such as the state of affairs preceding the French Revolution; the French Revolution in relation to England; the industrial system and economic problems generally; and so on. The form divided up into groups and each group selected a part or a section of a part for its study. The objective of each group was the preparation of a report, illustrated17 by maps, schedules, and so forth18, upon the section it had studied. After a preliminary survey of the whole field under the direction of a master, each boy followed up the particular matter assigned to him by individual reading for a term, supplemented when necessary by consultation19 with the master. Then came the preparation of maps and other material, the assembling of illuminating20 quotations21 from the books studied, the drafting of the group's report, the discussion of the report. In some cases where the group was in disagreement there would be a minority report.
In this way there was scarcely a boy in the form who did not feel himself contributing and[Pg 56] necessary to the general result, and who was not called upon not merely by his master but by his colleagues, for some special exertion23. It might be thought that the departmentalising of the subject among groups would mean that the knowledge would accumulate in pockets, but this was not the case. Boys of separate groups talked with one another of their work and found a lively interest in their different points of view. It is rare that boys who have received the same lesson can find much in it to talk about, unless it is a comparison of who has retained most, but a boy who has been preparing maps of the Napoleonic military campaigns may find the liveliest interest in another who has been following the history of the same period from the point of view of sea power. There was indeed a very considerable amount of interchange, and when it came to facing external examiners and testing the general knowledge attained24, the Oundle boys were found to compare favourably25 with boys who had been drummed in troops through complete histories of the chosen period.
This group system of work had arisen naturally out of the conditions of the new laboratory [Pg 57]teaching, and it had been developed for the sake of its educational effectiveness; but as it grew it became more and more evident to Sanderson that its effects went far beyond mere22 intellectual attainment26. It marked a profound change in the spirit of the school. It was not only that the spirit of co-operation had come in. That had already been present on the cricket and football fields. But the boys were working to make something or to state something and not to gain something. It was the spirit of creation that now pervaded27 the school.
And he perceived, too, that the boys he would now be sending out into the world must needs carry that creative spirit with them and play a very different part from the ambitious star boys who went on from a training under the older methods. They would play an as yet incalculable part in redeeming28 the world from the wild orgy of competition that was now afflicting29 it. In one of his very characteristic sermons he gave his ripened30 conception of this side of his work. He had been speaking, perhaps with a certain idealisation, of the old craftsmen31's guilds32—with a glance or so at the Grocers' Company. The school,[Pg 58] he declared, was to be no longer an arena34 but a guild33. For what was a guild?
'A community of co-workers and no competition, that was its idea. It is all based on the system of apprenticeships and co-workers. The apprentices35 helped the masters in every way they could; even the masters were grouped together for mutual36 assistance and were called assistants. The Company was a mystery or guild of craftsmen and dealers37, and their aim was to produce good craftsmen and good dealers.
'To-day, in these days of renascence, we return to the aim and methods of the guilds. Boys are to be apprentices and master-workers and co-workers. In a community this needs must be. We are called to a definite work, all who are privileged to attend here, staff and boys alike—the work of infusing life into the boys committed to our care. Nor can any one stand out of this and seek work elsewhere. Nemesis38 sets in for all who try to live for themselves alone. They may try to work—but their work is sterile39. The community calls for the energies and activities of all. We are beginning to learn something of what this means. It does not mean an abandonment of the best[Pg 59] methods of the past. But it does mean that we have to concern ourselves with the pressing needs and problems of to-day, and join in the work. I do not dwell on this now. My mind goes off to the possible effect of these ideas on the general life of the school.
'The working of these ideas is well seen already in the outdoor life of the school. We see it when houses are getting their teams together to join a competition for a shield, say. We see the mutual help, the voluntary practice, the consultations40 of the captain with others. We see it in the work in the Cadet Corps41. We see it in the preparation for a play—this time, the Midsummer Night's Dream. We see it in the new work in the library, and we see it as clearly as in anything in the preparation for a conversazione. No more valuable training can be given than this last—well worth all the many kinds of sacrifice it entails42. From it, at any rate, the spirit of competition is, I think, altogether removed. Boys, we believe, set forth to do their work as well as they possibly can—but not to beat one another.... I dwell upon these things because we hope that all boys will become workers at last, with interest and zeal43, in[Pg 60] some part of the field of creation and inquiry44, which is the true life of the world. It is from such workers, investigators45, searchers, the soul of the nation is drawn46. We will first of all transform the life of the school, then the boys, grown into men—and girls from their schools grown into women—whom their schools have enlisted47 into this service, will transform the life of the nation and of the whole world.'
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1
disposition
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| n.性情，性格；意向，倾向；排列，部署 | |
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2
solitary
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| adj.孤独的，独立的，荒凉的；n.隐士 | |
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3
segregated
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| 分开的； 被隔离的 | |
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4
choir
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| n.唱诗班，唱诗班的席位，合唱团，舞蹈团；v.合唱 | |
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5
exclusion
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| n.拒绝，排除，排斥，远足，远途旅行 | |
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6
discord
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| n.不和，意见不合，争论，（音乐）不和谐 | |
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7
recital
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| n.朗诵，独奏会，独唱会 | |
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8
dreariness
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| 沉寂，可怕，凄凉 | |
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9
rehearsal
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| n.排练，排演；练习 | |
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10
annotated
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| v.注解，注释( annotate的过去式和过去分词 ) | |
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11
interpretation
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| n.解释，说明，描述；艺术处理 | |
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12
theatrical
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| adj.剧场的，演戏的；做戏似的，做作的 | |
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13
simultaneously
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| adv.同时发生地，同时进行地 | |
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14
ripen
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| vt.使成熟；vi.成熟 | |
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15
auditorium
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| n.观众席，听众席；会堂，礼堂 | |
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16
vitality
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| n.活力，生命力，效力 | |
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17
illustrated
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| adj. 有插图的，列举的 动词illustrate的过去式和过去分词 | |
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18
forth
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| adv.向前；向外，往外 | |
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19
consultation
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| n.咨询；商量；商议；会议 | |
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20
illuminating
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| a.富于启发性的，有助阐明的 | |
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21
quotations
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| n.引用( quotation的名词复数 )；[商业]行情（报告）；（货物或股票的）市价；时价 | |
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22
mere
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| adj.纯粹的；仅仅，只不过 | |
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23
exertion
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| n.尽力，努力 | |
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24
attained
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| （通常经过努力）实现( attain的过去式和过去分词 )； 达到； 获得； 达到（某年龄、水平、状况） | |
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25
favourably
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| adv. 善意地，赞成地 =favorably | |
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26
attainment
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| n.达到，到达；［常pl.］成就，造诣 | |
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27
pervaded
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| v.遍及，弥漫( pervade的过去式和过去分词 ) | |
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28
redeeming
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| 补偿的，弥补的 | |
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29
afflicting
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| 痛苦的 | |
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30
ripened
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| v.成熟，使熟( ripen的过去式和过去分词 ) | |
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31
craftsmen
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| n. 技工 | |
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32
guilds
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| 行会，同业公会，协会( guild的名词复数 ) | |
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33
guild
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| n.行会，同业公会，协会 | |
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34
arena
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| n.竞技场，运动场所；竞争场所，舞台 | |
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35
apprentices
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| 学徒，徒弟( apprentice的名词复数 ) | |
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36
mutual
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| adj.相互的，彼此的；共同的，共有的 | |
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37
dealers
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| n.商人( dealer的名词复数 )；贩毒者；毒品贩子；发牌者 | |
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38
nemesis
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| n.给以报应者，复仇者，难以对付的敌手 | |
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39
sterile
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| adj.不毛的，不孕的，无菌的，枯燥的，贫瘠的 | |
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40
consultations
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| n.磋商（会议）( consultation的名词复数 )；商讨会；协商会；查找 | |
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41
corps
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| n.(通信等兵种的)部队；(同类作的)一组 | |
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42
entails
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| 使…成为必要( entail的第三人称单数 )； 需要； 限定继承； 使必需 | |
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43
zeal
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| n.热心，热情，热忱 | |
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44
inquiry
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| n.打听，询问，调查，查问 | |
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45
investigators
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| n.调查者，审查者( investigator的名词复数 ) | |
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46
drawn
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| v.拖，拉，拔出；adj.憔悴的，紧张的 | |
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47
enlisted
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| adj.应募入伍的v.（使）入伍， （使）参军( enlist的过去式和过去分词 )；获得（帮助或支持） | |
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