It is amusing to reflect that Sanderson probably owed his appointment at Oundle to the simple desire of various members of the Grocers' Company for a good school of technical science. They did not want any change in themselves, they did[Pg 62] not want any change in the world nor in the methods of trading and employment, but they did want to see their sons and directors and managers equipped with the sharper, more modern edge of a technical scientific training. Germany had frightened them. If this new training could be technical without science and modern without liberality, so much the better. So the business man brought his ideas to bear upon Oundle, to produce quite beyond his expectation a counteroffensive of the school upon business organisation and methods. Oundle built its engines, organised itself as an efficient munitions5 factory during the war, made useful chemical inquiries6, extended its work into agriculture, analysed soils and manures for the farmers of its district, ran a farm and did much able competent technical work, but it also set itself to find out what were the aims and processes of business and what were the reactions of these processes upon the life of the community. From the laboratory a boy would go to a careful examination of labour conditions under the light of Ruskin's Unto This Last; he was brought to a balanced and discriminating7 attitude towards strikes and lock-outs; he was constantly reminded[Pg 63] that the end of industry is not profits but life—a more abundant life for men.
As one reads through the sermons and addresses that are given in Sanderson of Oundle one finds a steadily8 growing consciousness of the fact that there was a considerable and increasing proportion of Oundle boys destined9 to become masters, managers, and leaders in industrial and business life, and with that growing consciousness there is a growing determination that the school work they do shall be something very far beyond the acquisition of money-getting dodges10 and devices and commercialised views of science. More and more does he see the school not as a training ground of smart men for the world that is, but as a preliminary working model of the world that is to be.
Two quotations11 from two of Sanderson's sermons will serve to mark how vigorously he is tugging12 back the English schools from the gentlemanly aloofness13 of scholarship and school-games to a real relationship to the current disorder14 of life, and how high he meant to carry them to dominance over that disorder.
The first extract is from a sermon on Faraday.[Pg 64] Under Sanderson, it has been remarked, Faraday ousted15 St. Anthony from being the patron saint of Oundle School. 'With what abundant prodigality,' Sanderson exclaims, 'has Nature given up of her secrets since his day!'
'A hundred years ago Man and Nature as we think of them to-day were unexplored by science; to-day a new world, a new creation. Industrial life has developed, machinery16, discoveries, inventions—steam engine, gas engine, dynamo—electrical machinery, telegraphy, radioactive bodies, tremendous openings out of chemistry, biology, economics, ethics17. All new. These are Thy works, O God, and tell of Thee. Not now only may we search for Thy Presence in the places where Thou wert wont18 in days of old to come to man. Not there only. Not only now in the stars of heaven; or by the seashore, or in the waters of the river, or of the springs; among the trees, the flowers, the corn and wine, on the mountain or in the plain; not now only dost Thou come to man in Thy works of art, in music, in literature; but Thou, O God, dost reveal Thyself in all the multitude of Thy works; in the workshop, the factory, the mine, the laboratory, in industrial life. No[Pg 65] symbolism here, but the Divine God. A new Muse19 is here—
Fairer than Grecia's, Roma's temples.
More picturesque22 than Rhenish castle-keeps,
We plan even now to raise, beyond them all,
Thy great cathedral, sacred industry, no tomb—
A keep for Life.'
And the builders, a mighty23 host of men: Homeric heroes, fighting against a foe24, and yet not a foe, but an invisible, impalpable thing wherein the combatant is the shadow of the assailant.
'Mighty men of science and mighty deeds. A Newton who binds25 the universe together in uniform law; Lagrange, Laplace, Leibnitz with their wondrous26 mathematical harmonies; Coulomb measuring out electricity; Oversted with the brilliant flash of insight "that the electric conflict acts in a revolving27 manner"; Faraday, Ohm, Ampère, Joule, Maxwell, Hertz, Röntgen; and in another branch of science, Cavendish, Davy, Dalton, Dewar; and in another, Darwin, Mendel, Pasteur, Lister, Sir Ronald Ross. All these and many others, and some whose names have no memorial, form a great host of heroes, an army[Pg 66] of soldiers—fit companions of those of whom the poets have sung; all, we may be sure, living daily in the presence of God, bending like the reed before His will; fit companions of the knights28 of old of whom the poets sing, fit companions of the men whose names are renowned29 in history, fit companions of the great statesmen and warriors30 whose names resound31 through the world.
'There is the great Newton at the head of this list comparing himself to a child playing on the seashore gathering32 pebbles33, whilst he could see with prophetic vision the immense ocean of truth yet unexplored before him. At the end is the discoverer Sir Ronald Ross, who had gone out to India in the medical service of the Army, and employed his leisure in investigating the ravishing diseases which had laid India low and stemmed its development. In twenty years of labour he discovers how malaria34 is transmitted and brings the disease within the hold of man.'
The second is from a sermon called 'The Garden of Life.'
'As Canon Driver says, "Man is not made simply to enjoy life; his end is not pleasure; nor are the things he has to do necessarily to give [Pg 67]pleasure or lead to what men call happiness." This is not the biological purpose of man. His purpose or instinctive35 end is to develop the capacities of the garden in the wilderness36 of nature; to adapt it to his own ends, i.e. to the ends of the races of men. Or, as we would now say, his aim is to take his part in the making of his kind; and he is to "keep it," or guard it—i.e. he is to conquer the jungle in it, to prevent it from roving wild again, from reverting37 to the jungle, from losing law and order, from becoming unruly and disorderly, from breaking loose and running amok. He is to bring and maintain order out of the tangle38 of things, he is to diagnose diseases; he is to co-ordinate the forces of nature; he is above all things to reveal the spirit of God in all the works of God.
'And in all this we read the duty and service of schools. The business of schools is through and by the use of a common service to get at the true spiritual nature of the ordinary things we have to deal with. The spirit of the true active life does not come to us only in those experiences we have been so accustomed to think of as beautiful and revealing. The active spirit of life is not revealed simply by the arts—the beautiful[Pg 68] arts as they may be thought—of music or painting, or literature. These indeed may be only and abundantly material, and the eye and ear may be blind and deaf to the active, creative, discovering, revealing spirit. "Painting, or art generally, as such," says Ruskin in his Modern Painters, "with all its technicalities, difficulties, executive skills, pleasant and agreeable sensations, and its particular ends, is nothing but an expressive39 language, invaluable40 if we know it as we might know it as the vehicle of thought, but by itself nothing." He who has learnt what is commonly considered as the whole art of painting, that is the art of representing any natural object faithfully, has as yet only learnt the language by which his thoughts are to be expressed. One language or mode of expression may be more difficult than another; but it is not by the mode of representing and saying, but by the greatness, the awakening41, the transmuting42 and transfiguring conception and knowledge of the thought presented, that the gift cometh, that man is created. Awkward, discordant43, stammering44 attempts may be the burning message of a new hope. But this "voice" of art is too often drowned. It is drowned by executive[Pg 69] skill—as is the history of all art—when this skill stretches itself to present things that are static, motionless, dead....
'It is especially our duty to reveal the spirit of God in the things of science and of the practical life. Herein lies a new revelation, a new language, a direct symbolism. Science, just like art and music, can be materialistic—science can aim only at mechanical advancement45 and worldly wealth, which is not wealth at all—just as art can aim only at pleasure, desire, and drawing-room appreciation46. But this need not be so. Certainly no one in a responsible position can teach science for long without the coming of the revelation of a new voice, a new method of expression, a new art—revealing quite changed standards of value, quite new significances of what we speak of as culture, beauty, love, justice. A new voice speaks to the souls of men and women calling for a new age with all its altered relationships and adventures of life.
'With eyes opened to this new art you can wander through the science block and find in it all a new Bible, a new book of Genesis. So we believe. This is our duty and our faith. Into[Pg 70] this Paradise have you been placed to dress it and to keep it.'
Let me turn from these two passages of talk to his boys—they are rescued from a mass of pencil notes in his study—to a passage from an address delivered in the Great Hall in Leeds in 1920. It shows very plainly the quality of his conception of what I have called the return of schools to reality.
'Schools should be miniature copies of the world. We often find that methods adopted in school are just the methods we should like applied in the state. We should, in fact, direct school life so that the spirit of it may be the spirit which will tend to alleviate47 social and industrial conditions. I will give an example of the kind of influence the ideals and methods of a school can exert upon the working life. I will take a condition of labour which is now recognised as probably the greatest of tragedies. It is the slow decay of the faculties48 of crowds of men and women, caused by the nature of their employment—the tragedy of the unstretched faculties. So common is it, and ordinary, that we pass it by on one side; but no one can go into a factory without seeing workers engaged in work which is far below their capacities.[Pg 71] Decay sets in, and the death of talent and enthusiasm, the inspirer of creative work. A little thought will convince us that the process of decay of such a delicate and vital organism as the brain is bound to set up violent, destructive, anarchic forces which go on for several years. A recent writer in the Times Educational Supplement (and this paper cannot be called revolutionary) says that the tragedy of undeveloped talent is being seen more and more to be a gigantic waste of potentiality and an unpardonable cruelty. It is a tragic49 disease and produces in early life startling intellectual and moral disturbances50, which are the natural sources of unrest. As years go on a mental stupor51 sets in, and there is peace, but peace on a low plane of life. The loss to the community by this waste is colossal52, and it is not too much to say that the output of man could be multiplied beyond conception.
'Schools should send boys out into the industrial world whose aim should be to study these tragedies, and by experiments, by new inventions, by organisation, try, we may hope, by some of their own school experience, to alleviate the disease. To my mind this is the supreme53 aim of schools in the new era.'
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1
organisation
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| n.组织，安排，团体，有机休 | |
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multiplication
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| n.增加，增多，倍增；增殖，繁殖；乘法 | |
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concurrently
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| adv.同时地 | |
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applied
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| adj.应用的；v.应用，适用 | |
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munitions
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| n.军火，弹药；v.供应…军需品 | |
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inquiries
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| n.调查( inquiry的名词复数 )；疑问；探究；打听 | |
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discriminating
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| a.有辨别能力的 | |
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steadily
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| adv.稳定地；不变地；持续地 | |
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destined
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| adj.命中注定的；(for)以…为目的地的 | |
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dodges
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| n.闪躲( dodge的名词复数 )；躲避；伎俩；妙计v.闪躲( dodge的第三人称单数 )；回避 | |
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11
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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tugging
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| n.牵引感v.用力拉，使劲拉，猛扯( tug的现在分词 ) | |
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aloofness
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| 超然态度 | |
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disorder
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| n.紊乱，混乱；骚动，骚乱；疾病，失调 | |
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ousted
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| 驱逐( oust的过去式和过去分词 )； 革职； 罢黜； 剥夺 | |
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machinery
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| n.(总称)机械，机器；机构 | |
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ethics
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| n.伦理学；伦理观，道德标准 | |
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wont
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| adj.习惯于；v.习惯；n.习惯 | |
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muse
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| n.缪斯（希腊神话中的女神），创作灵感 | |
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mightier
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| adj. 强有力的，强大的，巨大的 adv. 很，极其 | |
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spired
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| v.（教堂的） 塔尖，尖顶( spire的过去式和过去分词 ) | |
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picturesque
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| adj.美丽如画的，（语言）生动的，绘声绘色的 | |
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mighty
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| adj.强有力的；巨大的 | |
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foe
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| n.敌人，仇敌 | |
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binds
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| v.约束( bind的第三人称单数 )；装订；捆绑；（用长布条）缠绕 | |
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wondrous
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| adj.令人惊奇的，奇妙的；adv.惊人地；异乎寻常地；令人惊叹地 | |
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revolving
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| adj.旋转的，轮转式的；循环的v.（使）旋转( revolve的现在分词 )；细想 | |
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knights
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| 骑士； （中古时代的）武士( knight的名词复数 )； 骑士； 爵士； （国际象棋中）马 | |
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renowned
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| adj.著名的，有名望的，声誉鹊起的 | |
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warriors
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| 武士，勇士，战士( warrior的名词复数 ) | |
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resound
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| v.回响 | |
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gathering
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| n.集会，聚会，聚集 | |
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pebbles
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| [复数]鹅卵石； 沙砾； 卵石，小圆石( pebble的名词复数 ) | |
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malaria
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| n.疟疾 | |
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instinctive
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| adj.(出于)本能的；直觉的；(出于)天性的 | |
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wilderness
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| n.杳无人烟的一片陆地、水等，荒漠 | |
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reverting
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| 恢复( revert的现在分词 )； 重提； 回到…上； 归还 | |
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tangle
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| n.纠缠；缠结；混乱；v.(使)缠绕；变乱 | |
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expressive
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| adj.表现的，表达…的，富于表情的 | |
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invaluable
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| adj.无价的，非常宝贵的，极为贵重的 | |
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awakening
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| n.觉醒，醒悟 adj.觉醒中的；唤醒的 | |
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transmuting
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| v.使变形，使变质，把…变成…( transmute的现在分词 ) | |
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43
discordant
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| adj.不调和的 | |
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stammering
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| v.结巴地说出( stammer的现在分词 ) | |
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advancement
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| n.前进，促进，提升 | |
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appreciation
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| n.评价；欣赏；感谢；领会，理解；价格上涨 | |
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alleviate
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| v.减轻，缓和，缓解(痛苦等) | |
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48
faculties
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| n.能力( faculty的名词复数 )；全体教职员；技巧；院 | |
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tragic
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| adj.悲剧的，悲剧性的，悲惨的 | |
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disturbances
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| n.骚乱( disturbance的名词复数 )；打扰；困扰；障碍 | |
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51
stupor
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| v.昏迷；不省人事 | |
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colossal
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| adj.异常的，庞大的 | |
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supreme
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| adj.极度的，最重要的；至高的，最高的 | |
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