'Before doing that, I should like to say that we scientific workers do very much depend on having a number of us together. One scientific worker placed in charge of any great work finds it difficult; scientific workers do not get the chance of appointing men in sympathy with themselves often enough; so it is frequently said that scientific men placed in command of a factory in industry or a department of state at home or in the colonies fail. Well, if so, they fail because scientific men have not often got the opportunity of getting men of like sympathy to work with them. I take it that the object of the National union of Scientific Workers is to get scientific men with scientific views of life and experimental experience to join together in some great work. When I speak of the duty and service of science in the new era, I mean that I want scientific men to claim justly a larger share in the work of the world, and not to confine themselves to what is[Pg 153] called purely1 scientific work. We want them to expand themselves over a wider area. As a matter of fact, that is what two distinguished2 writers have suggested: that the time has come when the ordinary discoveries and inventions of science should be closed down in order to enable scientific minds to do this simple thing. Practically everything that exists now is the work of scientific men, their discoveries and their inventions. The whole world teems3 with the results of the work of science. The great machines we see used in industry—the industrial machine itself—have been created by men of science. Now, I put it to you that when motor cars came in, the nobility of the land found their coachmen of little use. The scientific machine requires scientific men to manage it. Our industrial life is imperfectly organised; all our troubles are due to the fact that we have a process created by science, but organised in the old way by men of a different outlook. The discoveries of science have rushed into the world a considerable amount of unexpected ability. Working men engaged in industrial pursuits have had their intelligence discovered and brought out, and it is one thing to control a mass of human[Pg 154] beings who are not thus inspired with the knowledge of their own possibilities, and another to control those who are. It is like trying to control a set of live molecules5. It is one thing to control a hard atom and another to control a live electron.
'So that the duty and service of science would seem to lie in scientific men bringing their ideal of life, their standards, their vision, their outlook, and their methods to organise4 the great machine that their inventions have created. You cannot have a world half scientific and the other half nothing of the sort.
'That is to say, scientific workers will have to consider the whole question, for instance, of economics. I heard yesterday a distinguished member of the Government saying that we cannot change economics. Of course, that is one thing scientific men have got to do, to change economics so that the system of our industry shall be recreated. The system of management by dual6 control of the master and the slave will not work when the slave becomes an alive, active, intelligent, anarchic being. He will not be governed by the rein7 but by a system which the magnet can influence. However, the last hundred years has[Pg 155] resulted in a race between the changed conditions that science has brought about and the organisation8 required to control them, in what has been called by Mr. Wells a race between education and catastrophe9. In scientific language, it has produced a serious stress because of the hurrying on of change of conditions and the lagging behind of the methods of controlling them. It is this stress, I think, which has broken up the system. You may even say that the war itself is no cause of anything, but a result of the purely automatic action of shearing10 forces, as when a testing machine breaks a metal bar.
'The end of the war has left us with a whole host of individuals set free, and the business before science men is to organise this new body. It is a big problem, and requires scientific thought, temperament11, and outlook to rewrite practically the whole of our knowledge. It reminds me of the tremendous rush there was amongst scientific men to provide workers to overhaul12 practically everything in biology (and theology) and other parts of human knowledge after the doctrines13 of Darwin were well established. I take it that all the departments of human life have to be rewritten [Pg 156]by men under the influence of the spirit of science. Our books have to be rewritten, our very dictionaries. I have often amused myself with the Oxford14 Dictionary, or found it necessary to send a boy to that authority for a definition, and it has pretty nearly always been false. Take such a simple case as the word "democracy." The Oxford Dictionary hasn't a thing to tell you about the meaning of "democracy" as we use it to-day. It tells you nothing of the living use of words. That is one of the terrible dangers of leaving our books in the hands of men who have not got that outlook which experiment in science brings to the individual. Consequently I say that the duty of scientific men is to scour15 the whole area of knowledge and rewrite it to bring out new standards, new values, by means of which labour and industry itself, in the first instance, can be reorganised (the schools first should be reorganised), and then you can extend it into the wider area of international affairs.
'They tell us that economics cannot change our human nature. That is the great duty and service of science—to change human nature. Scientific men have to collect a band of disciples16 and make[Pg 157] a new world. As far as I can gather, from a long connection with boys, the only scientific quality which is constant is inertia17 in response to change. The actual change itself, when it has arrived, no one objects to, and every one says, "Why didn't we do that before?" Scientific workers rarely have their opportunity in industry. To have their full opportunity they are to set forth18 in the spirit of the Great Master to found a new kingdom: not to manage industry by the standards and values of the present, but to transform them. And they must do what our Master Himself did—collect a faithful band of disciples imbued19 with the same belief. I know it is freely said (I have been corresponding with some of the leaders in industry) that scientific men cannot do this thing. They can, if only they are true to themselves and their vision; they can absolutely change the whole system under which industry is worked, and change the world to their ideals.
'"Come, and I will make you fishers of men...." The great work that lies before scientific workers to-day is to extend the area of their labours, to become not fishers of facts but fishers of men. There will always be a distinguished[Pg 158] band of purely scientific men devoted20 to pure science, who will abide21 devoted to pure science; but with the present number trained in science, we claim them also to organise the machinery22 that science has created. They must leave their ships and nets and become fishers of men.... I dare-say even scientific workers know that is from the Bible. One of the greatest tragedies scientific men have allowed is for others to steal the Bible from them. The Old and New Testaments23, with their record of progressive revelation, form the most scientific book ever seen. Yet scientific men have allowed a certain type of men to steal it from them. Bible stealing is an old thing, and one favourite method is to bind24 it in morocco and to put it on a top shelf....
'But I must return to my scientific business. When I was at Cambridge I was not regarded as scientific. I was amongst those who took mathematics, and those who took mathematics and classics were respectable and had to attend chapel25. But if you inclined at all towards science, or even ethics26, you were not supposed to attend chapel....
'I said that I have recently discovered I am a[Pg 159] scientific worker, that I have been working a scientific experiment, though not of the kind accepted for report to the Royal Society. It has been worked by being headmaster of a school for thirty years and by having taught for forty years. When I became a headmaster I began by introducing engineering into the school—applied27 science. The first effect was that a large number of boys who could not do other things could do that. They began to like their work in school. They began to like school. That led on to introducing a large number of other sciences, such as agricultural chemistry, horse-shoeing (if that is a science), metallurgical chemistry, bio-chemistry, agriculture; and, of course, these new sorts of work interested a large number of other boys of a type different from the type interested in the old work, so we got an exceptional number of boys, curiously28 enough, unexpectedly liking29 what they had to do in school. Then I ventured to do something daring; it is most daring to introduce the scientific method of finding out the truth—a dangerous thing—by the process of experiment and research. We began to replace explicit30 teaching by finding out. We did this first with these newly [Pg 160]introduced sciences. Then we began to impress the aims and outlook of science on to other departments of school life. History, for instance: we began to replace the old class-room teaching and learning by a laboratory for history, full of books and other things required in abundance, so that boys in all parts of the school could, for some specific purpose (not to learn; to go into school to learn was egotistical), find out the things we required for to-day. We set them to find out things for the service of science, the service of literature, modern languages, music.
'This began to change the whole organisation of the school, its aims and methods. It was no use organising boys in forms by the ordinary methods of promotion31 for this sort of work. You have to make up your mind what you have to do, and then go about and collect anybody who would be of service to that particular work. You would require boys of one characteristic and boys of another. You make them up into teams for the particular work they have to do. The boys who do not fit into this or that particular work must have some other particular work found for them. You begin to design the work of the school for[Pg 161] them. You must have all the apparatus32 you want for it, and you must organise for it, but you begin by organising the work for the boys and what they need to find out, and not by putting the boys into the organisation. Now, presently you discover, when you do this, that not a single boy exists who is not wanted for some particular work; to carry out your object every boy is fundamentally equal. One does this, one does that. Each boy has his place in the team, and in his place he is as important as any other boy. Placing them in order of merit does not work any more. The scientific method absolutely changed the position towards class lists and order of merit. That was an astonishing result.
'Another astonishing result was that we could not have anybody who was not working. If a boy was not working, you could see that he was not working. You could see that he was doing nothing. He could not sit at the back of a class-room and seem to be working. Everybody was working. You can manage that in school, but what about the world? All sorts of people may seem to be working and not be working at all. The curate may be doing nothing! (Chuckle and[Pg 162] something inaudible.) This seems to land us into the extraordinary fact that no community if it is scientifically organised can carry any one who does not do service. I hope you will agree with me that that is scientific.
'A little farther on I turned round on the boys and the parents. (Both are my business.) I said, "I have and the school has tried all it could to see to it that your boy got the right kind of work to do. We spared no trouble or expense to see to it that he might be able to perform his service in the school and to the community.... When you go forth to your father's works, keep in mind that it is your business to see to it that every person that comes within your influence has a like opportunity." That is totally different from your duty to your neighbour as taught in the Church Catechism. We have landed ourselves hopelessly in the position of having a practical community definition of our duty towards our neighbour. You remember the rich young ruler who came to ask what his duty was, and went away sorrowful because he had great possessions. Some of these possessions were perhaps intellectual. I like to think of Watts33' picture of that man and I like[Pg 163] Watts' idea that he came back. I hope if any of our boys go away they will come back.
'Another step. This actual love of work spreads, and ultimately every one comes within its influence, and they begin to like the service they are rendering34. Finally, competition dwindles35 and passes away, so that we have reached what appears to be a change in human nature. It is not really a change, but by care and attention calling out what has always been ready there in human nature, namely, a first instinctive36 love to create. I have always held that competition is a secondary interest and creation a primary instinct. Competition dwindles and passes away. Competition is a very feeble incentive37 to live. It is cheap and easy to arouse the motive38, it is a swift motive and on the surface of things ready for you, but it is not even a powerful motive. Half the boys it dispirits and leaves idle and useless.
'The passing of competition leads on to another thing passing away, which is this: you soon find that a body of workers that as a community has attempted to provide for itself, as a community adapts itself to the community spirit, and punishment is totally unnecessary. It was a long time[Pg 164] before that dawned on me. I have not, as a headmaster, taken any part in any shape in punishing boys directly, either by the easy methods supposed to train them for after life or by the other methods that have sprung from the fertile brains of a dominant39 order. Punishment, I declare from years of experience in this experiment, is a crime: not only a crime but a blunder. Why? Because it is a cheap and easy thing. If you punish it is easy, but if a community has so to arrange itself and adapt itself as to produce the reaction on the individual not to do objectionable things, that is hard. It is complicated. It requires an abundance of real sacrifice. It demands readjustment of everything upon a basis of service. I have been much impressed recently by the effect of having punishment organised in removing any activity on the part of the community itself towards adjusting itself so that punishment should not be necessary. I used to flatter myself, "I don't punish that boy, my prefects do; they keep me right." But I have been convinced by my thirty years of experiment that that was all wrong. These things come slowly. Now, without any action on my part, the prefects have stopped[Pg 165] punishing, and a good thing for them. If they leave their boots about, the small boys will too, and they will have to punish them for doing so. To leave your own boots about like a lord is a fine thing, and to punish the small boy who does so is also a fine thing! But it is easy. The hard thing is never to leave your own boots about....
'The reactions that we have been taught to make in the world are weakly static. What is the good of static methods? There is friction40; we are told how to overcome frictional resistance. We can put an end to friction by stopping the machine. That is the static method of dealing41 with friction. Or we can go on working the machine, with oil and care ... which is not so cheap and easy, but which gets somewhere.... If we try to remove friction by the static methods of punishment we are removing the incentive to live a dangerous life. "The secret of a joyful42 life is to live dangerously." You only live dangerously if you are perpetually trying to overcome your own inertia and trying to get the capacity to do great things. If you are only defensive43, static, it is a waste of time. Yet those defences and resistances are securely placed in the [Pg 166]governance of the state. What a curious thing is the form of government! Its characteristics include no repentance44, no regret, otherwise it would acknowledge itself less than the governed. Its ideal is a perpetual static calm. Suaviter in modo, fortiter in re. It is the method of people who perform the confidence trick. It is the method of "If you want peace, prepare for war." ...'
For some minutes Mr. Sanderson paused. He looked at his notes. He was obviously very fatigued45, but very resolute46 to continue. He read:—
'Acquisitiveness leads to these glorified47 things: general science, general knowledge, national history, scholarships, examinations, advanced courses, "interesting" things (whoever wanted to be interested?), the theological thing called "syncretism," tact48, swindling....'
Mr. Sanderson stopped and smiled in a breathless manner, half panting, half laughing, very characteristic of him. His glasses gleamed at the audience. His smile meant: 'We are going a little too fast, boys. Where are we getting to? Where are we getting to?' He affected49 to refer to his notes and then broke away upon a new line.
[Pg 167]
'Out of all these things I have been telling you, out of all these considerations, evolves the modern school. The modern school is not made by the very simple and easy method of abandoning Greek. (Laughter.) Nor is it made by introducing science or engineering. The modern school's business is to impress into the service of man every branch of human knowledge we can get hold of. The modern method in the modern school does not depend on any method of teaching. We hear a great deal about methods of teaching languages, mathematics, science; they are all trivial. The great purpose is to enlist50 the boys or girls in the service of man to-day and man to-morrow. The method which makes learning easy is waste of time. What boy will succumb51 to the entreaty52: "Come, I will make you clever; it will be so easy for you; you will be able to learn it without an effort"? What they succumb to is service for the community. I have tested that in the workshops. They don't want to make things for themselves; they soon cease to have any longing53 desire to make anything even for their mothers. What they love to do is to take part in some great work that must be done for the [Pg 168]community; some work that goes on beyond them, some great spacious54 work. You can spread them out into all sorts of spacious things, in all departments, such things as taking part in investigating the truth. The truth, for instance, of the actual condition of the coal-miners or of any miners. An important question which we have been concerned with for at least three years is "What is China? What is it like?" You may say, "Methods of teaching geography." But who ever learned anything from geography—as geography? Who wants to know geography—as geography? Books exist for it, maps, plasticine exists for it. We want to know about China. If we are going to see to it that every one of our working men has the same opportunities that in our school we give to our boys we shall have some difficulty with China. We shall never be able to give our working people these opportunities unless the Chinese give them too. Scientific men must find themselves dominant in the Foreign Office and Colonial Service so as to know what is the nature of the people in these distant places, how we can bring to them what we are able to give to our sons—the opportunity of making the highest and best use[Pg 169] of their faculties55. We shall not get that sort of thing from geography books. You will have to take the boys and let them find out what men have done who have been in China: to get products from China; to know its geology, and whether, after all, the Chinese do so deeply love rice that they want to live on a very little a day. Do the Chinese love rice? Do they love underselling white labour? Do they want to? That is real geography, but not class-room geography. That extension of interest, until China is brought into the class-room and the boys are finding out about it, is, I claim, one of the deepest and greatest tasks to be undertaken. China—India—the Durham miners—spacious undertakings56....
'Schools must be equipped spaciously57, spaciously, and they must have a spacious staff. I have the list of our staff here. We have masters for mathematics, physics, chemistry, mechanics, biology, zoology58, anthropology59, botany, geology, architecture, classics, history, literature, geography, archaeology60, economics, French, German, Spanish, Italian, Russian, Eastern languages, art, applied art, handicrafts, and music.
'"Impossible," some people say. There is no[Pg 170] great school in the land but could quite well afford it....
'We must send out workers imbued with the determination to seek and investigate truth—truth that will make them free—and to take great care that in the search for truth they will never take part in or sympathise with those methods by which the edge of truth is blunted.'
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purely
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| adv.纯粹地，完全地 | |
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distinguished
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| adj.卓越的，杰出的，著名的 | |
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teems
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| v.充满( teem的第三人称单数 )；到处都是；（指水、雨等）暴降；倾注 | |
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organise
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| vt.组织，安排，筹办 | |
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molecules
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| 分子( molecule的名词复数 ) | |
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dual
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| adj.双的；二重的，二元的 | |
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rein
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| n.疆绳，统治，支配；vt.以僵绳控制，统治 | |
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organisation
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| n.组织，安排，团体，有机休 | |
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catastrophe
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| n.大灾难，大祸 | |
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shearing
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| n.剪羊毛，剪取的羊毛v.剪羊毛( shear的现在分词 )；切断；剪切 | |
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temperament
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| n.气质，性格，性情 | |
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overhaul
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| v./n.大修，仔细检查 | |
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doctrines
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| n.教条( doctrine的名词复数 )；教义；学说；（政府政策的）正式声明 | |
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Oxford
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| n.牛津（英国城市） | |
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scour
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| v.搜索；擦，洗，腹泻，冲刷 | |
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disciples
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| n.信徒( disciple的名词复数 )；门徒；耶稣的信徒；（尤指）耶稣十二门徒之一 | |
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inertia
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| adj.惰性，惯性，懒惰，迟钝 | |
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forth
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| adv.向前；向外，往外 | |
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imbued
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| v.使（某人/某事）充满或激起（感情等）( imbue的过去式和过去分词 )；使充满；灌输；激发（强烈感情或品质等） | |
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devoted
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abide
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| vi.遵守；坚持；vt.忍受 | |
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machinery
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testaments
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bind
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chapel
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ethics
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applied
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| adj.应用的；v.应用，适用 | |
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curiously
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liking
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| n.爱好；嗜好；喜欢 | |
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explicit
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| adj.详述的，明确的；坦率的；显然的 | |
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promotion
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| n.提升，晋级；促销，宣传 | |
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apparatus
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| n.装置，器械；器具，设备 | |
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watts
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| （电力计量单位）瓦，瓦特( watt的名词复数 ) | |
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rendering
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dwindles
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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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incentive
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| n.刺激；动力；鼓励；诱因；动机 | |
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motive
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| n.动机，目的；adv.发动的，运动的 | |
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dominant
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| adj.支配的，统治的；占优势的；显性的；n.主因，要素，主要的人(或物)；显性基因 | |
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friction
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| n.摩擦，摩擦力 | |
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dealing
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| n.经商方法，待人态度 | |
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joyful
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| adj.欢乐的，令人欢欣的 | |
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defensive
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| adj.防御的；防卫的；防守的 | |
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repentance
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| n.懊悔 | |
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fatigued
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| adj. 疲乏的 | |
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resolute
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| adj.坚决的，果敢的 | |
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glorified
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| 美其名的，变荣耀的 | |
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tact
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| n.机敏，圆滑，得体 | |
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affected
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| adj.不自然的，假装的 | |
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enlist
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| vt.谋取(支持等)，赢得；征募；vi.入伍 | |
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succumb
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| v.屈服，屈从；死 | |
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entreaty
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| n.恳求，哀求 | |
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longing
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| n.（for）渴望 | |
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spacious
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| adj.广阔的，宽敞的 | |
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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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undertakings
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| 企业( undertaking的名词复数 )； 保证； 殡仪业； 任务 | |
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spaciously
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| adv.宽敞地；广博地 | |
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zoology
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| n.动物学，生态 | |
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59
anthropology
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| n.人类学 | |
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60
archaeology
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| n.考古学 | |
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