Back to Methuselah: A Metabiological Pentateuch. Bernard ShawЧитать онлайн книгу.
Another observation I had made was that goodnatured unambitious men are cowards when they have no religion. They are dominated and exploited not only by greedy and often half-witted and half-alive weaklings who will do anything for cigars, champagne, motor cars, and the more childish and selfish uses of money, but by able and sound administrators who can do nothing else with them than dominate and exploit them. Government and exploitation become synonymous under such circumstances; and the world is finally ruled by the childish, the brigands, and the blackguards. Those who refuse to stand in with them are persecuted and occasionally executed when they give any trouble to the exploiters. They fall into poverty when they lack lucrative specific talents. At the present moment one half of Europe, having knocked the other half down, is trying to kick it to death, and may succeed: a procedure which is, logically, sound Neo-Darwinism. And the goodnatured majority are looking on in helpless horror, or allowing themselves to be persuaded by the newspapers of their exploiters that the kicking is not only a sound commercial investment, but an act of divine justice of which they are the ardent instruments.
But if Man is really incapable of organizing a big civilization, and cannot organize even a village or a tribe any too well, what is the use of giving him a religion? A religion may make him hunger and thirst for righteousness; but will it endow him with the practical capacity to satisfy that appetite? Good intentions do not carry with them a grain of political science, which is a very complicated one. The most devoted and indefatigable, the most able and disinterested students of this science in England, as far as I know, are my friends Sidney and Beatrice Webb. It has taken them forty years of preliminary work, in the course of which they have published several treatises comparable to Adam Smith's Wealth of Nations, to formulate a political constitution adequate to existing needs. If this is the measure of what can be done in a lifetime by extraordinary ability, keen natural aptitude, exceptional opportunities, and freedom from the preoccupations of bread-winning, what are we to expect from the parliament man to whom political science is as remote and distasteful as the differential calculus, and to whom such an elementary but vital point as the law of economic rent is a pons asinorum never to be approached, much less crossed? Or from the common voter who is mostly so hard at work all day earning a living that he cannot keep awake for five minutes over a book?
IS THERE ANY HOPE IN EDUCATION?
The usual answer is that we must educate our masters: that is, ourselves. We must teach citizenship and political science at school. But must we? There is no must about it, the hard fact being that we must not teach political science or citizenship at school. The schoolmaster who attempted it would soon find himself penniless in the streets without pupils, if not in the dock pleading to a pompously worded indictment for sedition against the exploiters. Our schools teach the morality of feudalism corrupted by commercialism, and hold up the military conqueror, the robber baron, and the profiteer, as models of the illustrious and the successful. In vain do the prophets who see through this imposture preach and teach a better gospel: the individuals whom they convert are doomed to pass away in a few years; and the new generations are dragged back in the schools to the morality of the fifteenth century, and think themselves Liberal when they are defending the ideas of Henry VII, and gentlemanly when they are opposing to them the ideas of Richard III. Thus the educated man is a greater nuisance than the uneducated one: indeed it is the inefficiency and sham of the educational side of our schools (to which, except under compulsion, children would not be sent by their parents at all if they did not act as prisons in which the immature are kept from worrying the mature) that save us from being dashed on the rocks of false doctrine instead of drifting down the midstream of mere ignorance. There is no way out through the schoolmaster.
HOMEOPATHIC EDUCATION
In truth, mankind cannot be saved from without, by schoolmasters or any other sort of masters: it can only be lamed and enslaved by them. It is said that if you wash a cat it will never again wash itself. This may or may not be true: what is certain is that if you teach a man anything he will never learn it; and if you cure him of a disease he will be unable to cure himself the next time it attacks him. Therefore, if you want to see a cat clean, you throw a bucket of mud over it, when it will immediately take extraordinary pains to lick the mud off, and finally be cleaner than it was before. In the same way doctors who are up-to-date (BURGE-LUBIN per cent of all the registered practitioners, and 20 per cent of the unregistered ones), when they want to rid you of a disease or a symptom, inoculate you with that disease or give you a drug that produces that symptom, in order to provoke you to resist it as the mud provokes the cat to wash itself.
Now an acute person will ask me why, if this be so, our false education does not provoke our scholars to find out the truth. My answer is that it sometimes does. Voltaire was a pupil of the Jesuits; Samuel Butler was the pupil of a hopelessly conventional and erroneous country parson. But then Voltaire was Voltaire, and Butler was Butler: that is, their minds were so abnormally strong that they could throw off the doses of poison that paralyse ordinary minds. When the doctors inoculate you and the homeopathists dose you, they give you an infinitesimally attenuated dose. If they gave you the virus at full strength it would overcome your resistance and produce its direct effect. The doses of false doctrine given at public schools and universities are so big that they overwhelm the resistance that a tiny dose would provoke. The normal student is corrupted beyond redemption, and will drive the genius who resists out of the country if he can. Byron and Shelley had to fly to Italy, whilst Castlereagh and Eldon ruled the roost at home. Rousseau was hunted from frontier to frontier; Karl Marx starved in exile in a Soho lodging; Ruskin's articles were refused by the magazines (he was too rich to be otherwise persecuted); whilst mindless forgotten nonentities governed the land; sent men to the prison or the gallows for blasphemy and sedition (meaning the truth about Church and State); and sedulously stored up the social disease and corruption which explode from time to time in gigantic boils that have to be lanced by a million bayonets. This is the result of allopathic education. Homeopathic education has not yet been officially tried, and would obviously be a delicate matter if it were. A body of schoolmasters inciting their pupils to infinitesimal peccadilloes with the object of provoking them to exclaim, 'Get thee behind me, Satan,' or telling them white lies about history for the sake of being contradicted, insulted, and refuted, would certainly do less harm than our present educational allopaths do; but then nobody will advocate homeopathic education. Allopathy has produced the poisonous illusion that it enlightens instead of darkening. The suggestion may, however, explain why, whilst most people's minds succumb to inculcation and environment, a few react vigorously: honest and decent people coming from thievish slums, and sceptics and realists from country parsonages.
THE DIABOLICAL EFFICIENCY OF TECHNICAL EDUCATION
But meanwhile—and here comes the horror of it—our technical instruction is honest and efficient. The public schoolboy who is carefully blinded, duped, and corrupted as to the nature of a society based on profiteering, and is taught to honor parasitic idleness and luxury, learns to shoot and ride and keep fit with all the assistance and guidance that can be procured for him by the most anxiously sincere desire that he may do these things well, and if possible superlatively well. In the army he learns to fly; to drop bombs; to use machine-guns to the utmost of his capacity. The discovery of high explosives is rewarded and dignified: instruction in the manufacture of the weapons, battleships, submarines, and land batteries by which they are applied destructively, is quite