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The Book, as the centre of our educational process, must be demoted. It is a good servant, but a bad master. And only as a servant can it be tolerated—as an adjunct to the gardens and workshops and laboratories and kitchens and studios and playgrounds of the school-world.

It is very human, this pathetic assertion that weakness must turn into strength. And, if it had not been for such a confidence, primitive Man might very well have given up the game, surrendered the field to his contemporaries of the animal kingdom. And this confidence might, somewhat fancifully, be described as a previsionary sense in early Man of the larger destinies of his race. In very truth, the weakness from which it sprang was the thing which made possible these larger destinies. For the unlimited adaptations of mankind are due precisely to his weakness. It is because Man lacked the horns of the bull and the teeth of the tiger that he was forced to invent the club, the spear, the sword, the bow-and-arrow; it was because he lacked the fleetness of the deer that he had to tame and teach the horse to carry him; because he felt himself to be intolerably inferior to bird and fish that he could not rest content until he had invented the airplane and the submarine.[Pg 51] In short, because he was the weakest of all the creatures on earth, he had to take refuge from the terrible truth in a childish but dynamic wish-dream of becoming—by some mysterious help from outside—the lord of creation.

Happily—for though the controversy 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.

For the present, however, democratic education[Pg 85] merely brings the workshop into the school, so that the processes of industry may be the more readily mastered; while capitalist education merely sends the school-child into its workshops, in order that he may become more effectively exploitable. The difference should be sufficiently obvious: in the school-workshops of capitalism the child is taught how to work for somebody else, how to conduct mechanical operations in an industrial process over which he has no control; in the democratic workshops of the school he learns to use those processes to serve his own creative wishes. In the one he is taught to be a wage-slave—and bear in mind that this refers to the children of the poor—for the rich have their own private schools for their own children. In the other, the child learns to be a free man.

The Artist. Your material, whatever it is—paint and canvas, words, sounds, clay, marble, iron. In this case, the stick of wood.

“Not at all! Who should know better than the Actor the dreadful truth about the Theatre—that it is the home of a base triviality, the citadel of insincerity, the last refuge of everything that is banal in thought and action!”

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