Social Diseases : Part 7

Evolution and Ethics
by Thomas H. Huxley

(Page 12 of 30)

As I have said, I do not regard the proposal to add these to the present subjects of universal instruction as made merely in the interests of industry. Elementary science and drawing are just as needful at Eton (where I am happy to say both are now parts of the regular course) as in the lowest primary school. But their importance in the education of the artisan is enhanced, not merely by the fact that the knowledge and skill thus gained - little as they may amount to - will still be of practical utility to him; but, further, because they constitute an introduction to that special training which is commonly called "technical education."

I conceive that our wants in this last direction may be grouped under three heads: (1) Instruction in the principles of those branches of science and of art which are peculiarly applicable to industrial pursuits, which may be called preliminary scientific education. (2) Instruction in the special branches of such applied science and art, as technical education proper. (3) Instruction of teachers in both these branches. (4) Capacity-catching machinery.

A great deal has already been done in each of these directions, but much remains to be done. If elementary education is amended in the way that has been suggested, I think that the school boards will have quite as much on their hands as they are capable of doing well. The influences under which the members of these bodies are elected do not tend to secure fitness for dealing with scientific or technical education; and it is the less necessary to burden them with an uncongenial task as there are other organizations, not only much better fitted to do the work, but already actually doing it.

In the matter of preliminary scientific education, the chief of these is the Science and Art Department, which has done more during the last quarter of a century for the teaching of elementary science among the masses of the people than any organization which exists either in this or in any other country. It has become veritably a people's university, so far as physical science is concerned. At the foundation of our old universities they were freely open to the poorest, but the poorest must come to them. In the last quarter of a century, the Science and Art Department, by means of its classes spread all over the country and open to all, has conveyed instruction to the poorest. The University Extension movement shows that our older learned corporations have discovered the propriety of following suit.

Technical education, in the strict sense, has become a necessity for two reasons. The old apprenticeship system has broken down, partly by reason of the changed conditions of industrial life, and partly because trades have ceased to be "crafts," the traditional secrets whereof the master handed down to his apprentices. Invention is constantly changing the face of our industries, so that "use and wont," "rule of thumb," and the like, are gradually losing their importance, while that knowledge of principles which alone can deal successfully with changed conditions is becoming more and more valuable. Socially, the "master" of four or five apprentices is disappearing in favour of the "employer" of forty, or four hundred, or four thousand, "hands," and the odds and ends of technical knowledge, formerly picked up in a shop, are not, and cannot be, supplied in the factory. The instruction formerly given by the master must therefore be more than replaced by the systematic teaching of the technical school.

Institutions of this kind on varying scales of magnitude and completeness, from the splendid edifice set up by the City and Guilds Institute to the smallest local technical school, to say nothing of classes, such as those in technology instituted by the Society of Arts (subsequently taken over by the City Guilds), have been established in various parts of the country, and the movement in favour of their increase and multiplication is rapidly growing in breadth and intensity. But there is much difference of opinion as to the best way in which the technical instruction, so generally desired, should be given. Two courses appear to be practicable: the one is the establishment of special technical schools with a systematic and lengthened course of instruction demanding the employment of the whole time of the pupils. The other is the setting afoot of technical classes, especially evening classes, comprising a short series of lessons on some special topic, which may be attended by persons already earning wages in some branch of trade or commerce.

There is no doubt that technical schools, on the plan indicated under the first head, are extremely costly; and, so far as the teaching of artisans is concerned, it is very commonly objected to them that, as the learners do not work under trade conditions, they are apt to fall into amateurish habits, which prove of more hindrance than service in the actual business of life. When such schools are attached to factories under the direction of an employer who desires to train up a supply of intelligent workmen, of course this objection does not apply; nor can the usefulness of such schools for the training of future employers and for the higher grade of the employed be doubtful; but they are clearly out of the reach of the great mass of the people, who have to earn their bread as soon as possible. We must therefore look to the classes, and especially to evening classes, as the great instrument for the technical education of the artisan. The utility of such classes has now been placed beyond all doubt; the only question which remains is to find the ways and means of extending them.

We are here, as in all other questions of social organization, met by two diametrically opposed views. On the one hand, the methods pursued in foreign countries are held up as our example. The State is exhorted to take the matter in hand and establish a great system of technical education. On the other hand, many economists of the individualist school exhaust the resources of language in condemning and repudiating, not merely the interference of the general government in such matters, but the application of a farthing of the funds raised by local taxation to these purposes. I entertain a strong conviction that, in this country, at any rate, the State had much better leave purely technical and trade instruction alone.

But, although my personal leanings are decidedly towards the individualists, I have arrived at that conclusion on merely practical grounds. In fact, my individualism is rather of a sentimental sort, and I sometimes think I should be stronger in the faith if it were less vehemently advocated. I am unable to see that civil society is anything but a corporation established for a moral object only - namely, the good of its members - and therefore that it may take such measures as seem fitting for the attainment of that which the general voice decides to be the general good. That the suffrage of the majority is by no means a scientific test of social good and evil is unfortunately too true; but, in practice, it is the only test we can apply, and the refusal to abide by it means anarchy. The purest despotism that ever existed is as much based upon that will of the majority (which is usually submission to the will of a small minority) as the freest republic. Law is the expression of the opinion of the majority; and it is law, and not mere opinion, because the many are strong enough to enforce it.

About the Author

Thomas Huxley's famous debate against the Lord Bishop of Oxford Samuel Wilberforce was a key moment in the wider acceptance of evolution, and in his own career. Wilberforce was coached by Richard Owen, against whom Huxley also debated on whether man was closely related to apes. Huxley was slow to accept some of Darwin's ideas, such as gradualism, and was undecided about natural selection, but despite this he was wholehearted in his public support of Darwin.