Imperialism, A Study

Most serious of all is the persistent attempt to seize the school system for Imperialism masquerading as patriotism. To capture the childhood of the country, to mechanise its free play into the routine of military drill, to cultivate the savage survivals of combativeness, to poison its early understanding of history by false ideals and pseudo-heroes and by a consequent disparagement and neglect of the really vital and elevating lessons of the past, to establish a “geocentric” view of the moral universe in which the interests of humanity are subordinated to that of the “country” (and so, by easy, early, natural inference, that of the “country” to that of the “self”), to feed the always overweening pride of race at an age when self-confidence most commonly prevails, and by necessary implication to disparage other nations, so starting children in the world with false measures of value and an unwillingness to learn from foreign sources – to fasten this base insularity of mind and morals upon the little children of a nation and to call it patriotism is as foul an abuse of education as it is possible to conceive. Yet the power of Church and State over primary education is being bent consistently to this purpose, while the blend of clericalism and autocratic academicism which dominates the secondary education of this country pours its enthusiasm into the same evil channel. [70] Finally, our centres of highest culture, the universities, are in peril of a new perversion from the path of free inquiry and expression, which is the true path of intellectual life. A new sort of “pious founder” threatens intellectual liberty. Our colleges are, indeed, no longer to be the subservient defenders of religious orthodoxy, repressing science, distorting history, and moulding philosophy to conserve the interests of Church and King. The academic studies and their teachers are to employ the same methods, but directed to a different end: philosophy, the natural sciences, history, economics, sociology, are to be employed in setting up new earthworks against the attack of the disinherited masses upon the vested interests of the plutocracy. I do not of course represent this perversion as destructive of the educational work of the colleges: the services rendered in defence of “conservatism” may