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It is, of course, quite true that bits and pieces of the mediaeval traditionstill linger, or have been revived, in the ordinary school syllabus oftoday. Some knowledge of grammar is still required when learning a foreignlanguage--perhaps I should say, "is again required," for duringmy own lifetime, we passed through a phase when the teaching of declensionsand conjugations was considered rather reprehensible, and it was consideredbetter to pick these things up as we went along. School debating societiesflourish; essays are written; the necessity for "self- expression"is stressed, and perhaps even over-stressed. But these activities are cultivatedmore or less in detachment, as belonging to the special subjects in whichthey are pigeon-holed rather than as forming one coherent scheme of mentaltraining to which all "subjects"stand in a subordinate relation."Grammar" belongs especially to the "subject" of foreignlanguages, and essay-writing to the "subject" called "English";while Dialectic has become almost entirely divorced from the rest of thecurriculum, and is frequently practiced unsystematically and out of schoolhours as a separate exercise, only very loosely related to the main businessof learning. Taken by and large, the great difference of emphasis betweenthe two conceptions holds good: modern education concentrates on "teachingsubjects," leaving the method of thinking, arguing, and expressingone's conclusions to be picked up by the scholar as he goes along' mediaevaleducation concentrated on first forging and learning to handle the toolsof learning, using whatever subject came handy as a piece of material onwhich to doodle until the use of the tool became second nature.
For we let our young men and women go out unarmed, in a day when armorwas never so necessary. By teaching them all to read, we have left themat the mercy of the printed word. By the invention of the film and theradio, we have made certain that no aversion to reading shall secure themfrom the incessant battery of words, words, words. They do not know whatthe words mean; they do not know how to ward them off or blunt their edgeor fling them back; they are a prey to words in their emotions insteadof being the masters of them in their intellects. We who were scandalizedin 1940 when men were sent to fight armored tanks with rifles, are notscandalized when young men and women are sent into the world to fight massedpropaganda with a smattering of "subjects"; and when whole classesand whole nations become hypnotized by the arts of the spell binder, wehave the impudence to be astonished. We dole out lip-service to the importanceof education--lip- service and, just occasionally, a little grant of money;we postpone the school-leaving age, and plan to build bigger and betterschools; the teachers slave conscientiously in and out of school hours;and yet, as I believe, all this devoted effort is largely frustrated, becausewe have lost the tools of learning, and in their absence can only makea botched and piecemeal job of it.