The Story of a Great SchoolmasterWells, H. G. (Herbert George)
History
The Story of a Great Schoolmaster
Wells, H. G. (Herbert George)
Sanderson, F. W. (Frederick William), 1857-1922; School principals -- Great Britain -- Biography
'The reactions that we have been taught to make in the world are weakly
static. What is the good of static methods? There is friction; we
are told how to overcome frictional resistance. We can put an end to
friction by stopping the machine. That is the static method of dealing
with friction. Or we can go on working the machine, with oil and care
... which is not so cheap and easy, but which gets somewhere.... If
we try to remove friction by the static methods of punishment we are
removing the incentive to live a dangerous life. "The secret of a
joyful life is to live dangerously." You only live dangerously if you
are perpetually trying to overcome your own inertia and trying to get
the capacity to do great things. If you are only defensive, static, it
is a waste of time. Yet those defences and resistances are securely
placed in the governance of the state. What a curious thing is the
form of government! Its characteristics include no repentance, no
regret, otherwise it would acknowledge itself less than the governed.
Its ideal is a perpetual static calm. _Suaviter in modo, fortiter in
re._ It is the method of people who perform the confidence trick. It is
the method of "If you want peace, prepare for war." ...'
For some minutes Mr. Sanderson paused. He looked at his notes. He was
obviously very fatigued, but very resolute to continue. He read:--
'Acquisitiveness leads to these glorified things: general science,
general knowledge, national history, scholarships, examinations,
advanced courses, "interesting" things (whoever wanted to be
interested?), the theological thing called "syncretism," tact,
swindling....'
Mr. Sanderson stopped and smiled in a breathless manner, half panting,
half laughing, very characteristic of him. His glasses gleamed at the
audience. His smile meant: 'We are going a little too fast, boys. Where
are we getting to? Where are we getting to?' He affected to refer to
his notes and then broke away upon a new line.
Public-domain text, read in full here on John Shaqi.
Reviews
Reviews
No reviews yet
Be the first to share your thoughts on this work.
Elsewhere in the archive
Join the Discussion
Join the discussion
Sign in to leave a comment or review.
Sign InorCreate an account