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 cratic government. The meanly equipped and pretentiously conducted private schools of Great Britain, staffed with ignorant and incapable young men, exist, on the other hand, to witness that public education is no matter to be left to merely commercial enterprise working upon parental ignorance and social prejudice. The necessary condition to the effective development of the New Republic is a universally accessible, spacious, and varied educational system working in an atmosphere of capable criticism and general intellectual activity. Schools alone are of no avail, universities are merely dens of the higher cramming, unless the schoolmasters and schoolmistresses and lecturers are in touch with and under the light of an abundant, contemporary, and fully adult intellectuality. At present, in Great Britain at least, the headmasters entrusted with the education of the bulk of the influential men of the next decades are conspicuously second-rate men, forced and etiolated creatures, scholarship boys manured with annotated editions, and brought up under and protected from all current illumination by the kale-pot of the Thirty-nine Articles. Many of them are less capable teachers and even less intelligent men than many Board School teachers. There is, however, urgent need of an absolutely new type of school—a school that shall be at least so skilfully conducted as to supply the necessary training in mathematics, dialectics, languages, and drawing, and the necessary knowledge of science, without either consuming all the leisure of the boy or destroying his individuality, as it is destroyed by