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 educationalist of to-day conceals the fact that he is incapable of his proper task of training, developing and equipping the mind, will no longer be made by the teacher. Nor will the teacher be permitted to subordinate his duties to the entirely irrelevant business of his pupils' sports. The teacher will teach, and confine his moral training, beyond enforcing truth and discipline, to the exhibition of a capable person doing his duty as well as it can be done. He will know that his utmost province is only a part of the educational process, that equally important educational influences are the home and the world of thought about the pupil and himself. The whole world will be thinking and learning; the old idea of "completing" one's education will have vanished with the fancy of a static universe; every school will be a preparatory school, every college. The school and college will probably give only the keys and apparatus of thought; a necessary language or so, thoroughly done, a sound mathematical training, drawing, a wide and reasoned view of philosophy, some good exercises in dialectics, a training in the use of those stores of fact that science has made. So equipped, the young man and young woman will go on to the technical school of their chosen profession, and to the criticism of contemporary practice for their special efficiency, and to the literature of contemporary thought for their general development. . ..

And while the emergent New Republic is deciding to provide for the swarming inferiority of the Abyss, and developing the morality and educational system of the future in this fashion, it will be attacking that