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Rh of those who are engaged in the search for truth—teachers and students.

My dream goes further. I should like the seed of universal culture to be scattered, from the very beginning of education, among the pupils of the primary and secondary schools. Above all let me suggest that throughout the countries of Europe an international language should be one of the compulsory subjects of study. Such international languages (Esperanto, Ido) have already attained something very near perfection; and with the minimum of effort the international language could be mastered by all the children of the civilised world. Not merely would this language be of unrivalled practical value throughout life. It would further serve as an introduction to the study of foreign languages and of their own national tongue; for it would make them realise, far better than any express instruction, the common elements in the European languages and the unity of European thought.

I would further insist that both in primary and secondary education there should be given a sketch of the history of universal thought, universal literature, universal art. I consider it utterly erroneous that the syllabus of instruction should concern itself only with these subjects as manifested within the limits of a single nation, and that within those limits there should be a further restriction to a period of two or three centuries. Despite all that has been done to modernise education, its spirit still remains essentially archaic. It perpetuates among us the atmosphere of extinct epochs. Let not this criticism be misunderstood. All my own education was classical. I passed through every stage of university instruction. In my student days we were still taught to write Latin speeches and Latin verses. I am impregnated with the ideas of classical art and classical thought. Far from desiring to sweep these things away, I should wish such treasures, like those of our Louvre, to be made accessible to the great mass of mankind.