
Gustave Le Bon,
The Crowd
, 56
clearly shown that our former system of education was approximately that in
vogue to-day in England and America, and in a remarkable parallel between
the Latin and Anglo-Saxon systems he has plainly pointed out the conse-
quences of the two methods.
One might consent, perhaps, at a pinch, to continue to accept all the
disadvantages of our classical education, although it produced nothing but
discontented men, and men unfitted for their station in life, did the superficial
acquisition of so much knowledge, the faultless repeating by heart of so many
text-books, raise the level of intelligence. But does it really raise this level?
Alas, no! The conditions of success in life are the possession of judgment,
experience, initiative, and character — qualities which are not bestowed by
books. Books are dictionaries, which it is useful to consult, but of which it is
perfectly useless to have lengthy portions in one’s head.
How is it possible for professional instruction to develop the intelligence in
a measure quite beyond the reach of classical instruction? This has been well
shown by M. Taine.
“Ideas, he says, are only formed in their natural and normal surroundings; the
promotion of the growth is effected by the innumerable impressions appealing
to the senses which a young man receives daily in the workshop, the mine, the
law court, the study, the builder’s yard, the hospital; at the sight of tools,
materials, and operations; in the presence of customers, workers, and labour,
of work well or ill done, costly or lucrative. In such a way are obtained those
trifling perceptions of detail of the eyes, the ear, the hands, and even the sense
of smell, which, picked up involuntarily, and silently elaborated, take shape
within the learner, and suggest to him sooner or, later this or that new
combination, simplification, economy, improvement, or invention. The young
Frenchman is deprived, and precisely at the age when they are most fruitful,
of all these precious contacts, of all these indispensable elements of assimila-
tion. For seven or eight years on end he is shut up in a school, and is cut off
from that direct personal experience which would give him a keen and exact
notion of men and things and of the various ways of handling them.”
“... At least nine out of ten have wasted their time and pains during several
years of their life — telling, important, even decisive years. Among such are
to be counted, first of all, the half or two-thirds of those who present
themselves for examination — I refer to those who are rejected; and then
among those who are successful, who obtain a degree, a certificate, a diploma,