Questions for April 01 Class

Hello Students,

Here are the questions for next Monday's class. Be sure to answer each question in complete sentences, and use your own words as much as possible.


1. What are "the three masters" of education? Explain what is meant by each one?

2. Why does Rousseau think that "civilization" corrupts an individual?

3. Why does Rousseau say that the surest way to make a child miserable is to give him everything that he wants?

4. How does Rousseau's views reflect the pragmatic view that a person's education is an open-ended process? 

Rousseau, Emile, or On Education 1762

You are responsible for reading the following excerpts from Book One and Two of Jean-Jacques Rousseau's Emile, or On Education published in 1762.

Also here is a link to the entire book if you are interested in reading more of it https://oll.libertyfund.org/titles/rousseau-emile-or-education

BOOK I

God makes all things good; man meddles with them and they become evil. He forces one soil to yield the products of another, one tree to bear another’s fruit. He confuses and confounds time, place, and natural conditions. He mutilates his dog, his horse, and his slave. He destroys and defaces all things; he loves all that is deformed and monstrous; he will have nothing as nature made it, not even man himself, who must learn his paces like a saddle-horse, and be shaped to his master’s taste like the trees in his garden.

Yet things would be worse without this education, and mankind cannot be made by halves. Under existing conditions a man left to himself from birth would be more of a monster than the rest. Prejudice, authority, necessity, example, all the social conditions into which we are plunged, would stifle nature in him and put nothing in her place. She would be like a sapling chance sown in the midst of the highway, bent hither and thither and soon crushed by the passers-by...

...Plants are fashioned by cultivation, man by education. If a man were born tall and strong, his size and strength would be of no good to him till he had learnt to use them; they would even harm him by preventing others from coming to his aid; left to himself he would die of want before he knew his needs. We lament the helplessness of infancy; we fail to perceive that the race would have perished had not man begun by being a child.

We are born weak, we need strength; helpless, we need aid; foolish, we need reason. All that we lack at birth, all that we need when we come to man’s estate, is the gift of education.

This education comes to us from nature, from men, or from things. The inner growth of our organs and faculties is the education of nature, the use we learn to make of this growth is the education of men, what we gain by our experience of our surroundings is the education of things.

Thus we are each taught by three masters. If their teaching conflicts, the scholar is ill-educated and will never be at peace with himself; if their teaching agrees, he goes straight to his goal, he lives at peace with himself, he is well-educated.

Now of these three factors in education nature is wholly beyond our control, things are only partly in our power; the education of men is the only one controlled by us; and even here our power is largely illusory, for who can hope to direct every word and deed of all with whom the child has to do.

Viewed as an art, the success of education is almost impossible, since the essential conditions of success are beyond our control. Our efforts may bring us within sight of the goal, but fortune must favour us if we are to reach it.

What is this goal? As we have just shown, it is the goal of nature. Since all three modes of education must work together, the two that we can control must follow the lead of that which is beyond our control. Perhaps this word Nature has too vague a meaning. Let us try to define it.

Nature, we are told, is merely habit. What does that mean? Are there not habits formed under compulsion, habits which never stifle nature? Such, for example, are the habits of plants trained horizontally. The plant keeps its artificial shape, but the sap has not changed its course, and any new growth the plant may make will be vertical. It is the same with a man’s disposition; while the conditions remain the same, habits, even the least natural of them, hold good; but change the conditions, habits vanish, nature reasserts herself. Education itself is but habit, for are there not people who forget or lose their education and others who keep it? Whence comes this difference? If the term nature is to be restricted to habits conformable to nature we need say no more.

We are born sensitive and from our birth onwards we are affected in various ways by our environment. As soon as we become conscious of our sensations we tend to seek or shun the things that cause them, at first because they are pleasant or unpleasant, then because they suit us or not, and at last because of judgments formed by means of the ideas of happiness and goodness which reason gives us. These tendencies gain strength and permanence with the growth of reason, but hindered by our habits they are more or less warped by our prejudices. Before this change they are what I call Nature within us.

Everything should therefore be brought into harmony with these natural tendencies, and that might well be if our three modes of education merely differed from one another; but what can be done when they conflict, when instead of training man for himself you try to train him for others? Harmony becomes impossible. Forced to combat either nature or society, you must make your choice between the man and the citizen, you cannot train both.

BOOK II

Do you know the surest way to make your child miserable? Let him have everything he wants; for as his wants increase in proportion to the ease with which they are satisfied, you will be compelled, sooner or later, to refuse his demands, and this unlooked-for refusal will hurt him more than the lack of what he wants. He will want your stick first, then your watch, the bird that flies, or the star that shines above him. He will want all he sets eyes on, and unless you were God himself, how could you satisfy him?

Man naturally considers all that he can get as his own. In this sense Hobbes’ theory is true to a certain extent: Multiply both our wishes and the means of satisfying them, and each will be master of all. Thus the child, who has only to ask and have, thinks himself the master of the universe; he considers all men as his slaves; and when you are at last compelled to refuse, he takes your refusal as an act of rebellion, for he thinks he has only to command. All the reasons you give him, while he is still too young to reason, are so many pretences in his eyes; they seem to him only unkindness; the sense of injustice embitters his disposition; he hates every one. Though he has never felt grateful for kindness, he resents all opposition.

How should I suppose that such a child can ever be happy? He is the slave of anger, a prey to the fiercest passions. Happy! He is a tyrant, at once the basest of slaves and the most wretched of creatures. I have known children brought up like this who expected you to knock the house down, to give them the weather-cock on the steeple, to stop a regiment on the march so that they might listen to the band; when they could not get their way they screamed and cried and would pay no attention to any one. In vain everybody strove to please them; as their desires were stimulated by the ease with which they got their own way, they set their hearts on impossibilities, and found themselves face to face with opposition and difficulty, pain and grief. Scolding, sulking, or in a rage, they wept and cried all day. Were they really so greatly favoured? Weakness, combined with love of power, produces nothing but folly and suffering. One spoilt child beats the table; another whips the sea. They may beat and whip long enough before they find contentment.

If their childhood is made wretched by these notions of power and tyranny, what of their manhood, when their relations with their fellow-men begin to grow and multiply? They are used to find everything give way to them; what a painful surprise to enter society and meet with opposition on every side, to be crushed beneath the weight of a universe which they expected to move at will. Their insolent manners, their childish vanity, only draw down upon them mortification, scorn, and mockery; they swallow insults like water; sharp experience soon teaches them that they have realised neither their position nor their strength. As they cannot do everything, they think they can do nothing. They are daunted by unexpected obstacles, degraded by the scorn of men; they become base, cowardly, and deceitful, and fall as far below their true level as they formerly soared above it....

...... Treat your pupil according to his age. Put him in his place from the first, and keep him there so well that he does not try to leave it. Then before he knows what wisdom is, he will be practising its most important lesson. Never command him to do anything, whatever in the world it may be. Do not let him even imagine that you claim to have any authority over him. He must know only that he is weak and you are strong, that his condition and yours put him at your mercy. 

Let him know this, let him learn it, let him feel it. At an early age let his haughty head feel the heavy yoke which nature imposes upon man, the heavy yoke of necessity under which every finite being must bow. Let him see this necessity in things, not in the whims of man. Let the curb that restrains him be force, not authority. If there is something he should not do, do not forbid him, but prevent him without explanation or reasoning. What you grant him, grant it at his first word without sollicitations or pleading, above all without conditions. Grant with pleasure, refuse only with repugnance; but let your refusal be irrevocable so that no entreaties move you. Let your "No," once uttered, be a wall of bronze against which the child may have to exhaust his strength five or six times in order not to be tempted again to overthrow it....


 .....The first education ought thus to be purely negative. It consists not at all in teaching virtue or truth, but in preserving the heart from vice and the mind from error. If you could do nothing and let nothing be done, if you could bring your pupil healthy and robust to the age of twelve without knowing how to distinguish his right hand from his left, the eyes of his understanding would be open to reason as soon as you began to teach him. Without prejudice and without habits, there would be nothing in him to counteract the effects of your labours. In your hands he would soon become the wisest of men; by doing nothing to begin with, you would end with a prodigy of education....

....Since they want their child to be a doctor instead of a child, fathers and teachers think it never too soon to scold, correct, reprimand, flatter, threaten, promise, instruct, and reason. Do better than they; be reasonable and do not reason with your pupil. More especially do not try to make him approve of what he dislikes; for if reason is always connected with disagreeable matters, you make it distasteful to him. . . . Exercise his body, his limbs, his senses, his strength, but keep his mind idle as long as you can. . . . To prevent the birth of evil do not hasten to do good, for goodness is only possible when enlightened by reason. . . . Let childhood to ripen in children. . . .

 

Discussion Questions for 27 March Class

Hello Students,

Here are the two discussion questions that we will start tomorrow's class with:

1. Imagine you are an 8th grade English teacher preparing a lesson on irregular verbs. What pragmatic methods could you use in your preparation?

2. Pragmatists tend to favor a broad education rather than a specialized one. They endorse a more general education and do not believe that "training" is the same things as "education." Do you agree with these views? Why or why not?

Thomas Aquinas; Religious Realism and the Nature of a Teacher

Hello students,

Aristotle famously explains that a good student is a well-balanced student, and a good instructor places value on fostering a well-balanced student. As your instructor, I want to make sure that we as a class are well-balanced. In that light, allow me to place some of the notes on our discussion of Religious Realism below. As we approach our midterm examination next week, I want to make sure that we have concluded our discussion on Realism and Education. And next week, we will have to discuss Modern Realism (as this relates to your reading assignment). Please examine the notes below and we will quickly review them on Monday's class before we proceed into our discussion on Modern Realism and education.



Religious Realism

Thomas Aquinas is sometimes referred to as the "Angelic Doctor." Let's look at some of what has made Thomas Aquinas such an important figure in the field of education and how he represents what is called "Religious Realism." Aquinas was very much concerned with the question, "What is a teacher?" As a member of the religious order, the Dominican Friars, he was a devout Christian who believed that the source of all knowledge is God. He maintained that through faith is ultimately how one comes to truth and embodied the theological maxim, "I believe, so that I may understand. Aquinas argued that only God could be called "Teacher" in the ultimate sense, but if a person teaches it is accomplished only by and through symbols. One human mind cannot directly communicate with the mind of the other, but it can communicate indirectly. We talked in class about how a doctor doesn't heal a broken bone. Nature heals it from the inside. Doctors apply external treatments and inducements but does not really heal it. As with teaching, Aquinas argued only God can touch the inside--the soul--directly. All the teacher can do is attempt to motivate and direct the learner through signs, symbols, and techniques. A teacher can only point the learner to knowledge and understanding with signs and symbols. But Aquinas argued that leading students from ignorance to enlightenment is a way to sere humankind and is part of God's work.

However, what separated Aquinas from Augustine, and where he demonstrates his religious realism, is by arguing that, although yes, the major goal of education is the perfection of the human being and the reunion of the soul with God, in order to accomplish this, we must develop the capacity to reason and exercise intelligence. Human reality is not only spiritual or mental, but also physical and natural. For the human teacher, the path to the soul lies through physical senses and education must use this part to accomplish learning. And, like with Aristotle, this means progressing from a lower to a higher form.

Aquinas maintained that knowledge can be gained through sense data and it can lead one to God and disagreed with Augustine that we could know God only through faith. Aquinas believed that the proper education is one that fully recognizes both the material and the spiritual natures of the individual. For Aquinas, the primary agencies of education are the family and the church, while the state or the government are a distant third. The mother is the child's first teacher. Since a child is easily molded, it's the mother's role to set the child's moral tone. The church sets the ground for understanding God's law. Aristotle and Aquinas both agreed on a dualistic nature of reality, but like with Aristotle, Aquinas that there are material and spiritual sides of humankind or in Aristotelian terms, matter and form. 

Questions for March 18 Class

Hello students,

Here are the three questions that you must answer for Monday's class on March 18.

1. In your own words, what problem does Bacon have with the slow pace of education? For him, what is the best method that a teacher can use to encourage learning?

2. What are Locke's main points in the reading? Do you think he offers a valid criticism of the education process? Why or why not?

3. That types of students are described in Aldous Huxley's Brave New World?

Locke On Education

Excerpts from Some Thoughts concerning Education (1693)

by John Locke

I think I may say, that, of all the men we meet with, nine parts of ten [i.e., 90%] are what they are, good or evil, useful or not, by their education.  It is that which makes the great difference in mankind . . .

It seems plain to me, that the principle of all virtue and excellency lies in a power of denying ourselves the satisfaction of our own desires, where reason does not authorize them.  This power is to be got and improved by custom, made easy and familiar by an early practice.  If therefore I might be heard, I would advise, that, contrary to the ordinary way, children should be used to submit their desires, and go without their longings, even from their very cradles.  The very first thing they should learn to know, should be, that they were not to have any thing, because it pleased them, but because it was thought fit for them.  If things suitable to their wants were supplied to them, so that they were never suffered to have what they once cried for, they would learn to be content without it; would never with bawling and peevishness contend for mastery; nor be half so uneasy to themselves and others as they are, because from the first beginning they are not thus handled.  If they were never suffered to obtain their desire by the impatience they expressed for it, they would no more cry for other things than they do for the moon.

I say not this as if children were not to be indulged in any thing, or that I expected they should . . . have the reason and conduct of counsellors.  I consider them as children, who must be tenderly used, who must play, and have play things.  That which I mean is, that whenever they craved what was not fit for them to have, or do, they should not be permitted it, because they were little and desired it: nay, whatever they were importunate for, they should be sure, for that very reason, to be denied.

Those therefore that intend ever to govern their children, should begin it whilst they are very little; and look that they perfectly comply with the will of their parents.  Would you have your son obedient to you, when past a child?  Be sure then to establish the authority of a father, as soon as he is capable of submission, and can understand in whose power he is. . . . [They] mightily misplace the treatment due to their children, who are indulgent and familiar when they are little, but severe to them, and keep them at a distance, when they are grown up.  For liberty and indulgence can do no good to children: their want [i.e., lack] of judgment makes them stand in need of restraint and discipline.  And, on the contrary, imperiousness and severity is but an ill way of treating men, who have reason to their own to guide them, unless you have a mind to make your children, when grown up, weary of you . . .

I imagine every one will judge it reasonable, that their children, when little, should look upon their parents as their lords, their absolute governors; and, as such, stand in awe of them: and that, when they come to riper years, they should look on them as their best, as their only sure friends: and, as such, love and reverence them. . . .

[To] avoid the danger that is on either hand is the great art: and he that has found a way how to keep up a child's spirit, easy, active, and free; and yet, at the same time, to restrain him from many things he has a mind to do, and to draw him to things that are uneasy to him; he, I say, that knows how to reconcile these seeming contradictions, has, in my opinion, got the true secret of education.

The usual lazy and short way by chastisement, and the rod which is the only instrument of government that tutors generally know, or ever think of, is the most unfit of any to be used in education. . . .

Beating then, and all other sorts of slavish and corporal punishments, are not the discipline fit to be used in the education of those who would have wise, good, and ingenuous men; and therefore very rarely to be applied, and that only on great occasions, and cases of extremity.  On the other side, to flatter children by rewards of things that are pleasant to them, is as carefully to be avoided.  He that will give to his son apples, or sugar-plums, or what else of this kind he is most delighted with, to make him learn his book, does but authorise his love of pleasure, and cocker up [i.e., encourage] that dangerous propensity, which he ought by all means to subdue and stifle in him.  You can never hope to teach him to master it, whilst you compound for the check you give his inclination in one place, by the satisfaction you propose to it in another.  To make a good, a wise, and a virtuous man, it is fit he should learn to cross his appetite, and deny his inclination to riches, finery, or pleasing his palate, &c. whenever his reason advises the contrary, and his duty requires it.  But when you draw him to do any thing that is fit, by the offer of money; or reward the pains of learning his book, by the pleasure of a luscious morsel; when you promise him a lace-cravat, or a fine new suit, upon performance of some of his little tasks; what do you, by proposing these as rewards, but allow them to be the good things he should aim at, and thereby encourage his longing for them, and accustom him to place his happiness in them? . . .

First, children (earlier perhaps than we think) are very sensible of praise and commendation.  They find a pleasure in being esteemed and valued, especially by their parents, and those whom they depend on.  If therefore the father caress and commend them, when they do well; show a cold and neglectful countenance to them upon doing ill; and this accompanied by a like carriage of the mother, and all others that are about them; it will in a little time make them sensible of the difference: and this, if constantly observed, I doubt not but will of itself work more than threats or blows, which lose their force, when once grown common, and are of no use when shame does not attend them; and therefore are to be forborn, and never to be used . . . [excepting extreme cases]

[Let] your rules to your son be as few as is possible . . . For if you burden him with many rules, one of these two things must necessarily follow, that either he must be very often punished, which will be of ill consequence, by making punishment too frequent and familiar; or else you must let the transgressions of some of your rules go unpunished, whereby they will of course grow contemptible, and your authority become cheap to him.  Make but few laws, but see they be well observed, when once made. . . .

He therefore, that is about children, should well study their natures and aptitudes, and see, by often trials, what turn they easily take, and what becomes them: observe what their native stock is, how it may be improved, and what it is fit for: he should consider what they want, whether they be capable of having it wrought into them by industry and incorporated there by practice; and whether it be worth while to endeavour it.  For, in may cases, all that we can do, or should aim at, is, to make the best of what nature has given, to prevent the vices and faults to which such a constitution is inclined, and give it all the advantages it is capable of. . . .

It will perhaps be wondered, that I mention reasoning with children: and yet I cannot but think that the true way of dealing with them.  They understand it [i.e., reason] as early as they do language; and, if I misobserve not, they love to be treated as rational creatures sooner than is imagined.  It is a pride should be cherished in them, and, as much as can be, made the greatest instrument to turn them by.

But when I talk of reasoning, I do not intend any other but such as is suited to the child's capacity and apprehension.  Nobody can think as boy of three or seven years old should be argued with as a grown man.  Long discourses, and philosophical reasonings, at best amaze and confound, but do not instruct, children.  When I say, therefore, that they must be treated as rational creatures, I mean, that you should make them sensible, by the mildness of your carriage, and the composure, even in your correction of them, that what you do is reasonable in you, and useful and necessary for them; and that it is not out of caprice, passion, or fancy, that you command or forbid them any thing.  This they are capable of understanding .

Novum Organum Francis Bacon

 

 

https://oll.libertyfund.org/titles/bacon-novum-organum/simple#lf0415_label_002

NOVUM ORGANUM
OR
TRUE SUGGESTIONS FOR THE INTERPRETATION OF NATURE

PREFACE

They who have presumed to dogmatize on nature, as on some well investigated subject, either from self-conceit or arrogance, and in the professorial style, have inflicted the greatest injury on philosophy and learning. For they have tended to stifle and interrupt inquiry exactly in proportion as they have prevailed in bringing others to their opinion: and their own activity has not counterbalanced the mischief they have occasioned by corrupting and destroying that of others. They again who have entered upon a contrary course, and asserted that nothing whatever can be known, whether they have fallen into this opinion from their hatred of the ancient sophists, or from the hesitation of their minds, or from an exuberance of learning, have certainly adduced reasons for it which are by no means contemptible. They have not, however, derived their opinion from true sources, and, hurried on by their zeal and some affectation, have certainly exceeded due moderation. But the more ancient Greeks (whose writings have perished), held a more prudent mean, between the arrogance of dogmatism, and the despair of scepticism; and though too frequently intermingling complaints and indignation [6] at the difficulty of inquiry, and the obscurity of things, and champing, as it were, the bit, have still persisted in pressing their point, and pursuing their intercourse with nature; thinking, as it seems, that the better method was not to dispute upon the very point of the possibility of anything being known, but to put it to the test of experience. Yet they themselves, by only employing the power of the understanding, have not adopted a fixed rule, but have laid their whole stress upon intense meditation, and a continual exercise and perpetual agitation of the mind.

Our method, though difficult in its operation, is easily explained. It consists in determining the degrees of certainty, while we, as it were, restore the senses to their former rank, but generally reject that operation of the mind which follows close upon the senses, and open and establish a new and certain course for the mind from the first actual perceptions of the senses themselves. This, no doubt, was the view taken by those who have assigned so much to logic; showing clearly thereby that they sought some support for the mind, and suspected its natural and spontaneous mode of action. But this is now employed too late as a remedy, when all is clearly lost, and after the mind, by the daily habit and intercourse of life, has come prepossessed with corrupted doctrines, and filled with the vainest idols. The art of logic therefore being (as we have mentioned), too late a precaution,1 and in no way remedying [7] the matter, has tended more to confirm errors, than to disclose truth. Our only remaining hope and salvation is to begin the whole labor of the mind again; not leaving it to itself, but directing it perpetually from the very first, and attaining our end as it were by mechanical aid. If men, for instance, had attempted mechanical labors with their hands alone, and without the power and aid of instruments, as they have not hesitated to carry on the labors of their understanding with the unaided efforts of their mind, they would have been able to move and overcome but little, though they had exerted their utmost and united powers. And just to pause awhile on this comparison, and look into it as a mirror; let us ask, if any obelisk of a remarkable size were perchance required to be moved, for the purpose of gracing a triumph or any similar pageant, and men were to attempt it with their bare hands, would not any sober spectator avow it to be an act of the greatest madness? And if they should increase the number of workmen, and imagine that they could thus succeed, would he not think so still more? But if they chose to make a selection, and to remove the weak, and only employ the strong and vigorous, thinking by this means, at any rate, to achieve their object, would he not say that they were more fondly deranged? Nay, if not content with this, they were to determine on consulting the athletic art, and were to give orders for all to appear with their hands, arms, and muscles regularly oiled and prepared, would he not exclaim that they were taking pains to rave by method and design? Yet men are hurried on with the same senseless energy and useless combination in intellectual matters, as long as they expect great results either from the number and agreement, or the excellence and acuteness of their wits; or even [8] strengthen their minds with logic, which may be considered as an athletic preparation, but yet do not desist (if we rightly consider the matter) from applying their own understandings merely with all this zeal and effort. While nothing is more clear, than that in every great work executed by the hand of man without machines or implements, it is impossible for the strength of individuals to be increased, or for that of the multitude to combine.

Having premised so much, we lay down two points on which we would admonish mankind, lest they should fail to see or to observe them. The first of these is, that it is our good fortune (as we consider it), for the sake of extinguishing and removing contradiction and irritation of mind, to leave the honor and reverence due to the ancients untouched and undiminished, so that we can perform our intended work, and yet enjoy the benefit of our respectful moderation. For if we should profess to offer something better than the ancients, and yet should pursue the same course as they have done, we could never, by any artifice, contrive to avoid the imputation of having engaged in a contest or rivalry as to our respective wits, excellences, or talents; which, though neither inadmissible nor new (for why should we not blame and point out anything that is imperfectly discovered or laid down by them, of our own right, a right common to all?), yet however just and allowable, would perhaps be scarcely an equal match, on account of the disproportion of our strength. But since our present plan leads up to open an entirely different course to the understanding, and one unattempted and unknown to them, the case is altered. There is an end to party zeal, and we only take upon ourselves the character of a guide, which requires a moderate share of authority and good fortune, [9] rather than talents and excellence. The first admonition relates to persons, the next to things.

We make no attempt to disturb the system of philosophy that now prevails, or any other which may or will exist, either more correct or more complete. For we deny not that the received system of philosophy, and others of a similar nature, encourage discussion, embellish harangues, are employed, and are of service in the duties of the professor, and the affairs of civil life. Nay, we openly express and declare that the philosophy we offer will not be very useful in such respects. It is not obvious, nor to be understood in a cursory view, nor does it flatter the mind in its preconceived notions, nor will it descend to the level of the generality of mankind unless by its advantages and effects.

Let there exist then (and may it be of advantage to both), two sources, and two distributions of learning, and in like manner two tribes, and as it were kindred families of contemplators or philosophers, without any hostility or alienation between them; but rather allied and united by mutual assistance. Let there be in short one method of cultivating the sciences, and another of discovering them. And as for those who prefer and more readily receive the former, on account of their haste or from motives arising from their ordinary life, or because they are unable from weakness of mind to comprehend and embrace the other (which must necessarily be the case with by far the greater number), let us wish that they may prosper as they desire in their undertaking, and attain what they pursue. But if any individual desire, and is anxious not merely to adhere to, and make use of present discoveries, but to penetrate still further, and not to overcome his adversaries in disputes, but nature by labor, not in short to give elegant [10] and specious opinions, but to know to a certainty and demonstration, let him, as a true son of science (if such be his wish), join with us; that when he has left the antechambers of nature trodden by the multitude, an entrance may at last be discovered to her inner apartments. And in order to be better understood, and to render our meaning more familiar by assigning determinate names, we have accustomed ourselves to call the one method the anticipation of the mind, and the other the interpretation of nature.

We have still one request left. We have at least reflected and taken pains in order to render our propositions not only true, but of easy and familiar access to men’s minds, however wonderfully prepossessed and limited. Yet it is but just that we should obtain this favor from mankind (especially in so great a restoration of learning and the sciences), that whosoever may be desirous of forming any determination upon an opinion of this our work either from his own perceptions, or the crowd of authorities, or the forms of demonstrations, he will not expect to be able to do so in a cursory manner, and while attending to other matters; but in order to have a thorough knowledge of the subject, will himself by degrees attempt the course which we describe and maintain; will be accustomed to the subtilty of things which is manifested by experience; and will correct the depraved and deeply rooted habits of his mind by a seasonable, and, as it were, just hesitation: and then, finally (if he will), use his judgment when he has begun to be master of himself.

A Brave New World by Aldous Huxley

Hello Students,

I posted the first two chapters of Aldous Huxley's brilliant novel Brave New World. You are responsible for reading the first two chapters and answering any questions that may be assigned to this reading. However, if you are interested in reading the entire novel you can do so at this website:
https://www.huxley.net/bnw/one.html

Brave New World

A SQUAT grey building of only thirty-four stories. Over the main entrance the words, CENTRAL LONDON HATCHERY AND CONDITIONING CENTRE, and, in a shield, the World State's motto, COMMUNITY, IDENTITY, STABILITY.

The enormous room on the ground floor faced towards the north. Cold for all the summer beyond the panes, for all the tropical heat of the room itself, a harsh thin light glared through the windows, hungrily seeking some draped lay figure, some pallid shape of academic goose-flesh, but finding only the glass and nickel and bleakly shining porcelain of a laboratory. Wintriness responded to wintriness. The overalls of the workers were white, their hands gloved with a pale corpse-coloured rubber. The light was frozen, dead, a ghost. Only from the yellow barrels of the microscopes did it borrow a certain rich and living substance, lying along the polished tubes like butter, streak after luscious streak in long recession down the work tables.

"And this," said the Director opening the door, "is the Fertilizing Room."

Bent over their instruments, three hundred Fertilizers were plunged, as the Director of Hatcheries and Conditioning entered the room, in the scarcely breathing silence, the absent-minded, soliloquizing hum or whistle, of absorbed concentration. A troop of newly arrived students, very young, pink and callow, followed nervously, rather abjectly, at the Director's heels. Each of them carried a notebook, in which, whenever the great man spoke, he desperately scribbled. Straight from the horse's mouth. It was a rare privilege. The D. H. C. for Central London always made a point of personally conducting his new students round the various departments.

"Just to give you a general idea," he would explain to them. For of course some sort of general idea they must have, if they were to do their work intelligently–though as little of one, if they were to be good and happy members of society, as possible. For particulars, as every one knows, make for virtue and happiness; generalities are intellectually necessary evils. Not philosophers but fret-sawyers and stamp collectors compose the backbone of society.

"To-morrow," he would add, smiling at them with a slightly menacing geniality, "you'll be settling down to serious work. You won't have time for generalities. Meanwhile …"

Meanwhile, it was a privilege. Straight from the horse's mouth into the notebook. The boys scribbled like mad.

Tall and rather thin but upright, the Director advanced into the room. He had a long chin and big rather prominent teeth, just covered, when he was not talking, by his full, floridly curved lips. Old, young? Thirty? Fifty? Fifty-five? It was hard to say. And anyhow the question didn't arise; in this year of stability, A. F. 632, it didn't occur to you to ask it.

"I shall begin at the beginning," said the D.H.C. and the more zealous students recorded his intention in their notebooks: Begin at the beginning. "These," he waved his hand, "are the incubators." And opening an insulated door he showed them racks upon racks of numbered test-tubes. "The week's supply of ova. Kept," he explained, "at blood heat; whereas the male gametes," and here he opened another door, "they have to be kept at thirty-five instead of thirty-seven. Full blood heat sterilizes." Rams wrapped in theremogene beget no lambs.

Still leaning against the incubators he gave them, while the pencils scurried illegibly across the pages, a brief description of the modern fertilizing process; spoke first, of course, of its surgical introduction–"the operation undergone voluntarily for the good of Society, not to mention the fact that it carries a bonus amounting to six months' salary"; continued with some account of the technique for preserving the excised ovary alive and actively developing; passed on to a consideration of optimum temperature, salinity, viscosity; referred to the liquor in which the detached and ripened eggs were kept; and, leading his charges to the work tables, actually showed them how this liquor was drawn off from the test-tubes; how it was let out drop by drop onto the specially warmed slides of the microscopes; how the eggs which it contained were inspected for abnormalities, counted and transferred to a porous receptacle; how (and he now took them to watch the operation) this receptacle was immersed in a warm bouillon containing free-swimming spermatozoa–at a minimum concentration of one hundred thousand per cubic centimetre, he insisted; and how, after ten minutes, the container was lifted out of the liquor and its contents re-examined; how, if any of the eggs remained unfertilized, it was again immersed, and, if necessary, yet again; how the fertilized ova went back to the incubators; where the Alphas and Betas remained until definitely bottled; while the Gammas, Deltas and Epsilons were brought out again, after only thirty-six hours, to undergo Bokanovsky's Process.

"Bokanovsky's Process," repeated the Director, and the students underlined the words in their little notebooks.

One egg, one embryo, one adult-normality. But a bokanovskified egg will bud, will proliferate, will divide. From eight to ninety-six buds, and every bud will grow into a perfectly formed embryo, and every embryo into a full-sized adult. Making ninety-six human beings grow where only one grew before. Progress.

"Essentially," the D.H.C. concluded, "bokanovskification consists of a series of arrests of development. We check the normal growth and, paradoxically enough, the egg responds by budding."

Responds by budding. The pencils were busy.

He pointed. On a very slowly moving band a rack-full of test-tubes was entering a large metal box, another, rack-full was emerging. Machinery faintly purred. It took eight minutes for the tubes to go through, he told them. Eight minutes of hard X-rays being about as much as an egg can stand. A few died; of the rest, the least susceptible divided into two; most put out four buds; some eight; all were returned to the incubators, where the buds began to develop; then, after two days, were suddenly chilled, chilled and checked. Two, four, eight, the buds in their turn budded; and having budded were dosed almost to death with alcohol; consequently burgeoned again and having budded–bud out of bud out of bud–were thereafter–further arrest being generally fatal–left to develop in peace. By which time the original egg was in a fair way to becoming anything from eight to ninety-six embryos– a prodigious improvement, you will agree, on nature. Identical twins–but not in piddling twos and threes as in the old viviparous days, when an egg would sometimes accidentally divide; actually by dozens, by scores at a time.

"Scores," the Director repeated and flung out his arms, as though he were distributing largesse. "Scores."

But one of the students was fool enough to ask where the advantage lay.

"My good boy!" The Director wheeled sharply round on him. "Can't you see? Can't you see?" He raised a hand; his expression was solemn. "Bokanovsky's Process is one of the major instruments of social stability!"

Major instruments of social stability.

Standard men and women; in uniform batches. The whole of a small factory staffed with the products of a single bokanovskified egg.

"Ninety-six identical twins working ninety-six identical machines!" The voice was almost tremulous with enthusiasm. "You really know where you are. For the first time in history." He quoted the planetary motto. "Community, Identity, Stability." Grand words. "If we could bokanovskify indefinitely the whole problem would be solved."

Solved by standard Gammas, unvarying Deltas, uniform Epsilons. Millions of identical twins. The principle of mass production at last applied to biology.

"But, alas," the Director shook his head, "we can't bokanovskify indefinitely."

Ninety-six seemed to be the limit; seventy-two a good average. From the same ovary and with gametes of the same male to manufacture as many batches of identical twins as possible–that was the best (sadly a second best) that they could do. And even that was difficult.

"For in nature it takes thirty years for two hundred eggs to reach maturity. But our business is to stabilize the population at this moment, here and now. Dribbling out twins over a quarter of a century–what would be the use of that?"

Obviously, no use at all. But Podsnap's Technique had immensely accelerated the process of ripening. They could make sure of at least a hundred and fifty mature eggs within two years. Fertilize and bokanovskify–in other words, multiply by seventy-two–and you get an average of nearly eleven thousand brothers and sisters in a hundred and fifty batches of identical twins, all within two years of the same age.

"And in exceptional cases we can make one ovary yield us over fifteen thousand adult individuals."

Beckoning to a fair-haired, ruddy young man who happened to be passing at the moment. "Mr. Foster," he called. The ruddy young man approached. "Can you tell us the record for a single ovary, Mr. Foster?" "Sixteen thousand and twelve in this Centre," Mr. Foster replied without hesitation. He spoke very quickly, had a vivacious blue eye, and took an evident pleasure in quoting figures. "Sixteen thousand and twelve; in one hundred and eighty-nine batches of identicals. But of course they've done much better," he rattled on, "in some of the tropical Centres. Singapore has often produced over sixteen thousand five hundred; and Mombasa has actually touched the seventeen thousand mark. But then they have unfair advantages. You should see the way a negro ovary responds to pituitary! It's quite astonishing, when you're used to working with European material. Still," he added, with a laugh (but the light of combat was in his eyes and the lift of his chin was challenging), "still, we mean to beat them if we can. I'm working on a wonderful Delta-Minus ovary at this moment. Only just eighteen months old. Over twelve thousand seven hundred children already, either decanted or in embryo. And still going strong. We'll beat them yet."

"That's the spirit I like!" cried the Director, and clapped Mr. Foster on the shoulder. "Come along with us, and give these boys the benefit of your expert knowledge."

Mr. Foster smiled modestly. "With pleasure." They went.

In the Bottling Room all was harmonious bustle and ordered activity. Flaps of fresh sow's peritoneum ready cut to the proper size came shooting up in little lifts from the Organ Store in the sub-basement. Whizz and then, click! the lift-hatches hew open; the bottle-liner had only to reach out a hand, take the flap, insert, smooth-down, and before the lined bottle had had time to travel out of reach along the endless band, whizz, click! another flap of peritoneum had shot up from the depths, ready to be slipped into yet another bottle, the next of that slow interminable procession on the band.

Next to the Liners stood the Matriculators. The procession advanced; one by one the eggs were transferred from their test-tubes to the larger containers; deftly the peritoneal lining was slit, the morula dropped into place, the saline solution poured in … and already the bottle had passed, and it was the turn of the labellers. Heredity, date of fertilization, membership of Bokanovsky Group–details were transferred from test-tube to bottle. No longer anonymous, but named, identified, the procession marched slowly on; on through an opening in the wall, slowly on into the Social Predestination Room.

"Eighty-eight cubic metres of card-index," said Mr. Foster with relish, as they entered.

"Containing all the relevant information," added the Director.

"Brought up to date every morning."

"And co-ordinated every afternoon."

"On the basis of which they make their calculations."

"So many individuals, of such and such quality," said Mr. Foster.

"Distributed in such and such quantities."

"The optimum Decanting Rate at any given moment."

"Unforeseen wastages promptly made good."

"Promptly," repeated Mr. Foster. "If you knew the amount of overtime I had to put in after the last Japanese earthquake!" He laughed goodhumouredly and shook his head.

"The Predestinators send in their figures to the Fertilizers."

"Who give them the embryos they ask for."

"And the bottles come in here to be predestined in detail."

"After which they are sent down to the Embryo Store."

"Where we now proceed ourselves."

And opening a door Mr. Foster led the way down a staircase into the basement.

The temperature was still tropical. They descended into a thickening twilight. Two doors and a passage with a double turn insured the cellar against any possible infiltration of the day.

"Embryos are like photograph film," said Mr. Foster waggishly, as he pushed open the second door. "They can only stand red light."

And in effect the sultry darkness into which the students now followed him was visible and crimson, like the darkness of closed eyes on a summer's afternoon. The bulging flanks of row on receding row and tier above tier of bottles glinted with innumerable rubies, and among the rubies moved the dim red spectres of men and women with purple eyes and all the symptoms of lupus. The hum and rattle of machinery faintly stirred the air.

"Give them a few figures, Mr. Foster," said the Director, who was tired of talking.

Mr. Foster was only too happy to give them a few figures.

Two hundred and twenty metres long, two hundred wide, ten high. He pointed upwards. Like chickens drinking, the students lifted their eyes towards the distant ceiling.

Three tiers of racks: ground floor level, first gallery, second gallery.

The spidery steel-work of gallery above gallery faded away in all directions into the dark. Near them three red ghosts were busily unloading demijohns from a moving staircase.

The escalator from the Social Predestination Room.

Each bottle could be placed on one of fifteen racks, each rack, though you couldn't see it, was a conveyor traveling at the rate of thirty-three and a third centimetres an hour. Two hundred and sixty-seven days at eight metres a day. Two thousand one hundred and thirty-six metres in all. One circuit of the cellar at ground level, one on the first gallery, half on the second, and on the two hundred and sixty-seventh morning, daylight in the Decanting Room. Independent existence–so called.

"But in the interval," Mr. Foster concluded, "we've managed to do a lot to them. Oh, a very great deal." His laugh was knowing and triumphant.

"That's the spirit I like," said the Director once more. "Let's walk around. You tell them everything, Mr. Foster."

Mr. Foster duly told them.

Told them of the growing embryo on its bed of peritoneum. Made them taste the rich blood surrogate on which it fed. Explained why it had to be stimulated with placentin and thyroxin. Told them of the corpus luteum extract. Showed them the jets through which at every twelfth metre from zero to 2040 it was automatically injected. Spoke of those gradually increasing doses of pituitary administered during the final ninety-six metres of their course. Described the artificial maternal circulation installed in every bottle at Metre 112; showed them the reservoir of blood-surrogate, the centrifugal pump that kept the liquid moving over the placenta and drove it through the synthetic lung and waste product filter. Referred to the embryo's troublesome tendency to anæmia, to the massive doses of hog's stomach extract and foetal foal's liver with which, in consequence, it had to be supplied.

Showed them the simple mechanism by means of which, during the last two metres out of every eight, all the embryos were simultaneously shaken into familiarity with movement. Hinted at the gravity of the so-called "trauma of decanting," and enumerated the precautions taken to minimize, by a suitable training of the bottled embryo, that dangerous shock. Told them of the test for sex carried out in the neighborhood of Metre 200. Explained the system of labelling–a T for the males, a circle for the females and for those who were destined to become freemartins a question mark, black on a white ground.

"For of course," said Mr. Foster, "in the vast majority of cases, fertility is merely a nuisance. One fertile ovary in twelve hundred–that would really be quite sufficient for our purposes. But we want to have a good choice. And of course one must always have an enormous margin of safety. So we allow as many as thirty per cent of the female embryos to develop normally. The others get a dose of male sex-hormone every twenty-four metres for the rest of the course. Result: they're decanted as freemartins–structurally quite normal (except," he had to admit, "that they do have the slightest tendency to grow beards), but sterile. Guaranteed sterile. Which brings us at last," continued Mr. Foster, "out of the realm of mere slavish imitation of nature into the much more interesting world of human invention."

He rubbed his hands. For of course, they didn't content themselves with merely hatching out embryos: any cow could do that.

"We also predestine and condition. We decant our babies as socialized human beings, as Alphas or Epsilons, as future sewage workers or future …" He was going to say "future World controllers," but correcting himself, said "future Directors of Hatcheries," instead.

The D.H.C. acknowledged the compliment with a smile.

They were passing Metre 320 on Rack 11. A young Beta-Minus mechanic was busy with screw-driver and spanner on the blood-surrogate pump of a passing bottle. The hum of the electric motor deepened by fractions of a tone as he turned the nuts. Down, down … A final twist, a glance at the revolution counter, and he was done. He moved two paces down the line and began the same process on the next pump.

"Reducing the number of revolutions per minute," Mr. Foster explained. "The surrogate goes round slower; therefore passes through the lung at longer intervals; therefore gives the embryo less oxygen. Nothing like oxygen-shortage for keeping an embryo below par." Again he rubbed his hands.

"But why do you want to keep the embryo below par?" asked an ingenuous student.

"Ass!" said the Director, breaking a long silence. "Hasn't it occurred to you that an Epsilon embryo must have an Epsilon environment as well as an Epsilon heredity?"

It evidently hadn't occurred to him. He was covered with confusion.

"The lower the caste," said Mr. Foster, "the shorter the oxygen." The first organ affected was the brain. After that the skeleton. At seventy per cent of normal oxygen you got dwarfs. At less than seventy eyeless monsters.

"Who are no use at all," concluded Mr. Foster.

Whereas (his voice became confidential and eager), if they could discover a technique for shortening the period of maturation what a triumph, what a benefaction to Society!

"Consider the horse."

They considered it.

Mature at six; the elephant at ten. While at thirteen a man is not yet sexually mature; and is only full-grown at twenty. Hence, of course, that fruit of delayed development, the human intelligence.

"But in Epsilons," said Mr. Foster very justly, "we don't need human intelligence."

Didn't need and didn't get it. But though the Epsilon mind was mature at ten, the Epsilon body was not fit to work till eighteen. Long years of superfluous and wasted immaturity. If the physical development could be speeded up till it was as quick, say, as a cow's, what an enormous saving to the Community!

"Enormous!" murmured the students. Mr. Foster's enthusiasm was infectious.

He became rather technical; spoke of the abnormal endocrine co-ordination which made men grow so slowly; postulated a germinal mutation to account for it. Could the effects of this germinal mutation be undone? Could the individual Epsilon embryo be made a revert, by a suitable technique, to the normality of dogs and cows? That was the problem. And it was all but solved.

Pilkington, at Mombasa, had produced individuals who were sexually mature at four and full-grown at six and a half. A scientific triumph. But socially useless. Six-year-old men and women were too stupid to do even Epsilon work. And the process was an all-or-nothing one; either you failed to modify at all, or else you modified the whole way. They were still trying to find the ideal compromise between adults of twenty and adults of six. So far without success. Mr. Foster sighed and shook his head.

Their wanderings through the crimson twilight had brought them to the neighborhood of Metre 170 on Rack 9. From this point onwards Rack 9 was enclosed and the bottle performed the remainder of their journey in a kind of tunnel, interrupted here and there by openings two or three metres wide.

"Heat conditioning," said Mr. Foster.

Hot tunnels alternated with cool tunnels. Coolness was wedded to discomfort in the form of hard X-rays. By the time they were decanted the embryos had a horror of cold. They were predestined to emigrate to the tropics, to be miner and acetate silk spinners and steel workers. Later on their minds would be made to endorse the judgment of their bodies. "We condition them to thrive on heat," concluded Mr. Foster. "Our colleagues upstairs will teach them to love it."

"And that," put in the Director sententiously, "that is the secret of happiness and virtue–liking what you've got to do. All conditioning aims at that: making people like their unescapable social destiny."

In a gap between two tunnels, a nurse was delicately probing with a long fine syringe into the gelatinous contents of a passing bottle. The students and their guides stood watching her for a few moments in silence.

"Well, Lenina," said Mr. Foster, when at last she withdrew the syringe and straightened herself up.

The girl turned with a start. One could see that, for all the lupus and the purple eyes, she was uncommonly pretty.

"Henry!" Her smile flashed redly at him–a row of coral teeth.

"Charming, charming," murmured the Director and, giving her two or three little pats, received in exchange a rather deferential smile for himself.

"What are you giving them?" asked Mr. Foster, making his tone very professional.

"Oh, the usual typhoid and sleeping sickness."

"Tropical workers start being inoculated at Metre 150," Mr. Foster explained to the students. "The embryos still have gills. We immunize the fish against the future man's diseases." Then, turning back to Lenina, "Ten to five on the roof this afternoon," he said, "as usual."

"Charming," said the Director once more, and, with a final pat, moved away after the others.

On Rack 10 rows of next generation's chemical workers were being trained in the toleration of lead, caustic soda, tar, chlorine. The first of a batch of two hundred and fifty embryonic rocket-plane engineers was just passing the eleven hundred metre mark on Rack 3. A special mechanism kept their containers in constant rotation. "To improve their sense of balance," Mr. Foster explained. "Doing repairs on the outside of a rocket in mid-air is a ticklish job. We slacken off the circulation when they're right way up, so that they're half starved, and double the flow of surrogate when they're upside down. They learn to associate topsy-turvydom with well-being; in fact, they're only truly happy when they're standing on their heads.

"And now," Mr. Foster went on, "I'd like to show you some very interesting conditioning for Alpha Plus Intellectuals. We have a big batch of them on Rack 5. First Gallery level," he called to two boys who had started to go down to the ground floor.

"They're round about Metre 900," he explained. "You can't really do any useful intellectual conditioning till the foetuses have lost their tails. Follow me."

But the Director had looked at his watch. "Ten to three," he said. "No time for the intellectual embryos, I'm afraid. We must go up to the Nurseries before the children have finished their afternoon sleep."

Mr. Foster was disappointed. "At least one glance at the Decanting Room," he pleaded.

"Very well then." The Director smiled indulgently. "Just one glance."

Chapter Two

MR. FOSTER was left in the Decanting Room. The D.H.C. and his students stepped into the nearest lift and were carried up to the fifth floor.

INFANT NURSERIES. NEO-PAVLOVIAN CONDITIONING ROOMS, announced the notice board.

The Director opened a door. They were in a large bare room, very bright and sunny; for the whole of the southern wall was a single window. Half a dozen nurses, trousered and jacketed in the regulation white viscose-linen uniform, their hair aseptically hidden under white caps, were engaged in setting out bowls of roses in a long row across the floor. Big bowls, packed tight with blossom. Thousands of petals, ripe-blown and silkily smooth, like the cheeks of innumerable little cherubs, but of cherubs, in that bright light, not exclusively pink and Aryan, but also luminously Chinese, also Mexican, also apoplectic with too much blowing of celestial trumpets, also pale as death, pale with the posthumous whiteness of marble.

The nurses stiffened to attention as the D.H.C. came in.

"Set out the books," he said curtly.

In silence the nurses obeyed his command. Between the rose bowls the books were duly set out–a row of nursery quartos opened invitingly each at some gaily coloured image of beast or fish or bird.

"Now bring in the children."

They hurried out of the room and returned in a minute or two, each pushing a kind of tall dumb-waiter laden, on all its four wire-netted shelves, with eight-month-old babies, all exactly alike (a Bokanovsky Group, it was evident) and all (since their caste was Delta) dressed in khaki.

"Put them down on the floor."

The infants were unloaded.

"Now turn them so that they can see the flowers and books."

Turned, the babies at once fell silent, then began to crawl towards those clusters of sleek colours, those shapes so gay and brilliant on the white pages. As they approached, the sun came out of a momentary eclipse behind a cloud. The roses flamed up as though with a sudden passion from within; a new and profound significance seemed to suffuse the shining pages of the books. From the ranks of the crawling babies came little squeals of excitement, gurgles and twitterings of pleasure.

The Director rubbed his hands. "Excellent!" he said. "It might almost have been done on purpose."

The swiftest crawlers were already at their goal. Small hands reached out uncertainly, touched, grasped, unpetaling the transfigured roses, crumpling the illuminated pages of the books. The Director waited until all were happily busy. Then, "Watch carefully," he said. And, lifting his hand, he gave the signal.

The Head Nurse, who was standing by a switchboard at the other end of the room, pressed down a little lever.

There was a violent explosion. Shriller and ever shriller, a siren shrieked. Alarm bells maddeningly sounded.

The children started, screamed; their faces were distorted with terror.

"And now," the Director shouted (for the noise was deafening), "now we proceed to rub in the lesson with a mild electric shock."

He waved his hand again, and the Head Nurse pressed a second lever. The screaming of the babies suddenly changed its tone. There was something desperate, almost insane, about the sharp spasmodic yelps to which they now gave utterance. Their little bodies twitched and stiffened; their limbs moved jerkily as if to the tug of unseen wires.

"We can electrify that whole strip of floor," bawled the Director in explanation. "But that's enough," he signalled to the nurse.

The explosions ceased, the bells stopped ringing, the shriek of the siren died down from tone to tone into silence. The stiffly twitching bodies relaxed, and what had become the sob and yelp of infant maniacs broadened out once more into a normal howl of ordinary terror.

"Offer them the flowers and the books again."

The nurses obeyed; but at the approach of the roses, at the mere sight of those gaily-coloured images of pussy and cock-a-doodle-doo and baa-baa black sheep, the infants shrank away in horror, the volume of their howling suddenly increased.

"Observe," said the Director triumphantly, "observe."

Books and loud noises, flowers and electric shocks–already in the infant mind these couples were compromisingly linked; and after two hundred repetitions of the same or a similar lesson would be wedded indissolubly. What man has joined, nature is powerless to put asunder.

"They'll grow up with what the psychologists used to call an 'instinctive' hatred of books and flowers. Reflexes unalterably conditioned. They'll be safe from books and botany all their lives." The Director turned to his nurses. "Take them away again."

Still yelling, the khaki babies were loaded on to their dumb-waiters and wheeled out, leaving behind them the smell of sour milk and a most welcome silence.

One of the students held up his hand; and though he could see quite well why you couldn't have lower-cast people wasting the Community's time over books, and that there was always the risk of their reading something which might undesirably decondition one of their reflexes, yet … well, he couldn't understand about the flowers. Why go to the trouble of making it psychologically impossible for Deltas to like flowers?

Patiently the D.H.C. explained. If the children were made to scream at the sight of a rose, that was on grounds of high economic policy. Not so very long ago (a century or thereabouts), Gammas, Deltas, even Epsilons, had been conditioned to like flowers–flowers in particular and wild nature in general. The idea was to make them want to be going out into the country at every available opportunity, and so compel them to consume transport.

"And didn't they consume transport?" asked the student.

"Quite a lot," the D.H.C. replied. "But nothing else."

Primroses and landscapes, he pointed out, have one grave defect: they are gratuitous. A love of nature keeps no factories busy. It was decided to abolish the love of nature, at any rate among the lower classes; to abolish the love of nature, but not the tendency to consume transport. For of course it was essential that they should keep on going to the country, even though they hated it. The problem was to find an economically sounder reason for consuming transport than a mere affection for primroses and landscapes. It was duly found.

"We condition the masses to hate the country," concluded the Director. "But simultaneously we condition them to love all country sports. At the same time, we see to it that all country sports shall entail the use of elaborate apparatus. So that they consume manufactured articles as well as transport. Hence those electric shocks."

"I see," said the student, and was silent, lost in admiration.

There was a silence; then, clearing his throat, "Once upon a time," the Director began, "while our Ford was still on earth, there was a little boy called Reuben Rabinovitch. Reuben was the child of Polish-speaking parents."

The Director interrupted himself. "You know what Polish is, I suppose?"

"A dead language."

"Like French and German," added another student, officiously showing off his learning.

"And 'parent'?" questioned the D.H.C.

There was an uneasy silence. Several of the boys blushed. They had not yet learned to draw the significant but often very fine distinction between smut and pure science. One, at last, had the courage to raise a hand.

"Human beings used to be …" he hesitated; the blood rushed to his cheeks. "Well, they used to be viviparous."

"Quite right." The Director nodded approvingly.

"And when the babies were decanted …"

"'Born,'" came the correction.

"Well, then they were the parents–I mean, not the babies, of course; the other ones." The poor boy was overwhelmed with confusion.

"In brief," the Director summed up, "the parents were the father and the mother." The smut that was really science fell with a crash into the boys' eye-avoiding silence. "Mother," he repeated loudly rubbing in the science; and, leaning back in his chair, "These," he said gravely, "are unpleasant facts; I know it. But then most historical facts are unpleasant."

He returned to Little Reuben–to Little Reuben, in whose room, one evening, by an oversight, his father and mother (crash, crash!) happened to leave the radio turned on.

("For you must remember that in those days of gross viviparous reproduction, children were always brought up by their parents and not in State Conditioning Centres.")

While the child was asleep, a broadcast programme from London suddenly started to come through; and the next morning, to the astonishment of his crash and crash (the more daring of the boys ventured to grin at one another), Little Reuben woke up repeating word for word a long lecture by that curious old writer ("one of the very few whose works have been permitted to come down to us"), George Bernard Shaw, who was speaking, according to a well-authenticated tradition, about his own genius. To Little Reuben's wink and snigger, this lecture was, of course, perfectly incomprehensible and, imagining that their child had suddenly gone mad, they sent for a doctor. He, fortunately, understood English, recognized the discourse as that which Shaw had broadcasted the previous evening, realized the significance of what had happened, and sent a letter to the medical press about it.

"The principle of sleep-teaching, or hypnopædia, had been discovered." The D.H.C. made an impressive pause.

The principle had been discovered; but many, many years were to elapse before that principle was usefully applied.

"The case of Little Reuben occurred only twenty-three years after Our Ford's first T-Model was put on the market." (Here the Director made a sign of the T on his stomach and all the students reverently followed suit.) "And yet …"

Furiously the students scribbled. "Hypnopædia, first used officially in A.F. 214. Why not before? Two reasons. (a) …"

"These early experimenters," the D.H.C. was saying, "were on the wrong track. They thought that hypnopædia could be made an instrument of intellectual education …"

(A small boy asleep on his right side, the right arm stuck out, the right hand hanging limp over the edge of the bed. Through a round grating in the side of a box a voice speaks softly.

"The Nile is the longest river in Africa and the second in length of all the rivers of the globe. Although falling short of the length of the Mississippi-Missouri, the Nile is at the head of all rivers as regards the length of its basin, which extends through 35 degrees of latitude …"

At breakfast the next morning, "Tommy," some one says, "do you know which is the longest river in Africa?" A shaking of the head. "But don't you remember something that begins: The Nile is the …"

"The - Nile - is - the - longest - river - in - Africa - and - the - second - in - length - of - all - the - rivers - of - the - globe …" The words come rushing out. "Although - falling - short - of …"

"Well now, which is the longest river in Africa?"

The eyes are blank. "I don't know."

"But the Nile, Tommy."

"The - Nile - is - the - longest - river - in - Africa - and - second …"

"Then which river is the longest, Tommy?"

Tommy burst into tears. "I don't know," he howls.)

That howl, the Director made it plain, discouraged the earliest investigators. The experiments were abandoned. No further attempt was made to teach children the length of the Nile in their sleep. Quite rightly. You can't learn a science unless you know what it's all about.

"Whereas, if they'd only started on moral education," said the Director, leading the way towards the door. The students followed him, desperately scribbling as they walked and all the way up in the lift. "Moral education, which ought never, in any circumstances, to be rational."

"Silence, silence," whispered a loud speaker as they stepped out at the fourteenth floor, and "Silence, silence," the trumpet mouths indefatigably repeated at intervals down every corridor. The students and even the Director himself rose automatically to the tips of their toes. They were Alphas, of course, but even Alphas have been well conditioned. "Silence, silence." All the air of the fourteenth floor was sibilant with the categorical imperative.

Fifty yards of tiptoeing brought them to a door which the Director cautiously opened. They stepped over the threshold into the twilight of a shuttered dormitory. Eighty cots stood in a row against the wall. There was a sound of light regular breathing and a continuous murmur, as of very faint voices remotely whispering.

A nurse rose as they entered and came to attention before the Director.

"What's the lesson this afternoon?" he asked.

"We had Elementary Sex for the first forty minutes," she answered. "But now it's switched over to Elementary Class Consciousness."

The Director walked slowly down the long line of cots. Rosy and relaxed with sleep, eighty little boys and girls lay softly breathing. There was a whisper under every pillow. The D.H.C. halted and, bending over one of the little beds, listened attentively.

"Elementary Class Consciousness, did you say? Let's have it repeated a little louder by the trumpet."

At the end of the room a loud speaker projected from the wall. The Director walked up to it and pressed a switch.

"… all wear green," said a soft but very distinct voice, beginning in the middle of a sentence, "and Delta Children wear khaki. Oh no, I don't want to play with Delta children. And Epsilons are still worse. They're too stupid to be able to read or write. Besides they wear black, which is such a beastly colour. I'm so glad I'm a Beta."

There was a pause; then the voice began again.

"Alpha children wear grey They work much harder than we do, because they're so frightfully clever. I'm really awfuly glad I'm a Beta, because I don't work so hard. And then we are much better than the Gammas and Deltas. Gammas are stupid. They all wear green, and Delta children wear khaki. Oh no, I don't want to play with Delta children. And Epsilons are still worse. They're too stupid to be able …"

The Director pushed back the switch. The voice was silent. Only its thin ghost continued to mutter from beneath the eighty pillows.

"They'll have that repeated forty or fifty times more before they wake; then again on Thursday, and again on Saturday. A hundred and twenty times three times a week for thirty months. After which they go on to a more advanced lesson."

Roses and electric shocks, the khaki of Deltas and a whiff of asafœtida–wedded indissolubly before the child can speak. But wordless conditioning is crude and wholesale; cannot bring home the finer distinctions, cannot inculcate the more complex courses of behaviour. For that there must be words, but words without reason. In brief, hypnopædia.

"The greatest moralizing and socializing force of all time."

The students took it down in their little books. Straight from the horse's mouth.

Once more the Director touched the switch.

"… so frightfully clever," the soft, insinuating, indefatigable voice was saying, "I'm really awfully glad I'm a Beta, because …"

Not so much like drops of water, though water, it is true, can wear holes in the hardest granite; rather, drops of liquid sealing-wax, drops that adhere, incrust, incorporate themselves with what they fall on, till finally the rock is all one scarlet blob.

"Till at last the child's mind is these suggestions, and the sum of the suggestions is the child's mind. And not the child's mind only. The adult's mind too–all his life long. The mind that judges and desires and decides–made up of these suggestions. But all these suggestions are our suggestions!" The Director almost shouted in his triumph. "Suggestions from the State." He banged the nearest table. "It therefore follows …"

A noise made him turn round.

"Oh, Ford!" he said in another tone, "I've gone and woken the children."