Island - Aldous Huxley [112]
“We teach the way you’re probably going to teach in another ten or fifteen years. Take mathematics, for example. Historically mathematics began with the elaboration of useful tricks, soared up into metaphysics and finally explained itself in terms of structure and logical transformations. In our schools we reverse the historical process. We begin with structure and logic; then, skipping the metaphysics, we go on from general principles to particular applications.”
“And the children understand?”
“Far better than they understand when one starts with utilitarian tricks. From about five onwards practically any intelligent child can learn practically anything, provided always that you present it to him in the right way. Logic and structure in the form of games and puzzles. The children play and, incredibly quickly, they catch the point. After which you can go on to practical applications. Taught in this way, most children can learn at least three times as much, four times as thoroughly, in half the time. Or consider another field where one can use games to implant an understanding of basic principles. All scientific thinking is in terms of probability. The old eternal verities are merely a high degree of likeliness; the immutable laws of nature are just statistical averages. How does one get these profoundly unobvious notions into children’s heads? By playing roulette with them, by spinning coins and drawing lots. By teaching them all kinds of games with cards and boards and dice.”
“Evolutionary Snakes and Ladders—that’s the most popular game with the little ones,” said Mrs. Narayan. “Another great favorite is Mendelian Happy Families.”
“And a little later,” Mr. Menon added, “we introduce them to a rather complicated game played by four people with a pack of sixty specially designed cards divided into three suits. Psychological bridge, we call it. Chance deals you your hand, but the way you play it is a matter of skill, bluff and co-operation with your partner.”
“Psychology, Mendelism, Evolution—your education seems to be heavily biological,” said Will.
“It is,” Mr. Menon agreed. “Our primary emphasis isn’t on physics and chemistry; it’s on the sciences of life.”
“Is that a matter of principle?”
“Not entirely. It’s also a matter of convenience and economic necessity. We don’t have the money for large-scale research in physics and chemistry, and we don’t really have any practical need for that kind of research—no heavy industries to be made more competitive, no armaments to be made more diabolical, not the faintest desire to land on the backside of the moon. Only the modest ambition to live as fully human beings in harmony with the rest of life on this island at this latitude on this planet. We can take the results of your researches in physics and chemistry and apply them, if we want to or can afford it, to our own purposes. Meanwhile we’ll concentrate on the research which promises to do us the greatest good—in the sciences of life and mind. If the politicians in the newly independent countries had any sense,” he added, “they’d do the same. But they want to throw their weight around; they want to have armies, they want to catch up with the motorized television addicts of America and Europe. You people have no choice,” he went on. “You’re irretrievably committed to applied physics and chemistry, with all their dismal consequences, military, political and social. But the underdeveloped countries aren’t committed. They don’t have to follow your example. They’re still free to take the road we’ve taken—the road of applied biology, the road of fertility control and the limited production and selective industrialization which fertility control makes possible, the road that leads towards happiness from the inside out, through health, through awareness, through a change in one’s attitude towards the world; not towards the mirage of happiness from the outside in, through toys and pills and nonstop distractions. They could still choose our way; but they don’t