Archives For Education

C.S. Lewis at Belsen

July 26, 2018 — 4 Comments

belsen school

Boarding schools are somewhat rare in the United States. And that is a good thing.

C.S. Lewis attended three, and he considered two of them to be torturous. The first he came to refer to as Belsen, in reference to the deadly Nazi concentration camp. His older brother, Warnie, had moved to the same school when he too was nine, three years earlier.

The headmaster of Wynyard School in Hertfordshire was an Anglican priest named Robert Capron who was quite unhinged. In fact,

The school that [his father] Albert Lewis, after careful study and deep reflection, chose for his sons was run quite autocratically by a man who had already been prosecuted for cruelty to his students and who, within a very few years, would be certified as insane. (The Narnian)

Honestly, there is a proper place for boarding schools—as long as they are not operated by lunatics.

As I finished seminary, a window opened for my wife and me to serve on the “mission field.” After serious prayer, we told the missions agency that “we will happily serve in any nation, discharging any type of ministry duties . . . so long as our children can remain with us.”

Some people are willing to make even that sacrifice. And they not limited to those in ministry. When I was stationed in the United Kingdom, the United Stated Department of Defense operated its own boarding school for military dependents at RAF High Wycombe. (Canadians attended as well.)

Leaving a Mark

It’s no surprise boarding schools left a deep imprint on Lewis’ psyche. For seven-plus months of the year, they controlled nearly every aspect of his life, from “reveille” to slumber.

He wrote about the repercussions in a variety of places, most notably his autobiography,  Surprised by Joy: The Shape of My Early Life. During a recent rereading of the collection of essays in Present Concerns, I enjoyed “My First School.”

The essence of the essay is anticipation—anticipation of good events, such as holidays, and ominous occasions (in this case, the return to the schoolhouse). Before exploring that subject, Lewis sets the stage by briefly describing the grim environment at Belsen.

The Head [Rev. Capron] had, indeed, a grown-up son, a smooth-faced carpet-slipper sort of creature . . . a privileged Demi-god who ate the same food as his father though his sisters shared the food of the boys.

But we ourselves were . . . Beaten, cheated, scared, ill-fed . . .

Later, as a Christian adult, Lewis was able to glean some good even from these demoralizing days.

Life at a vile boarding school is, in this way, a good preparation for the Christian Life, that it teaches one to live by hope. Even, in a sense, by faith; for at the beginning of each term, home and holidays are so far off that it is as hard to realize them as to realize heaven. (Surprised by Joy)

It teaches one to live by hope.

In 1911 Lewis would be sent to a far better school, Cherbourg House in England. It was a prep school for Malvern College where he would follow his brother as a student. Although this school was healthier, it possessed its own shortcomings.

Cherbourg House was the tragic place where Lewis lost his childhood faith.

The chronology of this disaster is a little vague, but I know for certain that it had not begun when I went there and that the process was complete very shortly after I left. I will try to set down what I know of the conscious causes and what I suspect of the unconscious.

Most reluctantly, venturing no blame, and as tenderly as I would at need reveal some error in my own mother, I must begin with dear Miss C., the Matron. No school ever had a better Matron, more skilled and comforting to boys in sickness, or more cheery and companionable to boys in health. She was one of the most selfless people I have ever known. We all loved her; I, the orphan, especially.

Now it so happened that Miss C., who seemed old to me, was still in her spiritual immaturity, still hunting, with the eagerness of a soul that had a touch of angelic quality in it, for a truth and a way of life. Guides were even rarer then than now.

She was (as I should now put it) floundering in the mazes of Theosophy, Rosicrucianism, Spiritualism; the whole Anglo-American Occultist tradition. Nothing was further from her intention than to destroy my faith; she could not tell that the room into which she brought this candle was full of gunpowder.

I had never heard of such things before; never, except in a nightmare or a fairy tale, conceived of spirits other than God and men. I had loved to read of strange sights and other worlds and unknown modes of being, but never with the slightest belief . . .

But now, for the first time, there burst upon me the idea that there might be real marvels all about us, that the visible world might be only a curtain to conceal huge realms uncharted by my very simple theology. And that started in me something with which, on and off, I have had plenty of trouble since—the desire for the preternatural . . . (Surprised by Joy)

In closing with Lewis’ sad slide into atheism, this brief look at his experience in boarding schools affords us a sobering reminder.

Christian parents (indeed, all parents) are quite wise to be cautious about where they have their children schooled. After all, educators also expose their students to their particular worldviews.


I have written previously about education in the column “Were All Valedictorians!

For a brief consideration of Belsen’s influence on the Chronicles of Narnia, turn here.

Degrees of Importance

March 29, 2018 — 9 Comments

swiss horn

Not all college degrees are created equal. Some are “marketable,” and lead to well compensated careers. Others do not necessarily make one “employable,” but offer intrinsic satisfaction.

Engineering degrees would probably be in the first category. Creative writing degrees typically fall into the latter.

If I had the good fortune to study at Oxford when C.S. Lewis and J.R.R. Tolkien taught there, I would have savored the opportunity to sit in their presence and explore the wonders of Medieval Literature or Old English. (In America, at least, both of those degrees would fall into the second category identified above.)

As it was, my initial degree was in journalism. It seemed that every quarter our professors at the University of Washington would remind us that five years after graduation, no more than five percent of us would be working in that particular field. (I referred to those sessions as de-motivational chats.)

Still, learning how to write is a skill that serves one well in nearly any field.

Learning to yodel, on the other hand, probably possesses far fewer applications.

This year the Lucerne University of Applied Sciences and Arts will introduce a course on alpine “singing.” The University has expressed hope they will inspire enough Swiss yodelers to establish a degree program. If their efforts really pay off, they dream of offering a graduate degree in the rarified field.

The BBC reports “Yodelling is enjoying something of a resurgence in Switzerland, even featuring on successful chart albums last year.” I guess that answers the question about what the Swiss do beyond banking and making confectioneries.

If you have led a life so sheltered that you are uncertain exactly what yodeling is, the BBC describes it as “a form of singing which involves wobbling the voice up and down in a rapid change of pitch.”

An online dictionary defines yodel as a verb meaning “to sing with frequent changes from the ordinary voice to falsetto and back again, in the manner of Swiss and Tyrolean mountaineers.”

While most of us prefer our falsetto music in small doses, yodeling capitalizes on the full range of the human larynx, and then some.

The course will be taught by a famous yodeler, Nadja Räss. I’ve linked to one of her performances below.

I was curious as to what Lewis and Tolkien would have thought about this subject’s suitability for academic study. I suspect it would have provided the Inklings a chuckle, but they would affirm the value of studying one’s unique cultural heritage.

I did find one curious encounter Lewis had with a Swiss traveler in 1927. It has nothing to do with yodeling, and only tangentially touches on the university, but it is rather interesting. In a letter to his brother he mentions that Minto (Janie Moore) who lived with him, was being visited by an acquaintance.

You will be surprised to hear that while I write this, Minto is out to dinner. This results from the chief event since you left—the arrival of ‘un ami’ of Florence de Forest—not staying here, thank heavens.

He is a little Swiss commercial traveller, ‘Villie Goût,’ as smart as a bandbox, and very polite. Beyond making horrible noises in clearing his ‘pipes . . .’ and being intensely ugly, he is really quite harmless, tho’ of course very vulgar. He and Florence absolutely insisted on Minto’s dining with them at the Eastgate tonight, and won the day.

They know how to move their monde, as you will see from this fact and also when I tell you that they made me take them up Magdalen Tower this morning—as well as round the College. When I showed them the deer he made one of those extremely simple French jokes with which Maurice and M. Zée have familiarised us.

I had explained that these deer were descendants of a herd wh. had been there before the College was founded (that is quite true by the by, or as true as a College tradition need be), and I added ‘So you may say they are the oldest members of the College’.

‘And ze most intelligent?’ returned M. Goût.

I am confident that Mr. Goût and his companion enjoyed their visit to Oxford. Perhaps he returned home to Switzerland hoping that someday their universities would rival those of Britain.

Lucerne University of Applied Sciences and Arts was not founded until 1997, but their bold academic vision would have made Goût proud.

_____

You can enjoy a sample of Nadja Räss’ singing here.

 

mayanC.S. Lewis offered one of his keen insights into literature when he wrote: “The more ‘up to date’ the book is, the sooner it will be dated.” (Letters to Malcolm)

The racks of clearance titles at bookstores provide ample evidence of that truth. It’s particularly evident with nonfiction works dealing with technology. Their shelf life can be counted in months (if they are fortunate).

But the short lifespan of modern writing is not restricted to science-driven topics. It also relates to the literary “fads” that come and go like mists dispelled by the afternoon sun.

There appears to be a direct correlation between touting the modernity or timeliness of a book and it imminent obsolescence. Many readers of Mere Inkling vividly recall the deluge of books warning about the dangers posed by Y2K. The new millennium was guaranteed—in the eyes of publishers milking the rare event—to bring momentous change, perhaps including catastrophic disasters.

When that crisis failed to materialize, there was a slightly less voluminous—but equally ominous—discussion of the threat of Armageddon heralded by the end of the Mayan calendar in 2012. It was newsworthy enough that NASA posted this message the day after “doomsday.”

News flash: the world didn’t end on Dec. 21, 2012. You’ve probably already figured that out for yourself. Despite reports of an ancient Maya prophecy, a mysterious planet on a collision course with Earth, or a reverse in Earth’s rotation, we’re still here.

The Mayan connection “was a misconception from the very beginning,” says Dr. John Carlson, director of the Center for Archaeoastronomy. “The Maya calendar did not end on Dec. 21, 2012, and there were no Maya prophecies foretelling the end of the world on that date.”*

It is unfair, though, to single out time sensitive publications as doomed to pass quickly into the recycling bin. After all, it wasn’t technological or calendar-focused texts Lewis was referring to.

What Lewis was critiquing is books that consciously attempt to catch the latest wave of popularity . . . without recognizing that only a small fraction of such movements are of lasting value.

He despised books that lacked substance and were utterly transient in their “value.”

Lewis knew from personal experience about the varying quality and potential lifespan of books. The following passage from his autobiography describes vividly how in his childhood he was exposed to books of all sorts, even though some had been purchased only because of his parents’ “transient” interests.

I am a product of long corridors, empty sunlit rooms, upstairs indoor silences, attics explored in solitude, distant noises of gurgling cisterns and pipes, and the noise of wind under the tiles.

Also, of endless books. My father bought all the books he read and never got rid of any of them. There were books in the study, books in the drawing room, books in the cloakroom, books (two deep) in the great bookcase on the landing, books in a bedroom, books piled as high as my shoulder in the cistern attic, books of all kinds reflecting every transient stage of my parents’ interest, books readable and unreadable, books suitable for a child and books most emphatically not.

Nothing was forbidden me. In the seemingly endless rainy afternoons I took volume after volume from the shelves. I had always the same certainty of finding a book that was new to me as a man who walks into a field has of finding a new blade of grass. (Surprised by Joy)

Lewis believed that any good book was worth rereading. As a relatively young man he wrote in 1916, “You really lose a lot by never reading books again.” Sixteen years later he would write to Arthur Greeves once again and say, “I can’t imagine a man really enjoying a book and reading it only once.” And, without belaboring the subject, in 1933 he would once again voice this conviction to his lifelong friend. “Clearly one must read every good book at least once every ten years.”

The “good books,” of course, were those that had proven themselves over the passage of time. They were polar opposites to the shallow, insipid writing Lewis derided.

In An Experiment in Criticism, Lewis elaborates on this notion. He argues that no truly worthwhile text can be fully digested in a single reading.

The sure mark of an unliterary man is that he considers “I’ve read it already” to be a conclusive argument against reading a work. . . . Those who read great works, on the other hand, will read the same work ten, twenty or thirty times during the course of their life.

It is honest to acknowledge that a book only recently published is not inherently of lesser value than something that has remained of sufficient value to have been preserved over the centuries. After all, every book was at one time new.

Lewis offers a persuasive rationale for his position reading outside one’s own historical context is beneficial.

Every age has its own outlook. It is specially good at seeing certain truths and specially liable to make certain mistakes. We all, therefore, need the books that will correct the characteristic mistakes of our own period. And that means the old books. (“On the Reading of Old Books”)

It should be noted that Lewis did offer an exception to his rule about revisiting texts. He regarded it as feasible that a volume of facts or “information” could be processed in one reading.

No book is really worth reading at the age of ten which is not equally (and often far more) worth reading at the age of fifty—except, of course, books of information. The only imaginative works we ought to grow out of are those which it would have been better not to have read at all. (“On Stories”)

Lewis could exclude “books of information” from requiring rereading due to his prodigious memory which made that unnecessary. Lesser minds, such as that of the writer of this column, often benefit from returning to even these books.

Lewis, however, was absolutely convinced that the classics (using the term in a broad sense) were vital to developing the mind. He even proposed a specific ratio for one’s literary consumption.

It is a good rule, after reading a new book, never to allow yourself another new one till you have read an old one in between. If that is too much for you, you should at least read one old one to every three new ones. (“On the Reading of Old Books”)

One reason for alternating one’s reading is to ensure we don’t ingest too much mental “junk food.” After all, as Lewis writes in “Learning in War-Time,”

You are not, in fact, going to read nothing . . . if you don’t read good books you will read bad ones. If you don’t go on thinking rationally, you will think irrationally.

The Classics as Curricula

Recent years have witnessed a revival of interest in reading what Lewis called “old books,” as the essential foundation for an excellent education. He would certainly have applauded this movement.

Numerous American colleges and universities offer Great Books programs. The Association for Core Texts and Courses tracks them here.

One Roman Catholic university describes theirs in this way:

Our students immerse themselves in the Great Books (the Western Canon), the Good Book (the Bible), and God’s “First Book” (nature)—all of which we consider necessary for a true liberal education. Our humanities curriculum starts our freshmen off in Homeric Greece and brings our seniors through modernity and postmodernity. In a time of cultural amnesia, this deep study in the sweep of Western literature, history, politics, and philosophy cultivates the intellect and the heart.**

The Great Books Foundation is an organization established to provide resources for younger students. It’s never too early, supporters believe, to undertake this approach to grounding one’s education.

The C.S. Lewis Society, which operates the Study Center at the Kilns where Lewis resided, has been attempting to fund C.S. Lewis College in the States. They have a grand dream, inspired by the worldview of their namesake. “C.S. Lewis College will be a college of the Great Books and the Visual and Performing Arts.”

God-willing, in the future, more and more enlightened readers, taught from their youth to value quality literature, will echo Lewis’ words, saying, I too “am a product . . . of endless books.”

_____

* The full article is here and offers an interesting insight in to Mayan religion. According to Carlson,

“If we could time warp a Maya to the present day, they would say that Dec. 21, 2012, is a very important date. Many Maya believed that their gods who created the world 5125 years ago would return. One of them in particular, an enigmatic deity named Bolon Yokte’ K’uh, would conduct old rites of passage, to set space and time in order, and to regenerate the cosmos.” The world would be refreshed, not destroyed.

** “Mother Church or Uncle Sam” by Kevin Roberts (unfortunately not available in full online).

 

Dating Like an Inkling

October 28, 2015 — 7 Comments

datingI don’t recall ever reading about C.S. Lewis’ dating life.

Certainly, much has been written about his late marriage to Joy Gresham. It began as one of legal convenience, allowing her to remain in England, and grew into genuine love.

The book he anonymously penned as he grieved her passing is regarded by many as his most moving work.*

Another relationship in Lewis’ life that has provoked much speculation, was his care for the mother of one of his friends who died in WWI. The fact that the two young soldiers had vowed to care for one another’s parents in that event, does not dispel questions about what that particular relationship may have developed into.

Yes, I’ve read a great deal about the women in Lewis’ life, but until recently I had not encountered his thoughts on dating while he was a young man. In a 1926 letter to his father, he related an odd predicament he was experiencing as a young professor.

My dear Papy,

. . . I have been bothered into the last job I ever expected to do this term: taking a class of girls once a week at one of the women’s Colleges. However, I am not engaged to be married yet, and there are always seven of them there together, and the pretty ones are stupid and the interesting ones are ugly, so it is alright.

I say this because as a general rule women marry their tutors.

I suppose if a girl is determined to marry and has a man alone once a week to whom she can play the rapt disciple (most fatal of all poses to male vanity) her task is done.

The most humorous part of this is Lewis’ accurate assessment of male vanity.

This passage got me thinking about the subject of dating.

Is dating fun? I’m sure to many it is. But, I suspect that to the majority of people, lacking a committed relationship is an unwelcome fact of life.

It seems to me that one of the very best things about having been happily married for 39 years, is not needing to date. I don’t remember it a being all that fun at the time. But then, memories can get foggy after so long.

Lewis was utterly content being an aging bachelor. In truth, the state suited him well, and many of his friends were shocked when he wed.

In marriage he encountered much unexpected happiness. But Lewis, despite being a Romantic, remained a Rationalist. He was no dreamer who professed idealized version of marriage that was immune to human flaws.

In 1962 he shared this wonderfully honest assessment of marriage . . . and this refers to a truly good marriage.

I nominally have [a place of my own] and am nominally master of the house, but things seldom go as I would have chosen. The truth is that the only alternatives are either solitude (with all its miseries and dangers, both moral and physical) or else all the rubs and frustrations of a joint life.

The second, even at its worst seems to me far the better. I hope one is rewarded for all the stunning replies one thinks of one does not utter! But alas, even when we don’t say them, more comes out in our look, our manner, and our voice. An elaborately patient silence can be very provoking! We are all fallen creatures and all very hard to live with.

If only we were all so honest as Lewis. Life would be simpler and we might actually become a little “easier to live with.” Spouses, family and friends would surely appreciate that new self-awareness.

_____

* A Grief Observed. I have quoted from the volume in the past, including here and here.

 

 

valedictoriansWell, not quite. But, if you just graduated from Washington and Lee High School in Arlington, Virginia, there is a fair chance you might be.

That’s because W&L named one hundred and seventeen—that’s right, 117—as valedictorians. And that was out of a class of 457. That means that each of W&L’s graduates had better than a 25% chance to be the/a valedictorian.

Congratulations.

I graduated 22 out of a class of 224. I thought that was a pretty solid accomplishment (especially since military moves meant I attended three different high schools, with both transitions occurring midyear).

My true brilliance was evidenced not in my own academic performance, but the fact that I was smart enough to marry a valedictorian!

Technically the valedictorian does not need to have the top grade point average in their class, although that is the usual custom. In fact, they simply need to be chosen to deliver the valedictory. (Yes, it is a noun, as well as its more familiar appearance as an adjective.)

Apparently, at our afore-celebrated high school, over a hundred students shared in this honor. (Must have been a protracted ceremony.)

It seems that in the modern era, we are so compelled to boost children’s self-esteem, that we feel compelled to exaggerate their accomplishments. Many have argued that this misguided effort has the reverse effect.

On the United States’ opposite coast, Long Beach Polytechnic opted for a measly thirty valedictorians (presumably out of a class of more than sixty).

Julia Jaynes, 17, who shared the valedictorian title with 29 others, said that if her school chose only one, it would destroy collegiality among her classmates. “If everyone wants to be the best, I feel like there’d be less collaboration,” she said. “It makes it so you’re only out for yourself.”

Unfortunately, poor Julia is likely to encounter more competition than collaboration in the world she is entering.

I found the following fact disturbingly humorous. The “dean of admissions at Swarthmore College in Pennsylvania, recalled an applicant whose Midwestern high school reported that every student finished in the top half of the class.”*

Okay. Can we get a little remedial education in mathematics for the administration of that school?

Screwtape lauded this elevation of the average. (Mind you, there is nothing wrong with being average; that’s why it’s called the average.) Screwtape, of course, is the devil whose correspondence fell into C.S. Lewis’ hands and was published to warn humanity of some demonic strategies for harming us.

The basic principal of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils. That would be “undemocratic.” . . . Children who are fit to proceed to a higher class may be artificially kept back, because the others would get a trauma . . . by being left behind.

The bright pupil thus remains democratically fettered to his own age group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coeval’s attempts to spell out A CAT SAT ON A MAT.

In a word, we may reasonably hope for the virtual abolition of education when I’m as good as you has fully had its way. All incentives to learn and all penalties for not learning will vanish. The few who might want to learn will be prevented; who are they to overtop their fellows? And anyway the teachers—or should I say, nurses?—will be far too busy reassuring the dunces and patting them on the back to waste any time of real teaching.

We [i.e. demonkind] shall no longer have to plan and toil to spread imperturbable conceit and incurable ignorance among men. The little vermin themselves will do it for us.

_____

You can read more about the peculiar story of Washington and Lee High School here.

 

Professor Bob Dylan

February 24, 2015 — 13 Comments

dylanCan you imagine having singer Bob Dylan as your high school history teacher?

According to a recent interview,* it could have happened.

Still actively touring in his seventies and considered an American musical icon. I was stunned to hear what he said about another path his life may have taken. The interviewer posted the remark this way:

Bob Dylan: His True Calling

“If I had to do it all over again, I’d be a schoolteacher—probably teach Roman history or theology.”

I didn’t realize he and I had so much in common! When I did my undergrad studies in history, I took every Roman history course the University of Washington offered. As for theology . . . well, having become a pastor, my interest in the study of God’s revelation of himself to the world is a given.

Can you imagine Dylan lecturing on apotheosis in the early empire? [Apotheosis is the elevation of a person to godhood, and was a formal event after the death of some emperors. The emperors themselves knew it was a farce, of course. Seneca wrote that emperor Vespasian, on his deathbed, actually said, “Alas, I think I’m becoming a God.”]

Bob Dylan’s interest in spiritual matters is genuine. He has high praise in the interview for Billy Graham. “This guy was rock ‘n’ roll personified. He filled football stadiums before Mick Jagger did.”

In 1979, Dylan released the first of three “Christian” albums, “Slow Train Coming.” It has a number of great pieces, and I listen to the album at least once a month. One song, “Gotta Serve Somebody,” won him the Grammy that year for “Best Male Vocalist.” It’s lyrics are sobering, and everyone should hear it at least once.

And, Speaking of C.S. Lewis

Well, we weren’t actually. But, here at Mere Inkling we usually do.

These two men bear some obvious parallels. They are masters of words. Poets extraordinaire. Lewis and Dylan both possess enviable creative imaginations. Each has accumulated a vast legacy in their work, which will continue to inspire for many generations to come.

I also learned this on the internet—they share the same Myers-Briggs personality type. At least, this site claims they are both INFPs. (I’m an ENTJ myself, a common personality aggregate for pastors.)

And, they had at least one more thing in common. They knew that in this life, there is no such thing as spiritual neutrality. When we ultimately stand before the throne of our Creator, it will not suffice to say, “Well, I didn’t do anything truly evil.”

In a moment we will listen to Dylan’s ballad about the choice before us. First, though, consider how Lewis uses the imagery of the war engulfing the world in the 1940s to describe this truth.

Why is God landing in this enemy-occupied world in disguise and starting a sort of secret society to undermine the devil? Why is He not landing in force, invading it? Is it that He is not strong enough? Well, Christians think He is going to land in force; we do not know when. But we can guess why He is delaying. He wants to give us the chance of joining His side freely. I do not suppose you and I would have thought much of a Frenchman who waited till the Allies were marching into Germany and then announced he was on our side.

God will invade. But I wonder whether people who ask God to interfere openly and directly in our world quite realize what it will be like when He does. When that happens, it is the end of the world.

When the author walks on to the stage the play is over. God is going to invade, all right: but what is the good of saying you are on His side then, when you see the whole natural universe melting away like a dream and something else—something it never entered your head to conceive—comes crashing in; something so beautiful to some of us and so terrible to others that none of us will have any choice left? For this time it will be God without disguise; something so overwhelming that it will strike either irresistible love or irresistible horror into every creature.

It will be too late then to choose your side. There is no use saying you choose to lie down when it has become impossible to stand up. That will not be the time for choosing; it will be the time when we discover which side we really have chosen, whether we realized it before or not. Now, today, this moment, is our chance to choose the right side. God is holding back to give us that chance. It will not last forever. We must take it or leave it. (Mere Christianity).

Now, as promised, “Gotta Serve Somebody.”

_____

*You can read the entire interview in the current issue of AARP The Magazine, available here.

Engage Brain

January 21, 2015 — 18 Comments

brainsWhen I attended the University of Washington, we had to learn the old-fashioned way—by studying. Now they are anticipating downloading information directly into students’ brains.

Literal brain dumps are actually still in the future . . . but researchers have documented the first indisputable brain-to-brain interface between humans!

My first paragraph is not an exaggeration of what researchers think may one day happen.

The project could also eventually lead to “brain tutoring,” in which knowledge is transferred directly from the brain of a teacher to a student.

The student would view this shortcut as advantageous. (It could also save a great deal in tuition expenses, if each course only took, say, an hour or two of brain interfacing.)

The university sees another advantage—circumventing limited teaching skills.

“Imagine someone who’s a brilliant scientist but not a brilliant teacher. Complex knowledge is hard to explain – we’re limited by language,” said co-author Chantel Prat, a faculty member at the Institute for Learning & Brain Sciences and a UW assistant professor of psychology.

My main question is, what will the teacher do, once their knowledge has been transferred to a student?

Presumably they will be able to retain a semblance of their knowledge, unlike the experience of the unfortunate Orbanians. They rely on a nanite technology, and it leaves the brilliant brain in a childlike state after the knowledge is siphoned out of it. You can learn more about them in “Learning Curve,” a documentary about the Stargate project.

C.S. Lewis had a great deal to say about education. He was a popular professor, despite the fact many of his students were intimidated by his brilliance. It is possible that if his students were able to download his knowledge, it might have caused their crania to explode.

In one essay, Lewis explains the differences between education and training, declaring “If education is beaten by training, civilization dies.” (“Our English Syllabus”).

Lewis continues, arguing that learning itself, is something distinct. It is not marked by a transfer of knowledge, but by a hunger to grow.

Now learning, considered in itself, has, on my view, no connexion at all with education. It is an activity for . . . all [who] desire to know. . . .

Societies have usually held a belief . . . that knowledge is the natural food of the human mind: that those who specially pursue it are being specially human; and that their activity is good in itself besides being always honourable and sometimes useful to the whole society.

Oh, and if you are waiting to “learn” when they can download knowledge directly into your skull, consider this wise advice from Lewis.

The only people who achieve much are those who want knowledge so badly that they seek it while the conditions are still unfavourable. (“Learning in Wartime”).

_____

The picture above shows two UW guinea pigs transferring brain waves to one another. (I am uncertain whether two-way transfer is already possible, or if one brain is forced to serve in a receptacle role.)

The article announcing the results can be seen here.