That final revolution was the most subtle of all the substitutions of power that have occurred in human affairs, the most subtle and so far the last. The Dictatorship could suppress overt resistance; it could impose obedience to its myriads of injunctions and rules. But it could not suppress the development of general psychology nor the penetration of its own legislative and administrative activities by enquiry and criticism.
The Department of General Psychology had grown rapidly until it had become the most vigorous system of activities in the scientific faculty of the Modern State Fellowship. In its preparatory stages it had taken the place of the various “Arts” and Law curricula of the old régime. It was the modernization of the “humanities”. The founders of the World-State had given this particular department of the scientific faculty almost as great a directive and modifying power over both the Educational and Legal Controls as it exercises to-day. Even then it was formally recognized as the responsible guardian in the theory of Modern State organization. It more than realized the intentions of De Windt. It became the thought, as the World Council had become the will, of mankind acting as a whole. And since the education and legal adjustment of the World-State was thus under the direction of a department of research continually advancing, they differed diametrically in character from the education and teaching of the old world order.
The student cannot keep this difference, this flat contrast, too clearly in mind. He will never understand the historical process without it. The Old Education existed to preserve traditions and institutions. Progressive forces arose as a dissent from it and operated outside its machinery. In the eighteenth, nineteenth, and early twentieth century education was always a generation or so behind living contemporary ideas and the schoolmaster was a drag on mankind. But the New Education, based on a swiftly expanding science of relationship, was no longer the preservation of a tradition, but instead the explanation of a creative effort in the light of a constantly most penetrating criticism of contemporary things. The new schoolmaster showed the way, and the new education kept steadily ahead of contemporary social fact. The difference of the New Law and the Old Law was strictly parallel. If a man of the year 1900 had been told of a progressive revolution led by lawyers and schoolmasters inspired by scientific ideas, he would have taken it as a rather preposterous joke, but to-day we ask, “How else can the continuity of a progressive revolution be sustained?”
The failure of the German revolution of 1918 and the relapse of that unfortunate country into the puerility and brutish follies of Hitlerism was entirely due to the disregard of the elementary principle that no revolution could be a real and assured revolution until it has completely altered the educational system of the community. Every effective old-world revolution was a revolt against an established education and against the established law.
The rôle of the modern Education Control in preserving, correcting, and revivifying the progressive process in human affairs had already been manifested by the supersession of the leading personalities of the Basra conference in the World Council by their successors who became the Air Dictatorship. Now these men in their turn found the instruments of government becoming recalcitrant in their hands and obeying the impulse of unfamiliar ideas. They had cleared and cleansed the site while social science had been preparing the idea of the new structures that were to stand upon it, and now they found themselves confronted by an impulse towards creation and enrichment entirely discordant with their habits of administration. Their subordinates began to send back the instructions given them as “insufficient and not in accordance with the psychology of the workers” — or other people — “concerned”. Schemes were condemned by those to whom they were entrusted as unnecessarily toilsome or needlessly ungracious. Workers took matters into their own hands and demanded more pleasant processes or more beautiful results. The committee was disposed at first to insist upon unquestioning obedience. Thereupon the Education Control produced a masterful argument to show “the social harmfulness of unquestioning obedience”.
There could be no greater contrast in the world than that between the older revolutionary crises in human affairs and this later conflict of wills. The old revolutions were at best frantic, bawling, sentimental affairs in which there was much barricading of roads and destruction of property; people were shot abundantly and carelessly and a new régime stumbled clumsily to responsibility on the ruin and reversal of its predecessor. Such revolutions were insurrections of discontent against established institutions. But this last revolution was the cool and effectual indictment of the world executive by a great world wide educational system. It was not an insurrection; it was a collateral intervention. The new order arose beside its predecessor, took matters out of its hands and replaced it.
The need for an intolerant militant stage of the World-State had passed. The very reason for the disciplines of the Puritan Tyranny had been dissolved away in the completeness of its victory. But the last men to realize this were the old men who now sat trying to find tasks to keep humanity out of mischief in the bureau of the World Council.
6. Æsthetic Frustration: The Note Books of Ariston Theotocopulos
It is a growing custom of historians, and we have already followed it freely, to vivify their general statements by quotations from contemporary descriptive writers. As histories have disentangled themselves from their primitive obsession about rulers and their policies, they have made a more and more extensive use of private memoirs, diaries, novels, plays, letters, sketches, pictures and the like. Once upon a time washing bills and memorandum books were below the “dignity of history”. Now we esteem them far above acts of parliament or diplomatic memoranda. And certainly there is no more convenient source of information about current ideas and feeling under the Air Dictatorship than the cipher Note Books of that gifted painter and designer Ariston Theotocopulos (1997-2062). For thirty-seven years until his death, he wrote in these books almost daily, making his own shrewd comments on current events, describing many odd and curious occurrences, noting very particularly his own emotional reactions, and adorning them all with a wealth of sketches, dreams, caricatures and the like, which make the full edition in facsimile, with a translation, among the greatest delights of the book-lover. The bulk of this matter does not concern the student of general history at all, and yet it is possible to pick out from it material for a far clearer realization of life under the second Council than could be derived from a score of abstract descriptions.
The earlier of these volumes are coloured by the irritation of the writer with three particular things: the restrictions upon private flying, his difficulties in finding scope for his genius, and the general want of beauty and graciousness in life. At that time there were no privately owned aeroplanes and no one could act as an air pilot who was not an active Fellow of the Modern State organization and subject to its rules and disciplines. Theotocopulos had an anarchistic soul, and his desire to wander freely above the mountains and clouds, to go whither he liked at his own sweet will, unhampered by any thought of immediate “service”, became an obsession with him. “If they would let me alone I would give the world something,” he scribbles. “But what on earth is the good of those blighted old Master Decorators telling me to do this and that? Did I come into the world to imitate and repeat things done already?”
And