The Shape of Things to Come

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Excerpt

In the nineteenth and twentieth centuries the story of mankind upon this planet undergoes a change of phase. It broadens out. It unifies. It ceases to be a tangle of more and more interrelated histories and it becomes plainly and consciously one history. There is a complete confluence of racial, social and political destinies. With that a vision of previously unsuspected possibilities opens to the human imagination. And that vision brings with it an immense readjustment of ideas.

The first phase of that readjustment is necessarily destructive. The conceptions of life and obligation that have served and satisfied even the most vigorous and intelligent personalities hitherto, conceptions that were naturally partial, sectarian and limited, begin to lose, decade by decade, their credibility and their directive force. They fade, they become attenuated. It is an age of increasing mental uneasiness, of forced beliefs, hypocrisy, cynicism, abandon and impatience. What has been hitherto a final and impenetrable background of conviction in the rightness of the methods of behaviour characteristic of the national or local culture of each individual, becomes, as it were, a dissolving and ragged curtain. Behind it appear, vague and dim at first, and refracted and distorted by the slow dissolution of the traditional veils, the intimations of the type of behaviour necessary to that single world community in which we live to-day.

Until the Chronological Institute has completed its present labours of revision and defined the cardinal dates in our social evolution, it is best to refer our account of the development of man’s mind and will throughout this hectic period of human experience to the clumsy and irrelevant computation by centuries before and after the Christian Era, that is still current. As we have explained more fully in a previous book [Nothing of this is to be found in Raven’s notes.–ED.], we inherit this system of historical pigeonholes from Christendom; that arbitrary chequerwork of hundred-year blocks was imposed upon the entire Mediterranean and Atlantic literatures for two thousand years, and it still distorts the views of history of all but the alertest minds. The young student needs to be constantly on his guard against its false divisions. As Peter Lightfoot has remarked, we talk of the “eighteenth century”, and we think of fashions and customs and attitudes that are characteristic of a period extending from the Treaty of Westphalia in C.E. [Christian Era] 1642 to the Napoleonic collapse in C.E. 1815; we talk of the “nineteenth century”, and the pictures and images evoked are those of the gas-lighting and steam-transport era, from after the distressful years of post-Napoleonic recovery to the immense shock of the World War in C.E. 1914. The phase “twentieth century”, again, calls forth images of the aeroplane, the electrification of the world and so forth; but an aeroplane was an extremely rare object in the air until 1914 (the first got up in 1905), and the replacement of the last steam railway train and the last steamship was not completed until the nineteen-forties. It is a tiresome waste of energy to oblige each generation of young minds to learn first of all in any unmeaning pattern of centuries and then to correct that first crude arrangement, so that this long- needed revision of our chronology is one that will be very welcome to every teacher. Then from the very outset he or she will be able to block out the story of our race in significant masses.