Erewhon · Chapter
XXII: The Colleges of Unreason—Continued explained
The narrator continues his account of the Colleges of Unreason, describing the Erewhonian disdain for originality and genius, the suppression of independent thought, and the examination system that rewards vagueness and conformity.
What happens
The narrator continues his account of the Colleges of Unreason, describing the Erewhonian disdain for originality and genius, the suppression of independent thought, and the examination system that rewards vagueness and conformity. He learns about the historical revolution that destroyed most mechanical inventions, led by the anti-machinists, and is given a copy of the work that sparked the upheaval.
Themes in this chapter
Critique of Education
The Erewhonian colleges suppress original thought, reward vagueness, and punish clarity, satirizing rigid educational systems.
Machines and Evolution
The chapter details the historical revolution against machinery, reflecting fears of technological progress and its societal impact.
Truth and Deception
Erewhonian culture values evasion and hidden meanings, where a 'nay' often implies 'yea,' undermining straightforward communication.
Characters to notice
- Narrator
The narrator recounts his experiences at the Colleges of Unreason, discusses genius with professors, and learns about the anti-machinist revolution.
- Thims
Mr. Thims hosts a supper party for the narrator and later takes him to meet a learned antiquary interested in mechanical lore.
- Professors of Unreason
The professors, especially the Professor of Worldly Wisdom, enforce conformity, suppress originality, and administer exams that punish clear thinking.
- Erewhonians
The Erewhonian society is depicted as valuing evasion and conformity, with a pervasive fear of expressing definite opinions.
Key passages
“Of genius they make no account, for they say that everyone is a genius, more or less.”
They dismiss the concept of genius, claiming that every person possesses some degree of it.
Highlights the Erewhonian leveling of intellectual distinction.
“Our duty is to ensure that they shall think as we do, or at any rate, as we hold it expedient to say we do.”
Our responsibility is to make students adopt our views, or at least profess them.
Reveals the professorial aim of enforcing conformity over independent thought.
“The art of sitting gracefully on a fence has never, I should think, been brought to greater perfection than at the Erewhonian Colleges of Unreason.”
The skill of avoiding commitment to any opinion is perfected in these colleges.
Satirizes academic equivocation and lack of conviction.