26 February 2014
Code of the boosters
In 1843, Britain’s minister for education announced that every schoolchild in the country would henceforth be given obligatory lessons in the design and maintenance of locomotive engines. “Railways are the future,” he said. “Trains are critical to our economic growth. If our children grow up ignorant of how to build and operate trains, they will be left behind in the global race.”
Some commentators observed mildly that division of labour and expertise was a more efficient way to run a modern society. Everyone could get around on trains, but that didn’t mean everyone needed to know how they worked. Yet the government was adamant. Children had to learn mechanical thinking, it insisted. The new world would be built on the philosophy of pistons.
Soon, unfortunately, the minister for education had to resign, after it was revealed that he had received enormous bribes from locomotive-engine manufacturers. Those companies, naturally, had been eager to get thousands of new workers trained for their own purposes at public expense. In the wake of this scandal, mandatory train-based classes rolled to a sad halt.
I just made all this up, of course, and the analogy with our modern mantra that all children must be taught how to program computers should not be interpreted too closely. In particular, I certainly do not mean to suggest that the current government is in any kind of corrupt relationship with Google, Facebook, Amazon, Apple or any of the other giant corporations who will profit handsomely from future generations of workers having been educated to their own specifications out of the public purse. Clearly no such corrupt relationship exists.
But then what are we to make of the fashionable view that writing “code” is a crucial skill not just for those who will work as software engineers but for everyone?