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diff --git a/17588-h/17588-h.htm b/17588-h/17588-h.htm new file mode 100644 index 0000000..48b58a9 --- /dev/null +++ b/17588-h/17588-h.htm @@ -0,0 +1,8944 @@ +<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" + "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> +<html> +<head> +<meta http-equiv="Content-Type" content="text/html; charset=ISO-8859-1" /> +<title>The Project Gutenberg eBook of The Vitalized School, by Francis B. Pearson</title> +<style type="text/css"> +/*<![CDATA[*/ + <!-- + body {font-family:Georgia,serif;margin-left: 15%; margin-right: 15%;} + p {text-align: justify;} + h1,h2,h3 {text-align: center;font-variant:small-caps;padding-top:1em;} + h1.pg {text-align: center;font-variant:normal;padding-top:0em;font-family:Times-Roman,serif;} + h3.pg {text-align: center;font-variant:normal;padding-top:0em;font-family:Times-Roman,serif;} + hr {width: 50%;} + hr.full {width: 100%;} + hr.short {width:25%;} + + ul {list-style-type:none;padding-left:1em;text-indent:-1em;} + ol.contentList {list-style-type:upper-roman;margin-left:10%;font-variant:small-caps;} + h3.questions {font-variant:small-caps;font-weight:normal;padding-top:1.5em;} + h2.chapterHead {padding-top:3.5em;} + ol.questionList {font-size:0.95em;} + ol.questionList>li {margin-top:1em;} + .returnTOC {text-align:right;font-size:.7em;} + span.paraHead { font-weight: bold; } + span.sc {font-variant:small-caps;} + span.pagenum {position: absolute; left: 1%; right: 91%; font-size: 8pt;color:gray;background-color:inherit;} + .cen {text-align:center;} + .rgt {text-align:right;} + .sm {font-size:0.85em;} + .smaller {font-size:0.75em;} + .poem {margin-left:10%; margin-right:10%; margin-bottom: 1em; text-align: left;} + .poem .stanza {margin: 1em 0em 1em 0em;} + .poem p {margin: 0; padding-left: 3em; text-indent: -3em;} + .poem p.i10 {margin-left: 5em;} + .indexKey {text-align: center;font-size:1.2em;} + .index {font-size:90%;margin-left:10%;} + #ads {font-size:80%;} + .authName {font-weight:bold;} + .price, .subprice {text-align:right;} + .subtitle {padding-left:1em;} + .authTitle {width:70%;} + a:link {text-decoration:none} + a:visited {text-decoration:none} + a:hover {color:red; background-color:inherit;} + pre {font-size: 75%;} + --> +/*]]>*/ +</style> +</head> +<body> +<h1 class="pg">The Project Gutenberg eBook, The Vitalized School, by Francis B. Pearson</h1> +<pre> +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at <a href = "http://www.gutenberg.org">www.gutenberg.org</a></pre> +<p>Title: The Vitalized School</p> +<p>Author: Francis B. Pearson</p> +<p>Release Date: January 23, 2006 [eBook #17588]</p> +<p>Language: English</p> +<p>Character set encoding: ISO-8859-1</p> +<p>***START OF THE PROJECT GUTENBERG EBOOK THE VITALIZED SCHOOL***</p> +<p> </p> +<h3 class="pg">E-text prepared by Barbara Tozier, Bill Tozier,<br /> + and the Project Gutenberg Online Distributed Proofreading Team<br /> + (http://www.pgdp.net/)</h3> +<p> </p> +<hr class="full" /> +<p> </p> +<h1>THE VITALIZED SCHOOL</h1> +<p class="sm cen">BY</p> +<h2>FRANCIS B. PEARSON</h2> +<p class="smaller cen">SUPERINTENDENT OF PUBLIC INSTRUCTION OF +OHIO</p> +<p class="smaller cen">AUTHOR OF “THE EVOLUTION OF THE +TEACHER”<br /> +“THE HIGH SCHOOL PROBLEM”<br /> +“REVERIES OF A SCHOOLMASTER”</p> +<p class="cen">New York<br /> +THE MACMILLAN COMPANY<br /> +1918</p> +<p class="sm cen"><span class="sc">Copyright</span>, 1917,<br /> +<span class="sc">By</span> THE MACMILLAN COMPANY.</p> +<p class="smaller cen">Published February, 1917.<br /> +Reprinted January, 1918.</p> +<hr /> +<h2>PREFACE</h2> +<p>The thoughtful observer must have noted in the recent past many +indications of an awakened interest both in the concept of +education and in school procedure on the part of school officials, +teachers, and the public. Educators have been developing +pedagogical principles that strike their roots deep into the +philosophy of life, and now their pronouncements are invading the +consciousness of people of all ranks and causing them to realize +more and more that the school process is an integral part of the +life process and not something detached from life.</p> +<p>The following pages constitute an attempt to interpret some of +the school processes in terms of life processes, and to suggest +ways in which these processes may be made identical.</p> +<p>It is hoped that teachers who may read these pages may find +running through them a strand of optimism that will give them +increased faith in their own powers, a larger hope for the future +of the school, and an access of zeal to press valiantly forward in +their efforts to excel themselves.</p> +<p class="rgt">F. B. P.</p> +<p><span class="sc">Columbus, Ohio</span>,<br /> +January, 1917.</p> +<hr /> +<h2 class="chapterHead"><a id="Contents" name="Contents"></a>TABLE +OF CONTENTS</h2> +<p>CHAPTER</p> +<ol class="contentList"> +<li><a href="#Ch_I">Teaching School</a></li> +<li><a href="#Ch_II">The Teacher</a></li> +<li><a href="#Ch_III">The Child</a></li> +<li><a href="#Ch_IV">The Child of the Future</a></li> +<li><a href="#Ch_V">The Teacher-Politician</a></li> +<li><a href="#Ch_VI">Sublime Chaos</a></li> +<li><a href="#Ch_VII">Democracy</a></li> +<li><a href="#Ch_VIII">Patriotism</a></li> +<li><a href="#Ch_IX">Work and Life</a></li> +<li><a href="#Ch_X">Words and their Content</a></li> +<li><a href="#Ch_XI">Complete Living</a></li> +<li><a href="#Ch_XII">The Time Element</a></li> +<li><a href="#Ch_XIII">The Artist Teacher</a></li> +<li><a href="#Ch_XIV">The Teacher as an Ideal</a></li> +<li><a href="#Ch_XV">The Socialized Recitation</a></li> +<li><a href="#Ch_XVI">Agriculture</a></li> +<li><a href="#Ch_XVII">The School and the Community</a></li> +<li><a href="#Ch_XVIII">Poetry and Life</a></li> +<li><a href="#Ch_XIX">A Sense of Humor</a></li> +<li><a href="#Ch_XX">The Element of Human Interest</a></li> +<li><a href="#Ch_XXI">Behavior</a></li> +<li><a href="#Ch_XXII">Bond and Fear</a></li> +<li><a href="#Ch_XXIII">Examinations</a></li> +<li><a href="#Ch_XXIV">World-Building</a></li> +<li><a href="#Ch_XXV">A Typical Vitalized School</a></li> +</ol> +<p><span class="pagenum"><a id="page1" name= +"page1"></a>1</span></p> +<h2>THE VITALIZED SCHOOL</h2> +<h2 class="chapterHead"><a id="Ch_I" name="Ch_I"></a>CHAPTER I</h2> +<h3>TEACHING SCHOOL</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Life and living +compared.</span>—There is a wide difference between +school-teaching and teaching school. The question “Is she a +school-teacher?” means one thing; but the question “Can +she teach school?” means quite another. School-teaching may +be living; but teaching school is life. And any one who has a +definition of life can readily find a definition for teaching +school. Much of the criticism of the work of the schools emanates +from sources that have a restricted concept of life. The artisan +who defines life in terms of his own trade is impatient with much +that the school is trying to do. He would have the scope of the +school narrowed to his concept of life. If art and literature are +beyond the limits of his concept, he can see no warrant for their +presence in the school. The work of the schools cannot be +standardized until life itself is standardized, and that is neither +<span class="pagenum"><a id="page2" name= +"page2"></a>2</span>possible nor desirable. The glory of life is +that it does not have fixity, that it is ever crescent.</p> +<p><span class="paraHead">Teaching defined.</span>—Teaching +school may be defined, therefore, as the process of interpreting +life by the laboratory method. The teacher’s work is to open +the gates of life for the pupils. But, before these gates can be +opened, the teacher must know what and where they are. This view of +the teacher’s work is neither fanciful nor fantastic; quite +the contrary. Life is the common heritage of people young and old, +and the school should be so organized and administered as to teach +people how to use this heritage to the best advantage both for +themselves and for others. If a child should be absent from school +altogether, or if he should be incarcerated in prison from his +sixth to his eighteenth year, he would still have life. But, if he +is in school during those twelve years, he is supposed to have life +that is of better quality and more abundant. Life is not measured +by years, but by its own intensity and scope. It has often been +said that some people have more life in threescore and ten years +than Methuselah had in his more than nine hundred years.</p> +<p><span class="paraHead">Life measured by +intensity.</span>—This statement is not demonstrable, of +course, but it serves to make <span class="pagenum"><a id="page3" +name="page3"></a>3</span>evident the fact that some people have +more of life in a given time than others in the same time. In this +sense, life may be measured by the number of reactions to +objectives. These reactions may be increased by training. Two +persons, in passing a shop-window, may not see the same objects; or +one may see twice as many as the other, according to their ability +to react. The man who was locked in a vault at the cemetery by +accident, and was not discovered for an hour, thought he had spent +four days in his imprisonment. He had really lived four days in a +single hour by reason of the intensity of life during that +hour.</p> +<p><span class="paraHead">Illustrations.</span>—In the case +of dreams, we are told that years may be condensed into minutes, or +even seconds, by reason of the rapidity of reactions. The rapidity +and intensity of these reactions make themselves manifest on the +face of the dreamer. Beads of perspiration and facial contortions +betoken intensity of feeling. In such an experience life is +intense. If a mental or spiritual cyclometer could be used in such +a case, it would make a high record of speed. Life sometimes +touches bottom, and sometimes scales the heights. But the distance +between these extremes varies greatly in different persons. +<span class="pagenum"><a id="page4" name="page4"></a>4</span>The +life of one may have but a single octave; of the other, eight, or a +hundred, or a thousand. The life of Job is an apt illustration. No +one has been able to sound the depths of his suffering, nor has any +one been able to measure the heights of his exaltation. We may not +readily compute the octaves in such a life as his.</p> +<p><span class="paraHead">The complexity of life.</span>—It +is not easy to think life, much less define it. The elements are so +numerous as to baffle and bewilder the mind. It looks out at one +from so many corners that it seems Argus-eyed. At one moment we see +it on the Stock Exchange where men struggle and strive in a mad +frenzy of competition; at another, in a quiet home, where a mother +soothes her baby to sleep, where there is no competition but, +rather, a sublime monopoly. Again, it manifests itself in the +clanking of machinery where men are tunneling the mountain or +constructing a canal to unite oceans; or, again, in the laboratory +where the microscope is revealing the form of the snow crystal. One +man is watching the movements of the heavenly bodies as they file +by his telescope, while another writes a proclamation that makes +free a race of people. Another man is leading an army into battle, +while <span class="pagenum"><a id="page5" name= +"page5"></a>5</span>some Doctor MacClure is breasting the storm in +the darkness as he goes forth on his mission of mercy.</p> +<p><span class="paraHead">Manifestations of +life.</span>—These manifestations of life men call trade, +commerce, history, mathematics, science, nature, and philanthropy. +And men write these words in books, and other men write other books +trying to explain their meaning. Then, still others divide and +subdivide, and science becomes the sciences, and mathematics +becomes arithmetic, and algebra, and geometry, and trigonometry, +and calculus, and astronomy. Here mathematics and science seem to +merge. And, in time, history and geography come together, and +sometimes strive for precedence.</p> +<p>Thus, books accumulate into libraries and so add another to the +many elements of life. Then magazines are written to explain the +books and their authors. The motive behind the book is analyzed in +an effort to discover the workings of the author’s mind and +heart. In these revelations we sometimes hear the rippling of the +brook, and sometimes the moan of the sea; sometimes the cooing of +the dove, and sometimes the scream of the eagle; sometimes the +bleating of the lamb, and sometimes the roaring of the lion. In +them we see the moonbeams that <span class="pagenum"><a id="page6" +name="page6"></a>6</span>play among the flowers and the lightning +that rends the forest; the blossoms that filter from the trees and +the avalanche that carries destruction; the rain that fructifies +the earth and the hurricane that destroys.</p> +<p><span class="paraHead">Life in literature.</span>—Back of +these sights and sounds we discover men—Cicero, Demosthenes, +Homer, Isaiah, Shakespeare, Milton, Dante. We trace the thoughts +and emotions of these men and find literature. And in literature, +again, we come upon another manifestation of life. Literature is +what it is because these men were what they were. They saw and felt +life to be large and so wrote it down large; and because they wrote +it thus, what they wrote endures. They stood upon the heights and +saw the struggles of man with himself, with other men, and with +nature. This panorama generated thoughts and feelings in them, and +these they could not but portray. And so literature and life are +identical and not coördinates, as some would have us +think.</p> +<p><span class="paraHead">Life as subject matter in +teaching.</span>—In teaching school, therefore, the subject +matter with which we have to do is life—nothing more and +nothing less. We may call it history, or mathematics, or +<span class="pagenum"><a id="page7" name= +"page7"></a>7</span>literature, or psychology,—but it still +remains true that life is the real objective of all our activities. +And, as has been already said, we are teaching life by the +laboratory method. We are striving to interpret the thing in which +we are immersed. We feel, and think, and aspire, and love, and +enjoy. All these are life; and from this life we are striving to +extract strength that our feeling may be deeper, our thinking +higher, our aspirations wider and more lofty, our love purer and +nobler, and our own enjoyment greater. By absorbing the life that +is all about us we strive to have more abundant and abounding +life.</p> +<p><span class="paraHead">The teacher’s +province.</span>—Such is the province of one who essays the +task of teaching school. School is life, as we have been told; but, +at the same time, it is a place and an occasion for teaching life. +If we could detach history from life, it would cease to be history. +If literature is not life, it is not literature; and so with the +sciences. These branches are but variants or branches of life, and +all emanate from a common center. Whether we scan the heavens, +penetrate the depths of the sea, pore over the pages of books, or +look into the minds and hearts of men, we are striving after an +interpretation of life.</p> +<p><span class="pagenum"><a id="page8" name= +"page8"></a>8</span></p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>Distinguish between a “school teacher” and a +“man or woman who teaches school.”</li> +<li>Discuss the importance of the following agencies of the school +in securing for children “life of a better quality and more +abundant”: play; revitalized curricula; vitalized teachers; +medical inspection; social centers; moral instruction.</li> +<li>Discuss both from the standpoint of present practice and ideal +educational principles: “More abundant life rather than +knowledge is the chief end of instruction.”</li> +<li>What changes are necessary in school curricula and in the +methods of school organization, instruction, and discipline, in +order that the chief purpose of our schools, “more abundant +<em>life</em>,” may be realized?</li> +<li>Justify the apparent length of the school day to teachers and +pupils, as a means of determining the quality of the work of the +school.</li> +<li>Some teachers maintain that school is a preparation for life, +while the author maintains that “school is +<em>life</em>.” Is this difference in the concept of the +school a vital one?</li> +<li>How may this difference of concept affect the work of the +teacher? the attitude of the pupil?</li> +<li>What definition of education will best harmonize with the +ideals of this chapter?</li> +</ol> +<p><span class="pagenum"><a id="page9" name= +"page9"></a>9</span></p> +<h2 class="chapterHead"><a id="Ch_II" name="Ch_II"></a>CHAPTER +II</h2> +<h3>THE TEACHER</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Teachers contrasted.</span>—The +vitalized school is an expression of the vitalized teacher. In the +hands of the teacher of another sort, the vitalized school is +impossible. Unless she can see in the multiplication table the +power that throws the bridge across the river, that builds +pyramids, that constructs railways, that sends ships across the +ocean, that tunnels mountains and navigates the air, this table +becomes a stupid thing, a dead thing, and an incubus upon the +spirits of her pupils. To such a teacher mathematics is a lifeless +thing, without hope or potency, the school is a mere convenience +for the earning of a livelihood, the work is the drudgery of +bondage, and the children are little less than an impertinence. The +vitalized teacher is different. To her the multiplication table +pulsates with life. It stretches forth its beneficent hand to give +employment to a million workers, and food to a million homes. It +pervades every mart of trade; it loads <span class="pagenum"><a id= +"page10" name="page10"></a>10</span>trains and ships with the +commerce of nations; and it helps to amplify and ennoble +civilization.</p> +<p><span class="paraHead">Vitalized mathematics.</span>—In +this table she sees a prophecy of great achievements in +engineering, architecture, transportation, and the myriad +applications of science. In brief, mathematics to her is vibrant +with life both in its present uses and in its possibilities. She +knows that it is a part of the texture of the daily life of every +home as well as of national life. She knows that it pertains to +individual, community, and national well-being. Knowing this, she +feels that it is quite worth while for herself and her pupils, both +for the present and for the future. She feels that, if she would +know life, she must know mathematics, because it is a part of life; +that, if she would teach life to her pupils, she must teach them +mathematics as an integral part of life; and that she must teach it +in such a way that it will be as much a part of themselves as their +bodily organs. She wants them to know the mathematics as they know +that the rain is falling or that the sun is shining, because the +rain, the sunshine, and the mathematics are all elements of life. +Her great aim is to have her <span class="pagenum"><a id="page11" +name="page11"></a>11</span>pupils experience the study just as they +experience other phases of life.</p> +<p><span class="paraHead">The teacher’s +attitude.</span>—Such a teacher with such a conception of +life and of her work finds teaching school the very reverse of +drudgery. Each day is an exhilarating experience of life. Her +pupils are a part of life to her. She enjoys life and, hence, +enjoys them. They are her confederates in the fine game of life. +The bigness and exuberance of her abundant life enfolds them all, +and from the very atmosphere of her presence they absorb life. +Their studies, under the influence of her magic, are as much a part +of life to them as the air they breathe or the food they eat. No +two days are alike in her school, for life to-day is larger than it +was yesterday and so presents a new aspect. Her spirit carries over +into their spirits the truths of the books, and these truths thus +become inherent.</p> +<p><span class="paraHead">College influences.</span>—She +teaches life, albeit through the medium of subjects and books, +because she knows life. Her college work did not consist in the +gathering together of many facts, but in accumulating experiences +of life. Many of these experiences were acquired vicariously, but +they were no less real on that account. Her generous <span class= +"pagenum"><a id="page12" name="page12"></a>12</span>nature was able +to withstand the most assiduous efforts of some of her teachers to +quench the flames of life that glowed in the pages of books, with +the wet blanket of erudition. She was able to relive the thoughts +and feelings of the authors whose books she studied and so make +their experiences her own. She could reconstitute the emotional +life of her authors and gain potency through the transfusion of +spirit. Her books were living things, and she gleaned life from +their pages.</p> +<p><span class="paraHead">Reading and life.</span>—She can +teach reading because she can read. Reading to her is an experience +in life. The words on the printed page are not meaningless +hieroglyphics. They are the electric wires which connect the soul +of the author with her own, and through which the current is +continually passing. When she reads Dickens, Tiny Tim is never a +mere boy with a crutch, but he is Tiny Tim, and, as such, neither +men nor angels can supplant him on the printed page. She knows the +touch of him and the voice of him. She laughs with him; she cries +with him; she prays with him; she lives with him. In her teaching +she causes Tiny Tim to stand forth like a cameo to her pupils, with +no rival and no peer. This she can do <span class="pagenum"><a id= +"page13" name="page13"></a>13</span>because he is a part of her +life. She has no occasion either to pose or to rhapsodize. +Sincerity is its own explanation and justification.</p> +<p><span class="paraHead">Power of understanding.</span>—When +she reads “Little Boy Blue” she can hear the sobbing of +a heartbroken mother and thus, vicariously, comes to know the +universality of death and sorrow. But she finds faith and hope in +the poem, also, and so can see the sunlight suffusing the clouds of +the mother’s grief. Thus she enters into the feeling of +motherhood and so shares the life of all the mothers whose children +are her pupils. In every page she reads she crosses anew the +threshold of life and gains a knowledge of its joys, its sorrows, +its triumphs, or its defeats. In short, she reads with the spirit +and not merely with the mind, and thus catches the spiritual +meaning of what she reads. She can feel as well as think and so can +emotionalize the printed page. Nature has endowed her with a +sensory foundation that reacts to the emotional situations that the +author produces. Thus she understands, and that is the prime +desideratum in reading. And because she understands, she can +interpret, and cause her pupils to understand. Thus they receive +another endowment of life.</p> +<p><span class="pagenum"><a id="page14" name= +"page14"></a>14</span><span class="paraHead">Books as exponents of +life.</span>—She has time for reading as she has time for +eating and drinking, and for the same reason. To her they are all +coördinate elements of life. She eats, and sleeps, and reads +because she is alive; and she is more alive because she eats, and +sleeps, and reads. She taps the sources of spiritual refreshment, +without parade, and rejoices in the consequent enrichment of her +life. She does not smite the rock, but speaks to it, and smiles +upon it, and the waters gush forth. She descends into Hades with +Dante, and ascends Sinai with Moses, and is refreshed and +strengthened by her journeys. She sits enrapt as Shakespeare turns +the kaleidoscope of life for her, or stands enthralled by Victor +Hugo’s picture of the human soul. Her sentient spirit is +ignited by the fires of genius that glow between the covers of the +book, and her fine enthusiasm carries the divine conflagration over +into the spirits of her pupils. There is, therefore, no drag or +listlessness in her class in reading, because, during this +exercise, life is as buoyant and spontaneous as it is upon the +playground.</p> +<p><span class="paraHead">The meaning of history.</span>—In +her teaching of history she invests all the characters with life, +because to her they are alive. And because they are <span class= +"pagenum"><a id="page15" name="page15"></a>15</span>alive to her +they are alive to her pupils. They are instinct with power, action, +life. She rehabilitates the scenes in which they moved, and, +therefore, they must be alive in order to perform their parts. They +are all flesh and blood people with all the attributes of people. +They are all actuated by motives and move along their appointed +ways obedient to the laws of cause and effect. They are not named +in the book to be learned and recited, but to be known. She causes +her pupils to know them as they would come to know people in her +home. Nor do they ever mistake one for the other or confuse their +actions. They know them too well for that. These characters are +made to stand wide apart, so that, being thus seen, they will ever +after be known. History is not a directory of names, but groups of +people going about their tasks. They hunger, and thirst, and love, +and hate, and struggle with their environment as their descendants +are doing to-day.</p> +<p><span class="paraHead">Language and vitality.</span>—When +she is teaching a language, it is never less than a living +language. In Latin the syntax is learned as a means, never an end. +The big things in the study loom too large for that. The pupils +become so eager to see what <span class="pagenum"><a id="page16" +name="page16"></a>16</span>Cæsar will do next that they +cannot afford the time to stare long at a mere ablative absolute. +They are following the parade, and are not to be turned aside from +their large purpose by minor matters. They are made to see and hear +Cicero; and Rome becomes a reality, with its Forum, its Senate, and +its Mamertine. When Dido sears the soul of the faithless +Æneas with her words of scorn, the girls applaud and the boys +tremble. When Troy burns, there is a real fire, and Achates is as +real as the man Friday. When the shipwrecked Trojans regale +themselves with venison, it is no make-believe dinner, but a real +one. Where such a teacher is, there can be no dead language, no dry +bones of history, and no stagnation in the stream of life.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>What suggestions are offered for the vitalization of +mathematics? history? reading? language?</li> +<li>In what ways is vitalization of subject matter related to its +socialization?</li> +<li>How may motivation in teaching the multiplication table be +assisted by vitalization?</li> +<li>What is to be included in the term “read” in the +sentence “She can teach reading because she can +read”?</li> +<li>Add to the author’s list of children in literature whom +the vitalized teacher may introduce as companions to her +pupils.</li> +<li><span class="pagenum"><a id="page17" name= +"page17"></a>17</span>Why is extended reading essential to success +in teaching?</li> +<li>What works of Dante have you read? of Victor Hugo? of +Shakespeare? How will the reading of such authors improve the +teaching ability of elementary teachers?</li> +<li>What are the distinguishing characteristics of the vitalized +teacher?</li> +</ol> +<p><span class="pagenum"><a id="page18" name= +"page18"></a>18</span></p> +<h2 class="chapterHead"><a id="Ch_III" name="Ch_III"></a>CHAPTER +III</h2> +<h3>THE CHILD</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">The child as the center in school +procedure.</span>—The child is the center of school procedure +in all its many ramifications. For the child the building is +erected, the equipment is provided, the course of study is arranged +and administered, and the teacher employed. The child is major, and +all else is subsidiary. In the general scheme even the teacher +takes secondary place. Teachers may come and go, but the child +remains as the focus of all plans and purposes. The teacher is +secured for the child, and not the child for the teacher. +Taxpayers, boards of education, parents, and teachers are all +active in the interests of the child; and all school legislation, +to be important, must have the child as its prime objective. +Colleges of education and normal schools, in large numbers, are +working at the educational problem in an effort to develop more +effective methods of training the teachers of the child. A host of +authors and publishers are <span class="pagenum"><a id="page19" +name="page19"></a>19</span>giving to the interest of the child the +products of their skill. In every commonwealth may be found a large +number of men and women whose time and energies are devoted to the +work of the schools for the child.</p> +<p><span class="paraHead">All children should have school +privileges.</span>—All these facts are freely admitted, +wherever attention is called to them, but we still have truant +officers, and child labor laws. We admit the facts, but, in our +practices, strive to circumvent their application. If the school is +good for one child, it is good for all children. Indeed, the school +is maintained on the assumption that all children will take +advantage of and profit by its presence. If there were no schools, +our civilization would surely decline. If school attendance should +cease at the end of the fifth year, then we would have a fifth-year +civilization. It rests, therefore, with the parents of the +children, in large measure, whether we are to have an eighth-grade +civilization, a high-school civilization, or a college +civilization.</p> +<p><span class="paraHead">Parental attitude.</span>—Schools +are administered on the assumption that every child is capable of +and worthy of training, and that training the child will make for a +better quality of civilization. The state <span class= +"pagenum"><a id="page20" name="page20"></a>20</span>regards the +child as a liability during his childhood in the hope that he may +be an asset in his manhood. In this hope time and money are devoted +to his training. But, in the face of all this, there are parents, +here and there, who still look upon their own children as assets +and would use them for their own comfort or profit. They seem to +think that their children are indebted to them for bringing them +into the world and that their obligation to the children is +canceled by meager provision of food, shelter, and clothing. They +seem not to realize that “life is more than fruit or +grain,” and deny to their children the elements of life.</p> +<p><span class="paraHead">The rights of the child.</span>—All +this is a sort of preface to the statement that the child comes +into the world endowed with certain inherent rights that may not be +abrogated. He has a right to life in its best and fullest sense, +and no one has a right to abridge this measure of life, or to +deprive him of anything that will contribute to such a life. He +goes to the school as one of the sources of life, and any one who +denies him this boon is doing violence to his right to have life. +He does not go to school to study arithmetic, but studies +arithmetic as one of the elements of life; and experience has +demonstrated <span class="pagenum"><a id="page21" name= +"page21"></a>21</span>that arithmetic may be learned in the school +more advantageously than elsewhere. He goes to school to have +agreeable and profitable life. Each day is an integer of life and +must be made to abound in life if it is to be accounted a +success.</p> +<p><span class="paraHead">Child life.</span>—Again, the child +has a right to the quality of life that is consistent with and +congenial to his age. A seven-year-old should be a seven-year-old, +in his thinking, in his activities, in his amusements, and in his +feeling. We should never ask or want him to “put away +childish things” at this age, for these childish things are a +proof of his normality and good health. His buoyant life and good +health may prove disastrous to the furniture in his home, but far +better marred furniture than marred childhood. If, at this age, he +should become as quiet and sedate as his father, his parents and +teacher would have cause for alarm. It is the high privilege of the +parent and the teacher to direct his activities, but not to abridge +or interdict them. If the teacher would reduce him to inaction and +silence, she may well reflect that if he were an imbecile he would +be quiet. He will not pass this way again; and if he is ever to +have the sort of life that is in harmony with his age, he must have +it now.</p> +<p><span class="pagenum"><a id="page22" name= +"page22"></a>22</span><span class="paraHead">Childhood +curtailed.</span>—He has a right, also, to the full measure +of childhood. This period is relatively short, and any curtailment +does violence to his physiological and psychological nature. All +the years of his childhood are necessary for a proper balancing of +his physical and mental powers, that they may do their appointed +work in after years. Entire volumes have been devoted to this +subject, but, in spite of these volumes, some mothers still try to +hurry their daughters into the duties and responsibilities of adult +life. One such mother went to the high school to get the books of +her fifteen-year-old daughter and, upon being asked why the +daughter was leaving school, replied, “Oh, she’s +keeping company now.” That daughter will never be the hardy +plant in civilization that she ought to be, because she was reared +in a hothouse atmosphere. That mother had no right to cripple the +life of her child by thwarting nature’s decrees.</p> +<p><span class="paraHead">Detrimental effects.</span>—The +pity of it all is that the child is at the mercy of the parent, or +of the teacher, as the case may be. We become so eager to have +“old heads on young shoulders” that we begrudge the +child the years that are necessary for the shoulders to attain that +maturity of strength <span class="pagenum"><a id="page23" name= +"page23"></a>23</span>that is needful for supporting the “old +heads.” Then ensues a lack of balance, and, were all children +thus denied their right to the full period of youth, we should have +a distorted civilization. Dickens inveighs against this curtailment +of youth prodigiously, and the marvel is that we have failed to +learn the lesson from his pages. We need not have recourse to +Victor Hugo to know the life of little Cosette, for we can see her +prototype by merely looking about us.</p> +<p><span class="paraHead">The child’s right to the +best.</span>—As the child has a right to life in its +fullness, so he has a right to all the agencies that can promote +this type of life. If he meets with an accident he has a right to +the best surgical skill that can be secured, and this right we +readily concede; and equally he has a right to the best teacher +that money will secure. If he has a teacher that is less than the +best, the time thus lost can never be restored to him. A lady who +had an unskillful teacher in her first year in the high school now +avers that he maimed her for life in that particular study. Life is +such a delicate affair that it demands expert handling. If we hope +to have the child attain his right to be an intelligent +coöperating agent in promoting life in <span class= +"pagenum"><a id="page24" name="page24"></a>24</span>society, then +no price is too great to pay for the expert teaching which will +nurture the sort of life in him that will make him effective.</p> +<p><span class="paraHead">The child’s native +tendencies.</span>—Then, again, the child has a right to the +exercise of the native tendencies with which he is endowed. In +fact, these tendencies should be the working capital of the +teacher, the starting points in her teaching. There was a time when +the teacher punished the child who was caught drawing pictures on +his slate. Happily that sort of barbarity disappeared, in the main, +along with the slate. The vitalized teacher rejoices in the +pictures that the child draws and turns this tendency to good +account. Through this inclination to draw she finds the real child +and so, as the psychologists direct, she begins where the child is +and sets about attaching to this native tendency the work in nature +study, geography, or history. When she discovers a constructive +tendency in the child, she at once uses this in shifting from +analytic to synthetic exercises in the school order. If he enjoys +making things, he will be glad of an opportunity to make devices, +or problems, or maps.</p> +<p><span class="paraHead">The play instinct.</span>—She makes +large use, also, <span class="pagenum"><a id="page25" name= +"page25"></a>25</span>of the play instinct that is one of his +native tendencies. This instinct is constantly reaching out for +objects of play. The teacher is quick to note the child’s +quest for objects and deftly substitutes some phase of school work +for marbles, balls, or dolls, and his playing proceeds apace +without abatement of zest. The vitalized teacher knows how to +attach the arithmetic to this play instinct and make it a +fascinating game. During the games of arithmetic, geography, +history, or spelling, life is at high tide in her school and the +work is thorough in consequence. Work is relieved of the onus of +drudgery whenever it appears in the guise of a game, and the +teacher who has skill in attaching school studies to the play +instinct of the child will make her school effective as well as a +delight to herself and her pupils. In such a plan there is neither +place nor occasion for coercion.</p> +<p><span class="paraHead">Self-expression.</span>—Another +right of the child is the right to express himself. The desire for +self-expression is fundamental in the human mind, as the study of +archæology abundantly proves. Since this is true, every +school should be a school of expression if the nature of the child +is to have full recognition. Without expression there is no +impression, <span class="pagenum"><a id="page26" name= +"page26"></a>26</span>and without impression there is no education +that has real value. The more and better expression in the school, +therefore, the more and better the education in that school. In the +vitalized school we shall find freedom of expression, and the +absence of unreasoning repression. The child expresses himself by +means of his hands, his feet, his face, his entire body, and his +organs of speech, and his expression through either of these means +gives the teacher a knowledge of what to do. These expressions may +not be what the teacher would wish, but the expression necessarily +precedes intelligent teaching.</p> +<p><span class="paraHead">Imagination.</span>—These +expressions may reveal a vivid imagination, but they are no less +valuable as indices of the child’s nature on that account. It +is the very refinement of cruelty to try to interdict or stifle the +child’s imagination. But for the imagination of people in the +past we should not have the rich treasures of mythology that so +delight us all. Every child with imagination is constructing a +mythology of his own, and from the gossamer threads of fancy is +weaving a pattern of life that no parent or teacher should ever +wish to forbid or destroy. Day by day, he sees visions and dreams +<span class="pagenum"><a id="page27" name= +"page27"></a>27</span>dreams, and so builds for himself a world in +which he finds delight and profit. In this world he is king, and +only profane hands would dare attempt to dethrone him.</p> +<p><span class="paraHead">The child’s +experiences.</span>—His experiences, whether in the real +world, or in this world of fancy, are his capital in the bank of +life; and he has every right to invest this capital so as to +achieve further increments of life. In this enterprise, the teacher +is his counselor and guide, and, in order that she may exercise +this function sympathetically and rationally, she must know the +nature and extent of his capital. If he knows a bird, he may invest +this knowledge so as to gain a knowledge of many birds, and so, in +time, compass the entire realm of ornithology. If he knows a +flower, from this known he may be so directed that he may become a +master in the unknown field of botany. If he knows coal, this +experience may be made the open sesame to the realms of geology. In +short, all his experiences may be capitalized under the direction +of a skillful teacher, and made to produce large dividends as an +investment in life.</p> +<p><span class="paraHead">Relation to school +work.</span>—Thus the school becomes, for the child, a place +of and for real life, and <span class="pagenum"><a id="page28" +name="page28"></a>28</span>not a place detached from life. There he +lives effectively, and joyously, because the teacher knows how to +utilize his experiences and native dispositions for the enlargement +of his life. He has no inclination to become a deserter or a +tenant, for life is agreeable there, and the school is made his +chief interest. His work is not doled out to him in the form of +tasks, but is graciously presented as a privilege, and as such he +esteems it. There he learns to live among people of differing +tastes and interests without abdicating his own individuality. +There he learns that life is work and that work is the very +quintessence of life.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>How should dividends on school investments be estimated?</li> +<li>What are the inherent rights of childhood?</li> +<li>What use may be made of play in the education of children?</li> +<li>Explain why adults are often unwilling to coöperate +through lack of opportunity to play in childhood.</li> +<li>Illustrate from your own knowledge and experience how the +exercise of native tendencies may be the means of education.</li> +<li>What modes of self-expression should be used by pupils of +elementary schools? of high schools?</li> +<li>What may the vitalized teacher do to assist in the <span class= +"pagenum"><a id="page29" name="page29"></a>29</span>development of +self-expression? What should she refrain from doing?</li> +<li>Suggest methods whereby the teacher may discover the content of +the child’s world.</li> +<li>How may the child’s experience, imagination, and +expression be interrelated?</li> +<li>Why is the twentieth century called the “age of the +child”?</li> +</ol> +<p><span class="pagenum"><a id="page30" name= +"page30"></a>30</span></p> +<h2 class="chapterHead"><a id="Ch_IV" name="Ch_IV"></a>CHAPTER +IV</h2> +<h3>THE CHILD OF THE FUTURE</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Rights of the coming +generations.</span>—Any school procedure that limits its +interests and activities to the present generation takes a too +restricted view of the real scope of education. The children of the +next generation, and the next, are entitled to consideration if +education is to do its perfect work and have complete and +convincing justification. The child of the future has a right to +grandfathers and grandmothers of sound body and sound mind, and the +schools and homes of the present are charged with the +responsibility of seeing to it that this right is vouchsafed to +him. In actual practice our plans seem not to previse grandfathers +and grandmothers, and stop short even of fathers and mothers. The +child of the next generation has a right to a father and a mother +of untainted blood, and neither the home nor the school can ignore +this right.</p> +<p><span class="paraHead">Transmitted weaknesses.</span>—If +these rights are not scrupulously respected by the present +generation, <span class="pagenum"><a id="page31" name= +"page31"></a>31</span>the child of the future may come into the +world under a handicap that all the educational agencies combined +can neither remove nor materially mitigate. If he is crippled in +mind or in body because of excesses on the part of his progenitors, +the schools and hospitals may help him through life in a sorry sort +of fashion, but his condition is evermore a reminder to him of how +much he has missed in comparison with the child of sound body and +mind. If such a child does not imprecate even the memory of the +ancestors whose vitiated blood courses through his stricken body, +it will be because his mind is too weak to reason from effect to +cause or because his affliction has taught him large charity. He +will feel that he has been shamefully cheated in the great game of +life, with no hope of restitution. By reason of this, his gaze is +turned backward instead of forward, and this is a reversal of the +rightful attitude of child life. Instead of looking forward with +hope and happiness, he droops through a somber life and constantly +broods upon what might have been.</p> +<p><span class="paraHead">Attitude of +ancestors.</span>—Whether he realizes it or not, he reduces +the average of humanity and is a burden upon society both in a +negative and in a positive sense. In him society loses a worker and +<span class="pagenum"><a id="page32" name= +"page32"></a>32</span>gains a dependent. Every taxpayer of the +community must contribute to the support which he is unable to +provide for himself. He watches other children romp and play and +laugh; but he neither romps, nor plays, nor laughs. He is inert. +Some ancestor chained him to the rock, and the vultures of disease +and unhappiness are feeding at his vitals. He asks for bread, and +they give him a stone; he asks for life, and they give him a living +death; he asks for a heaven of delight, and they give him a hell of +despair. He has a right to freedom, but, in place of that, he is +forced into slavery of body and soul to pay the debts of his +grandfather. Nor can he pay these debts in full, but must, +perforce, pass them on to his own children. Sad to relate, the +father and grandfather look upon such a child and charge Providence +with unjust dealing in burdening them with such an imperfect scion +to uphold the family name. They seem blind to the patent truth +before them; they seem unable to interpret the law of cause and +effect; they charge the Almighty and the child with their own +defections; they acquit themselves of any responsibility for what +is before their eyes.</p> +<p><span class="paraHead">Hospitals cited.</span>—Our +hospitals for abnormal <span class="pagenum"><a id="page33" name= +"page33"></a>33</span>and subnormal children, and our eleemosynary +institutions, in general, are a sad commentary upon our +civilization and something of a reflection upon the school as an +exponent of and a teacher of life. If the wards of these +institutions, barring the victims of accidents, are the best we can +do in the way of coming upon a solution of the problem of life, +neither society nor the school has any special warrant for +exultation. These defectives did not just happen. The law of life +is neither fortuitous nor capricious. On the contrary, like begets +like, and the law is immutable. With lavish hand, society provides +the pound of cure but gives only superficial consideration to the +ounce of prevention. The title of education will be cloudy until +such time as these institutions have become a thing of the past. +Both pulpit and press extol the efforts of society to build, equip, +and maintain these institutions, and that is well; but, with all +that, we are merely trying to make the best of a bad situation. +Education will not fully come into its own until it takes into the +scope of its interests the child of the future as well as the child +of the present; not until it comes to regard the children of the +present as future ancestors as well as future citizens.</p> +<p><span class="pagenum"><a id="page34" name= +"page34"></a>34</span><span class="paraHead">The child as a future +ancestor.</span>—If the children of the future are to prove a +blessing to society and not a burden, then the children of the +present need to become fully conscious of their responsibilities as +agencies in bringing to pass this desirable condition. If the +teacher or parent can, somehow, cause the boy of to-day to +visualize his own grandson, in the years to come, pointing the +finger of scorn at him and calling down maledictions upon him +because of a taint in the family blood, that picture will persist +in his consciousness, and will prove a deterrent factor in his +life. The desire for immortality is innate in every human breast, +we are taught, but certainly no boy will wish to achieve that sort +of immortality. He will not consider with complacency the +possibility of his becoming a pariah in the estimation of his +descendants, and will go far in an effort to avert such a +misfortune. There is no man but will shudder when he contemplates +the possibility of having perpetuated upon his gravestone or in the +memory of his grandchild the word “Unclean.”</p> +<p><span class="paraHead">The heart of the +problem.</span>—Here we arrive at the very heart of the +problem that confronts the home and the school. We may close our +eyes, or <span class="pagenum"><a id="page35" name= +"page35"></a>35</span>look another way, but the problem remains. We +may not be able to solve it, but we cannot evade it. Each day it +calls loudly to every parent and every teacher for a solution. The +health and happiness of the coming generations depend upon the +right education of the present one, and this responsibility the +home and the school can neither shirk nor shift. We take great +unction to ourselves for the excellence of the horses, pigs, and +cattle that we have on exhibition at the fairs, but are silent as +to our failures in the form of children, that drag out a half-life +in our hospitals. In one state it costs more to care for the +defectives and unfortunates than to provide schooling facilities +for all the normal children, but this fact is not written into +party platforms nor proclaimed from the stump. In the face of such +a fact society seems to proceed upon the agreeable assumption that +the less said the better.</p> +<p><span class="paraHead">Misconceptions.</span>—We temporize +with the fundamental situation by the use of such soporifics as the +expressions “necessary evil” and the like, but that +leaves us exactly at the starting point. Many well-meaning people +use these expressions with great frequency and freedom and seem to +think that <span class="pagenum"><a id="page36" name= +"page36"></a>36</span>in so doing they have given a proof of virtue +and public spirit. It were worthy only of an iconoclast to +deprecate or disparage the legislative attempts to foster clean +living. All such efforts are worthy of commendation; but in sadness +it must be confessed that, laudable as these efforts are, they have +not produced results that are wholly satisfactory. Defectives are +still granted licenses to perpetuate their kind; children still +enervate their bodies and minds by the use of narcotics; and +society daintily lifts its skirts as it hurries past the evil, +pretending not to see. Legislation is an attempt to express public +sentiment in statutory form; but public sentiment must precede +legislation if it is to become effective. Efforts have been made +through the process of legislation to deny the granting of marriage +licenses to people who are physically unsound, but the efforts came +to naught because public sentiment has not attained to this plane +of thinking. Hence, we shall not have much help from legislation in +solving our problem, until public sentiment has been educated.</p> +<p><span class="paraHead">The responsibility of the +school.</span>—This education must come, in large part, +through the schools, but even these will fail until they come into +a full <span class="pagenum"><a id="page37" name= +"page37"></a>37</span>realization of the fact that their field of +effort is life in the large. Time was when the teacher thought she +was employed to teach geography, grammar, and arithmetic. Then she +enlarged this to include boys and girls. And now she needs to make +another addition and realize that her function is to teach boys and +girls the subject of Life, using the branches of study as a means +to this end. In a report on the work of the schools at Gary, +Indiana, the statement is made that the first purpose of these +schools seems to be to produce efficient workers for the mills. +This seems to savor of the doctrine of educational foreordination, +and would make millwork and life synonymous. Life is larger than +any mill. We may be justified in educating one horse for the plow +and another for the race track, but this justification rests upon +the fact that horses are assets and not liabilities.</p> +<p><span class="paraHead">Clean living.</span>—Clean living +in this generation will, undeniably, project itself into the next, +and we have only to see to it that all the activities of the school +function in clean living in the child of to-day, and we shall +surely be safeguarding the interests of the child of the future. +But clean living means more than mere externals. The daily bath, +<span class="pagenum"><a id="page38" name= +"page38"></a>38</span>pure food, fresh air, and sanitary conditions +are essential but not sufficient in themselves. Clean thinking, +right motives, and a high respect for the rights and interests of +the future must enter into the scheme of life. There must be no +devious ways, no back alleys, in the scheme, but only the broad +highway of life, open always to the sunlight and to the gaze of all +mankind. All this must become thoroughly enmeshed in the social +consciousness and in the daily practice of every individual, before +the school can lay claim to success in the art of teaching +efficient living.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>Investigate the following agencies as means for providing +future generations with ancestors of untainted blood: legislation; +moral education; physical education; sex hygiene and eugenics; +penal institutions; medical science.</li> +<li>Enumerate some of the physical and mental handicaps of the +child who is not well born.</li> +<li>What powerful appeal for clean living may be made to the +adolescent youth?</li> +<li>As a concrete example of children being punished for the sins +of their fathers even unto the third and fourth generation, read +the history of the Juke family.</li> +<li>To what extent does the school share the responsibility for the +improvement of the physical and moral quality of the children of +the future?</li> +<li><span class="pagenum"><a id="page39" name= +"page39"></a>39</span>What kind of teaching is needed to meet this +responsibility?</li> +<li>Reliable authorities have estimated that 60 per cent or +12,000,000 of the school children of America are suffering from +removable physical defects; that 93 per cent of the school children +of the country have defective teeth; and that on the average the +health of children who are not in attendance at school is better +than that of those who are in school. In the light of these facts +discuss the failure or success of our schools in providing fit +material for efficient citizenship.</li> +</ol> +<p><span class="pagenum"><a id="page40" name= +"page40"></a>40</span></p> +<h2 class="chapterHead"><a id="Ch_V" name="Ch_V"></a>CHAPTER V</h2> +<h3>THE TEACHER-POLITICIAN</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">The politician defined.</span>—The +politician has been defined as one who makes a careful study of the +wants of his community and is diligent in his efforts to supply +these wants. This definition has, at the very least, the merit of +mitigating, if not removing, the stigma that attaches to +politicians in the popular thought. Conceding the correctness of +this definition, it must be evident that society is the beneficiary +of the work of the politician, and would be the gainer if the +number of politicians were multiplied. The motive of self-interest +lies back of all human activities, and education is constantly +striving to stimulate and accentuate this motive. Even in altruism +we may find an admixture of self-interest. The merchant who +arranges his goods artistically may hope by this means to win more +patronage, but, aside from this, he wins a feeling of +gratification. His self-interest may look either toward a greater +volume of business or to a better class of <span class= +"pagenum"><a id="page41" name="page41"></a>41</span>patrons, or +both. While he is enlarging the scope of his business, he may be +elevating the taste of his customers. In either case his +self-interest is commendable. A successful merchant is better for +the community than an unsuccessful one.</p> +<p><span class="paraHead">Self-interest.</span>—The physician +is actuated by the motive of self-interest, also. His years of +training are but a preparation for the competition that is certain +to fall to his lot. He is gratified at the increase of his +popularity as a successful practitioner. But he prescribes modes of +living as well as remedies, and so tries to forestall and prevent +disease, while he is exercising his curative skill. He tries not +only to restore health, but also to promote good health in the +community by his recommendations of pure food, pure water, fresh +air, and exercise. His motives are altruistic even while he is +consulting self-interest. None but the censorious will criticize +the minister for accepting a larger parish even with a larger +salary attached. The larger parish will afford him a wider field +for usefulness, and the larger salary will enable him to execute +more of his laudable plans.</p> +<p><span class="paraHead">The methods of the +politician.</span>—Hence it will be seen that, in the right +sense, merchants, physicians, <span class="pagenum"><a id="page42" +name="page42"></a>42</span>and ministers are all politicians in +that they seek to expand the sphere of their activities. Like the +politician they study the wants of the people in order to win a +starting point for leadership. True, there are quacks, charlatans, +hypocrites, and demagogues, but none of these, nor all combined, +avail to disprove the validity of the principle. It has often been +said that the churches would do well to study and use the art of +advertising that is so well understood by the saloons. This is +another way of saying that the methods of the politician will avail +in promoting right activities as well as wrong ones. The +politician, whether he is a business man or a professional man, +proceeds from the known to the related unknown, and thus shows +himself a conscious or unconscious student of psychology. He +studies that which is in order to promote that which should be.</p> +<p><span class="paraHead">Leadership.</span>—The politician +aspires to leadership, and that is praiseworthy, provided his cause +is a worthy one. If the cause is unworthy, the cloven foot will +soon appear and repudiation will ensue, which will mark him +unsuccessful as a politician. He may be actuated by the motive of +self-interest, in common with all others, but this interest may +<span class="pagenum"><a id="page43" name= +"page43"></a>43</span>focus in the amelioration of conditions as +they are or in the advancement of his friends. The satisfaction of +leadership is the sole reward of many a politician, with the added +pleasure of seeing his friends profit by this leadership. A +statesman is a politician grown large—large in respect to +motives, to plans and purposes, and to methods. The fundamental +principle, however, remains constant.</p> +<p><span class="paraHead">The politician worthy of +imitation.</span>—The successful politician must know people +and their wants. He must know conditions in order to direct the +course of his activities. Otherwise, he will find himself moving at +random, and this may prove disastrous to his purposes. Much +misdirected effort has been expended in disparaging the politician +and his methods. If the man and his methods were better understood, +they would often be found worthy of close imitation in the home, in +the school, in the church, in the professions, and in business.</p> +<p><span class="paraHead">Education and +substitution.</span>—Education, in the large, is the process +of making substitutions. Evermore, in school work, we are striving +to substitute something better for something not so good. In brief, +we are striving to substitute needs for wants. But before we can do +this we must determine, by <span class="pagenum"><a id="page44" +name="page44"></a>44</span>careful study and close observation, +what the wants are. Ability to substitute needs for wants betokens +a high type of leadership. The boy wants to read Henty, but needs +to read Dickens or Shakespeare. How shall the teacher proceed in +order to make the substitution? Certainly it cannot be done by any +mere fiat or ukase. Those who are incredulous as to the wisdom of +establishing colleges of education and normal schools to generate +and promote methods of teaching have here a concrete and pertinent +question: Can a college of education or normal school give to an +embryo teacher any method by which she may effectively substitute +Shakespeare for Henty?</p> +<p><span class="paraHead">Methods contrasted.</span>—Some +teachers have attempted to make this substitution by means of +ridicule and sarcasm and then called the boy stupid because he +continued to read his Henty. Others have indulged in rhapsodies on +Shakespeare, hoping to inoculate the boy with the Shakespearean +virus, and then called the boy stolid because he failed to share +their apparent rapture. The politician would have pursued neither +of these plans. His inherent or acquired psychology would have +admonished him to begin where the boy is. He <span class= +"pagenum"><a id="page45" name="page45"></a>45</span>would have gone +to Henty to find the boy. Having found him, he would have sat down +beside him and entered into his interest in the book. In time he +would have found something in the book to remind him of a passage +in Shakespeare. This passage he would have read in his best style +and then resumed the reading of Henty. Thus, by degrees, he would +have effected the substitution, permitting the boy to think that +this had been done on his own initiative.</p> +<p><span class="paraHead">The principle +illustrated.</span>—The vitalized teacher observes, profits +by, and initiates into her work the method of the politician and so +makes her school work vital. Beginning with what the boy wants, she +lures him along, by easy stages, until she has brought him within +the circle of her own wants, which are, in reality, the needs of +the boy. The boy walks along in paces, let us say, of eighteen +inches. The teacher moderates her gait to harmonize with his, but +gradually lengthens her paces to two feet. At first, she kept step +with him; now he is keeping step with her and finds the enterprise +an exhilarating adventure. She is teaching the boy to walk in +strides two feet in length, and begins with his native tendency to +step eighteen inches. <span class="pagenum"><a id="page46" name= +"page46"></a>46</span>Thus she begins where the boy is, by +acquainting herself with his wants, attaches her teaching to his +native tendencies, and then proceeds from the known to the related +unknown. Libraries abound in books that explain lucidly this simple +elementary principle of teaching, but many teachers still seem to +find it difficult of application.</p> +<p><span class="paraHead">Substitution +illustrated.</span>—This method of substitution becomes the +rule of the school through the skill of the vitalized teacher. The +lily of the valley is substituted for the sunflower, in the +children’s esteem, and there is generated a taste for the +exquisite. The copy of the masterpiece of art supplants the bizarre +chromo; correct forms of speech take the place of incorrect forms; +the elegant usurps the place of the inelegant; and the inartistic +gives place to the artistic. The circle of their wants is extended +until it includes their needs, and these, in turn, are transformed +into wants. Thus all the pupils ascend to a higher level of +appreciation of the things that make for a more comfortable and +agreeable civilization. They work under the spell of leadership, +for real leadership always inspires confidence.</p> +<p><span class="paraHead">Society and the school.</span>—At +its best, society is <span class="pagenum"><a id="page47" name= +"page47"></a>47</span>but an enlarged copy of the vitalized school. +Or, to put it in another way, the vitalized school is society in +miniature. As the school is engaged in the work of making +substitutions, so, in fact, is society. Legislative bodies are +striving to substitute wise laws for the laws that have fallen +behind the needs of the times, that the interests of society may be +fully conserved. The church is substituting better methods of work +in all its activities for the methods that have become antiquated +or ineffective. This it does in the hope that its influence may be +broadened and deepened. Ministers and officials are constantly +pondering the question of substitutions. The farmer is substituting +better methods of tilling the soil for the methods that were in +vogue in a former time before science had invaded the realms of +agriculture, to the end that he may increase the yield of his +fields, make larger contributions to commerce, increase his +profits, and so be better able to gratify some of the higher +desires of his nature.</p> +<p><span class="paraHead">The automobile factory.</span>—Each +successive model in an automobile factory is a concrete +illustration of the process of making substitutions, and each +substituted part bears witness to a close scrutiny <span class= +"pagenum"><a id="page48" name="page48"></a>48</span>of past +experiences as well as of the wants of prospective purchasers. The +self-starter was a want at first; but now it is a need, and, +therefore, a necessity. If the school would but make as careful +study of the boy’s experiences and his wants as the +manufacturer does in the case of automobiles, and then would attach +the substitutions to these experiences and wants, the boy would +very soon find himself in happy possession of a self-starter which +would prove to be the very crown of school work. The automobile +manufacturer is both a psychologist and a politician.</p> +<p><span class="paraHead">Results of substitutions.</span>—As +a result of substitutions we have better roads, better houses, +better laws, cleaner streets, better fences, better machinery, more +sanitary conditions, and a higher type of conduct. We step to a +higher level upon the experiences of the past and make +substitutions as we move upward. The progress of civilization is +measured by the character of these substitutions and the rapidity +with which they are made. The people on the Isle of Marken make but +few substitutions, and these only at long intervals, and so they +are looked upon as curiosities among humans. In all our missionary +enterprises we are endeavoring <span class="pagenum"><a id="page49" +name="page49"></a>49</span>to persuade the peoples among whom we +are working to make substitutions. Instead of their own, we would +have them accept our books, our styles of clothing, our plans of +government, our modes of living, our means of transportation, and, +in short, our standards of life. But, first of all, we must learn +their standards of life; otherwise we cannot proceed intelligently +or effectively in the line of substitutions. We must know their +language before we can teach them ours, and we must translate our +books into their language before we can hope to substitute our +books for theirs. All the substitutions we hope to make presuppose +a knowledge of their wants. Hence the methods of the missionary +bear a close analogy to the methods of the politician.</p> +<p><span class="paraHead">The Idealist.</span>—This is +equally true of the vitalized teacher. She is a practical idealist. +In the words of the poet, her reach is beyond her grasp, and this +proclaims her an idealist. In her capacity as a politician she +makes a close study of the wants of her constituents, both pupils +and parents, and so learns how best to articulate school work with +the interests of the community. She does not hold aloof from her +pupils or their homes, but <span class="pagenum"><a id="page50" +name="page50"></a>50</span>studies them at close range, as do the +missionary and the politician. She lives among them and so learns +their language and their modes of thinking and living. Only so can +she come into sympathetic relations with them and be of greatest +service to them in promoting right substitutions. She finds one boy +surcharged with the instinct of pugnacity. This tendency manifests +itself both in school and at home. Her own conclusions are ratified +by the parents. He wants to fight. His whole nature cries aloud for +battle. In such a case, neither repression nor suppression will +avail. So she attaches a phase of school work to this native +disposition and gives his pugnacious instinct a fair field.</p> +<p><span class="paraHead">An example.</span>—Enlisting him as +her champion in a tournament, she pits against him a doughty +antagonist in the form of a problem in arithmetic. In tones of +encouragement she gives the signal and the fight is on. The boy +pummels that problem as he would belabor a schoolmate on the +playground. His whole being is focused upon the adventure. And when +he has won his meed of praise, he feels himself a real champion. +The teacher merely substituted mind for hands in the contest and so +fell <span class="pagenum"><a id="page51" name= +"page51"></a>51</span>in with his notion that fighting is quite +right if only the cause is a worthy one. He is quick to see the +distinction and so makes the substitution with alacrity and with no +loss of self-respect. Ever after he disdains the vulgar brawl and +does not lose the fighting instinct. Thus the vitalized teacher by +knowing how to make substitutions wins for society a valiant +champion. If we multiply this example, we shall readily see how +such a teacher-politician deserves the distinction of being termed +a practical idealist.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>Distinguish the following terms: demagogue; politician; +statesman; and practical idealist.</li> +<li>Subject to what limitations should a successful teacher be a +politician?</li> +<li>Enumerate the qualities of a successful politician that +teachers should possess.</li> +<li>How does the author define education? Criticize this +definition.</li> +<li>What resemblances has the process of education to the evolution +of machinery? to the evolution of biological species?</li> +<li>Describe methods by which the tactful teacher may secure +helpful substitutions in the child’s life.</li> +<li>In what respects does society resemble a vitalized school?</li> +<li>Illustrate how teachers may utilize for the education of the +child seemingly harmful instincts.</li> +</ol> +<p><span class="pagenum"><a id="page52" name= +"page52"></a>52</span></p> +<h2 class="chapterHead"><a id="Ch_VI" name="Ch_VI"></a>CHAPTER +VI</h2> +<h3>SUBLIME CHAOS</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Acquisitiveness.</span>—In fancy, +at least, we may attain a position over and far above the city of +London and from this vantage-place, with the aid of strong glasses, +watch a panorama that is both entrancing and bewildering. The scene +bewilders not alone by its scope, but still more by its complexity. +The scene is a shifting one, too, never the same in two successive +minutes. Here is Trafalgar Square, with its noble monument and the +guardian lions, reminding us of Nelson in what is accounted one of +the most heroic naval engagements recorded in history. As we look, +we reconstitute the scene, far away, in which he was conspicuous, +and reread in our books his stirring appeal to his men. Thence we +glance up Regent Street and see it thronged with equipages that +betoken wealth and luxury. Richly dressed people in great numbers +are moving to and fro and giving color to the picture. A shabby +garb cannot be made to fit into this picture. <span class= +"pagenum"><a id="page53" name="page53"></a>53</span>When it +appears, there is discord in the general harmony. All this motion +must have motives behind it somewhere; but we can only conjecture +the motives. We have only surface indications to guide us in our +quest for these. But we are reasonably certain that these people +are animated by the instinct of acquisition. They seem to want to +get things, and so come where things are to be had.</p> +<p><span class="paraHead">Desires for things +intangible.</span>—There are miles of vehicles of many kinds +wending their tortuous, sinuous ways in and out along streets that +radiate hither and thither. They stay their progress for a moment +and people emerge at Robinson’s, at Selfridge’s, at +Liberty’s. Each of these is the Mecca of a thousand desires, +and faces beam with pleasure when they reappear. Some desire has +evidently been gratified. Others alight at the National Gallery and +enter its doors. When they come forth it is obvious that something +happened to them inside that building. The lines of care on their +faces are not so evident, and their step is more elastic and +buoyant. Their desires did not have tangible things as their +objectives as in the case of the people who entered the shops for +merchandise, <span class="pagenum"><a id="page54" name= +"page54"></a>54</span>but their faces shine with a new light and, +therefore, their quest must have been successful. As we look, we +realize that desires for intangible things may be as acute as for +tangible ones, and that the gratification of these desires produces +equal satisfaction.</p> +<p><span class="paraHead">Westminster Abbey.</span>—Not far +away other throngs are invading Westminster Abbey. In those +historic and hallowed precincts they are communing with the Past, +the Present, and the Future. All about them is the sacred dust of +those who once wrought effectively in affairs of state and in the +realm of letters. History and literature have their shrine there, +and these people are worshipers at that shrine. All about them are +reminders of the Past, while the worshipers before the Cross direct +their thoughts to the Future. Earth and Heaven both send forth an +invitation for supreme interest in their thoughts and feelings. +History and literature call to them to emulate the achievements +whose monuments they see about them, while the Cross admonishes +them that these achievements are but temporal. Here they experience +a fulfillment of their desires. Their knowledge is broadened, and +their faith is lifted up. The Past thrills <span class= +"pagenum"><a id="page55" name="page55"></a>55</span>them; the +Future inspires them; and thus the Present is far more worth +while.</p> +<p><span class="paraHead">House of Parliament.</span>—Across +the way is Parliament, and this conjures up a long train of events +of vast import. The currents that flow out from this power-house +have encircled the globe. Here conquests have been planned that +electrified nations. Here have been generated vast armies and +navies as messengers of Desire. Here have been voted vast treasures +in execution of the desires of men for territorial extension and +national aggrandizement. These halls have resounded with the +eloquence of men who were striving to inoculate other men with the +virus of their desires; and the whole world has stood on tiptoe +awaiting the issue of this eloquence. Momentous scenes have been +enacted here, all emanating from the desires of men, and these +scenes have touched the lives of untold millions of people.</p> +<p><span class="paraHead">Commerce.</span>—We see the Thames +near by, teeming with ships from the uttermost corners of the +earth, and we think of commerce. We use the word glibly, but no +mind is able to comprehend its full import. We know that these +ships ply the seas, bearing food and clothing to the peoples who +live far away, but when we attempt to estimate the <span class= +"pagenum"><a id="page56" name="page56"></a>56</span>magnitude of +commerce, the mind confesses to itself that the problem is too +great. We may multiply the number of ships by their tonnage, but we +get, in consequence, an array of figures so great that they cease +to have any meaning for the finite mind. The best and most that +they can do for us is to make us newly aware that the people who +dwell in the jungles of Africa, who roam the pampas of South +America, who climb the Alps, the Rockies, the Andes, and the +Himalayas, all have desires that these ships are striving to +gratify.</p> +<p><span class="paraHead">Social intercourse.</span>—Going up +the river to Hampton Court we see people out for a holiday. There +are house-boats with elaborate and artistic fittings and +furnishings, and other craft of every sort that luxury can suggest. +One could imagine that none but fairies could stage such a scene. +The blending of colors, the easy dalliance, the rippling laughter, +the graceful feasting, and the eddying wavelets all conspire to +produce a scene that serves to emphasize the beauty of the shores. +Underneath this enchanting scene of variegated beauty we discover +the fundamental fact that man is a gregarious animal, that he not +only craves association with his kind but that playing with them +brings him into <span class="pagenum"><a id="page57" name= +"page57"></a>57</span>more harmonious communion with them. In their +play they meet upon the plane of a common purpose and are thus +unified in spirit. Hence, all this beauty and gayety is serving a +beneficent purpose in the way of gratifying the inherent desire of +mankind for social intercourse.</p> +<p><span class="paraHead">The travel instinct.</span>—At +Charing Cross the commerce drama is reënacted, only here with +trains instead of boats, and, mainly, people instead of +merchandise. Here we see hurry and bustle, and hear the shriek of +the engine and the warning blast of the guard. Trains are going +out, trains are coming in. When the people step out upon the +platforms, they seem to know exactly whither they are bound. There +are porters all about to help them achieve their desires, and cabs +stand ready at the curb to do their bidding. Here is human +commerce, and the trains are the answer to the call of the human +family to see their own and other lands. These trains are swifter +and more agreeable for nomads than the camel of the desert or the +Conestoga wagon of the prairie. The nomadic instinct pulls and +pushes people away from their own door-yards; hence railways, +trains, engines, air brakes, telegraph lines, wireless apparatuses, +and all the <span class="pagenum"><a id="page58" name= +"page58"></a>58</span>many other devices that the mind of man has +designed at the behest of this desire to roam about.</p> +<p><span class="paraHead">Monuments.</span>—Further down the +Thames we see Greenwich, which regulates the clocks for the whole +world, and furnishes the sea captain the talisman by which he may +know where he is. Over against St. Paul’s is the Bank of +England, which for long years ruled the finances of the world. +Yonder is the Museum, the conservator of the ages. There is the +Rosetta Stone, which is the gateway of history; there the Elgin +Marbles, which proclaim the glory of the Greece that was; there the +palimpsests which recall an age when men had time to think; and +there the books of all time by means of which we can rethink the +big thoughts of men long since gone from sight. There are things +that men now call curiosities that mark the course of minds in +their struggles toward the light; and there are the sentiments of +lofty souls that will live in the hearts of men long after these +giant stones have crumbled.</p> +<p><span class="paraHead">Desire for pastoral +beauty.</span>—Beyond the city, in the alluring country +places, we see a landscape that delights the senses, ornate with +hedges, flowers, vine-clad cottages, highways of surpassing +smoothness, <span class="pagenum"><a id="page59" name= +"page59"></a>59</span>fertile fields, and thrifty flocks and herds. +There are carts and wagons on the roads bearing the products of +field and garden to the marts of trade. Men, women, and children +zealously ply the hoe, the plow, or the shovel, abetting Nature in +her efforts to feed the hungry. In this pastoral scene there is +dignity, serenity, and latent power. Its beauty answers back to the +æsthetic nature of mankind, and nothing that is artificial +can ever supplant it in the way of gratifying man’s desire +for the beautiful.</p> +<p><span class="paraHead">Economic +articulation.</span>—Through all the diversified phases of +this panorama there runs a fundamental principle of unity. There +are no collisions. In the economy of civilization the farmer is +coördinate with the artist, the artisan, and the tradesman. +But, if all men were farmers, the economic balance would be +disturbed. The railroad engineer is major because he is +indispensable. So, also, is the farmer, the legislator, the artist, +and the student. There is a degree of interdependence that makes +for economic harmony. The articulation of all the parts gives us an +economic whole.</p> +<p><span class="paraHead">Aspirations.</span>—This panorama +is a picture of life; and the school is life. Hence the panorama +and <span class="pagenum"><a id="page60" name= +"page60"></a>60</span>the school are identical; only the school is +larger than the panorama, even though the picture is reduced in +size to fit the frame of the school. The pupils in the school have +dreams and aspirations that reach far beyond the limits of the +picture of our fancy. And all these aspirations are a part of life +and so are indigenous in the vitalized school. And woe betide the +teacher who would abridge or repress these dreams and aspirations. +They are the very warp and woof of life, and the teacher who would +eliminate them would suppress life itself. That teacher is in sorry +business who would fit her pupils out with mental or spiritual +strait-jackets, or mold them to some conventional pattern, even +though it be her own. These pupils are the prototypes of the people +in our panorama, and are, therefore, animated by like inclinations +and desires.</p> +<p><span class="paraHead">Desire is fundamental.</span>—Here +is a boy who is hungry; he desires food. But so does the man who is +passing along the street. The man is focusing all his mental powers +upon the problem of how he shall procure food. The man’s +problem is the boy’s problem and each has a right to a +solution of his problem. The school’s business is to help the +boy solve his problem and not to try to quench his <span class= +"pagenum"><a id="page61" name="page61"></a>61</span>desire for food +or try to persuade him that no such desire exists. This desire is +one of the native dispositions to which the work of the school is +to attach itself. Desires are fundamental in the scheme of +education, the very tentacles that will lay hold upon the school +activities and render them effective. The teacher’s large +task is to strengthen and nourish incipient desires and to cause +the pupil to hunger and thirst after the means of gratifying +them.</p> +<p><span class="paraHead">Innate tendencies.</span>—Each +pupil has a right to his inherent individuality. The school should +not only begin where the boy is, but should begin its work upon +what he is. Only so can it direct him toward what he ought to be. +If the boy would alight at the National Gallery in order to regale +himself with the masterpieces of art, why, pray, should the teacher +try to curtail this desire and force him into Westminster Abbey? If +she will accompany him into the Gallery and prove herself his +friend and guide among the treasures of art, she will, doubtless, +experience the joy of hearing him ask her to be his companion +through the Abbey later on. The Abbey is quite right in its way and +the boy must visit it soon or late, but to this particular boy the +Gallery comes first and he should be <span class="pagenum"><a id= +"page62" name="page62"></a>62</span>led to the Abbey by way of the +Gallery. In school work the parties are all personally conducted, +but the rule is that a party is composed of but one person.</p> +<p><span class="paraHead">Illustration.</span>—The girl is +not to be condemned because she desires to visit the Selfridge shop +rather than the Museum. The teacher may rhapsodize upon the Museum +to the limit of her strength, but the girl is thinking of the +beautiful fabrics to be seen at the shop, and, especially, of the +delicious American ice cream that can be had nowhere else in +London. It is rather a poor teacher who cannot lead the girl to the +British Museum by way of Selfridge’s. If the teacher finds +the task difficult, she would do well to traverse the route a few +times in advance. The ice cream will help rather than hinder when +they stand, at length, before the Rosetta Stone or read the +original letter to Mrs. Bixby. The store and the Museum are both in +the picture, and the teacher must determine which should come first +in the itinerary of this girl. The native dispositions and desires +will point out the way to the teacher.</p> +<p>The old-time schoolmaster was fond of setting as a copy in the +old-fashioned copy book “All work <span class= +"pagenum"><a id="page63" name="page63"></a>63</span>and no play +makes Jack a dull boy”; but, later, when he caught Jack +playing he gave him a flogging, thus proving himself both +inconsistent and deficient in a knowledge of psychology and fair +play. If we are going to Greenwich we shall save time by taking the +longer journey by way of Hampton Court. As we disport ourselves +amid the beauties and gayeties of the Court we can prolong our +pleasures by anticipating Greenwich, and so make our play the +anteroom of our work.</p> +<p><span class="paraHead">Variety in excellence.</span>—In +the vitalized school we shall find each pupil eager in his quest of +food for the hunger he feels, and the teacher rejoicing in the +development of his individuality. She would not have all her pupils +attain the same level even of excellence. They are different, and +she would have them so. Nor would she have her school exemplify the +kind of order that is to be found in a gallery of statues. Her +school is a place of life, eager, yearning, pulsating life, and not +a place of dead and deadening silence. Her pupils have diversified +tastes and desires and, in consequence, diversified activities, but +work is the golden cord that binds them in a healthy and healthful +unity. This is sublime chaos, a busy, happy throng, all working at +full strength <span class="pagenum"><a id="page64" name= +"page64"></a>64</span>at tasks that are worth while, and all +animated by hopes and aspirations that reach out to the very limits +of space.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>What may the school do to give helpful direction and needed +modifications to the instinct of acquisition?</li> +<li>The ultimate ends of education are more efficient production +and more intelligent consumption. How and by what means may the +school bring about a more intelligent choice of tangible and +intangible things?</li> +<li>What hint may the teacher of geography receive from the brief +description of London’s points of interest?</li> +<li>Compare a vitalized school with the panorama of London.</li> +<li>To what extent must individual differences be recognized by the +teacher in the recitation? in discipline?</li> +<li>Suggest means whereby pupils may be induced to spend their +evenings with Dickens, Eliot, Macaulay, or Irving in preference to +the “movies.”</li> +</ol> +<p><span class="pagenum"><a id="page65" name= +"page65"></a>65</span></p> +<h2 class="chapterHead"><a id="Ch_VII" name="Ch_VII"></a>CHAPTER +VII</h2> +<h3>DEMOCRACY</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">A conflict.</span>—There was a +fight on a railway train—a terrific fight. The conductor and +two other Americans were battling against ten or more foreigners. +These foreigners had come aboard the train at a mining town en +route to the city for a holiday. The train had hardly got under +way, after the stop, when the fight was on. The battle raged back +and forth from one car to the other across the platform amid the +shouts and cursing of men and the screams of women. Bloody faces +attested the intensity of the conflict. One foreigner was knocked +from the train, but no account was taken of him. The train sped on +and the fight continued. Nor did its violence abate until the train +reached the next station, where the conductor summoned +reënforcements and invoked the majesty of the law in the form +of an officer. The affray, from first to last, was most depressing +and gave to the unwilling witness a feeling that civilization is +something of a misnomer and that men are inherently ferocious.</p> +<p><span class="pagenum"><a id="page66" name= +"page66"></a>66</span><span class= +"paraHead">Misconceptions.</span>—More mature reflection, +however, served to modify this judgment, and the application of +some philosophy resolved the distressing combat into a relatively +simple proposition. The conductor and his assistants were fighting +for their conception of order, and their opponents were fighting +for their conception of manhood. Reduced to its primal elements, +the fight was the result of a dual misconception. The conductor was +battling to vindicate his conception of order; the foreigners were +battling to vindicate their conception of the rights of men in a +democracy. Neither party to the contest understood the other, and +each one felt himself to be on the defensive. Neither one would +have confessed himself the aggressor, and yet each one was invading +the supposed rights of the other. Judicial consideration could +readily have averted the whole distressing affair.</p> +<p><span class="paraHead">Foreign concept of +democracy.</span>—The foreigners had come to our country with +roseate dreams of democracy. To their conception, this is the land +where every man is the equal of every other man; where equal rights +and privileges are vouchsafed to all men without regard to +nationality, position, or possessions; where there is no faintest +hint of the <span class="pagenum"><a id="page67" name= +"page67"></a>67</span>caste system; and where there are no possible +lines of demarcation. Their disillusionment on that train was swift +and severe, and the observer could not but wonder what was their +conception of a democracy as they walked about the streets of the +city or gave attention to their bruised faces. Their dreams of +freedom and equal rights must have seemed a mockery. They must have +felt that they had been lured into a trap by some agency of cruelty +and injustice. After such an experience they must have been +unspeakably homesick for their native land.</p> +<p><span class="paraHead">“Melting +pot.”</span>—Their primary trouble arose from the fact +that they had not yet achieved democracy, but had only a hazy +theoretical conception of its true meaning. Nor did the conductor +give them any assistance. On the contrary he pushed them farther +away into the realm of theory, and rendered them less susceptible +to the influence of the feeling for democracy. Before these +foreigners can become thoroughly assimilated they must know this +feeling by experience; and until this experience is theirs they +cannot live comfortably or harmoniously in our democracy. To do +this effectively is one of the large tasks that confront the +American <span class="pagenum"><a id="page68" name= +"page68"></a>68</span>school and society as a whole. If we fail +here, the glory of democracy will be dimmed. All Americans share +equally in the responsibility of this task. The school, of course, +must assume its full share of this responsibility if it would fully +deserve the name of melting pot.</p> +<p><span class="paraHead">Learning democracy.</span>—Meeting +this responsibility worthily is not the simple thing that many seem +to conceive it to be. If it were, then any discussion appertaining +to the teaching of democracy would be superfluous. This subject of +democracy is, in fact, the most difficult subject with which the +school has to do, and by far the most important. Its supreme +importance is due to the fact that all the pupils expect to live in +a democracy, and, unless they learn democracy, life cannot attain +to its maximum of agreeableness for them nor can they make the +largest possible contributions to the well-being of society. It has +been said that the seventeenth century saw Versailles; the +eighteenth century saw the Earth; and the nineteenth century saw +Humanity. Then the very pertinent question is asked, “Which +century will see Life?” We who love our country and our form +of government fondly hope that we may be the first to see Life, +and, if <span class="pagenum"><a id="page69" name= +"page69"></a>69</span>this privilege falls to our lot, we must come +to see life through the medium of democracy.</p> +<p><span class="paraHead">The vitalized school a +democracy.</span>—Life seems to be an abstract something to +many people, but it must become concrete before they can really see +it as it is. Democracy is a means, therefore, of transforming +abstract life into concrete life, and so we are to come into a +fuller comprehension of life through the gateway of democracy. The +vitalized school is a laboratory of life and, at the same time, it +is the most nearly perfect exemplification of democracy. The nearer +its approach to perfection in exemplifying the spirit and workings +of a democracy, the larger service it renders society. If the +outflow from the school into society is a high quality of +democracy, the general tone of society will be improved. If society +deteriorates, the school may not be wholly at fault, but it +evidently is unable to supply to society reënforcement in such +quantity and of such quality as will keep the level up to +normal.</p> +<p><span class="paraHead">Responsibility of the +individual.</span>—In society each individual raises or +lowers the level of democracy according to what he is and does. The +idler fails to make any contributions to the well-being of society +and thus lowers the average of citizenship. <span class= +"pagenum"><a id="page70" name="page70"></a>70</span>The trifler and +dawdler lower the level of democracy by reason of their +inefficiency. They may exercise their right to vote but fail to +exercise their right to act the part of efficient citizens. If all +citizens emulated their example, democracy would become inane and +devitalized. Tramps, burglars, feeble-minded persons, and +inebriates lower the level of democracy because of their failure to +render their full measure of service, and because, in varying +degrees, they prey upon the resources of society and thus add to +its burdens. Self-reliance, self-support, self-respect, as well as +voting, are among the rights that all able-bodied citizens must +exercise before democracy can come into its rightful heritage.</p> +<p><span class="paraHead">The function of the +school.</span>—All this and much more the schools must teach +effectively so that it shall be thoroughly enmeshed in the social +consciousness or their output will reveal a lack of those qualities +that make for the larger good of democratic society. Democracy must +be grooved into habits of thought and action or the graduates of +the schools will fall short of achieving the highest plane of +living in the community. They will not be in harmony with their +environment, and friction will ensue, which will reduce, in some +degree, the level of democracy. <span class="pagenum"><a id= +"page71" name="page71"></a>71</span>Hence, the large task of the +school is to inculcate the habit of democracy with all that the +term implies. Twelve years are none too long for this important +work, even under the most favorable conditions and under the +direction of the most skillful teaching. Indeed, civic economy will +be greatly enhanced if, in the twelve years, the schools accomplish +this one big purpose.</p> +<p><span class="paraHead">Manifestations of democratic +spirit.</span>—We may not be able to resolve democracy into +its constituent elements, but the spirit that is attuned to +democracy is keenly alive to its manifestations. The spirit so +attuned is quick to detect any slightest discord in the democratic +harmony. This is especially true in the school democracy. A +discordant note affects the entire situation and militates against +effective procedure. In the school democracy we look for a series +and system of compromises,—for a yielding of minor matters +that major ones may be achieved. We look for concessions that will +make for the comfort and progress of the entire body, and we +experience disappointment if we fail to discover some pleasure in +connection with these concessions. We expect to see good will +banishing selfishness and every semblance of monopoly. We expect +<span class="pagenum"><a id="page72" name="page72"></a>72</span>to +find every pupil glad to share the time and strength of the teacher +with his fellows even to the point of generosity, and to find joy +in so doing. We expect to find each pupil eager to deposit all his +attainments and capabilities as assets of the school and to find +his chief joy in the success of all that the school represents.</p> +<p><span class="paraHead">Obstacles in the path.</span>—But +it is far easier to depict democracy than to teach it. In fact, the +teacher is certain to encounter obstacles, and many of these have +their source in American homes. Indeed, some of the most fertile +sources of discord in the school may be traced to a misconception +of democracy on the part of the home. One of these misconceptions +is a species of anarchy, which appropriates to itself the gentler +name of democracy. But, none the less, it is anarchy. It disdains +all law and authority, treads under foot the precepts of the home +and the school, flouts the counsels of parents and teachers, and is +self-willed, obstinate, and defiant. Democracy obeys the law; +anarchy scorns it. Democracy respects the rights of others, anarchy +overrides them. Democracy exalts good will; anarchy exalts +selfishness. Democracy respects the Golden Rule; anarchy respects +nothing, not even itself.</p> +<p><span class="pagenum"><a id="page73" name= +"page73"></a>73</span><span class= +"paraHead">Anarchy.</span>—When this spirit of anarchy gains +access to the school, it is not easily eradicated for the reason +that the home is loath to recognize it as anarchy, and resents any +such implication on the part of the school. The father may be quite +unable to exercise any control over the boy, but he is reluctant to +admit the fact to the teacher. Such a boy is an anarchist and no +sophistry can gloss the fact. What he needs is a liberal +application of monarchy to fit him for democracy. He should read +the Old Testament as a preparation for an appreciative perusal of +the New Testament. If the home cannot generate in him due respect +for constituted authority, then the school must do so, or he will +prove a menace to society and become a destructive rather than a +constructive agency. Here we have a tense situation. Anarchy is +running riot in the home; the home is arrayed against the attempts +of the school to correct the disorder; and Democracy is standing +expectant to see what will be done.</p> +<p><span class="paraHead">Snobbery.</span>—Scarcely less +inimical to democracy than anarchy is snobbery. The former is +violent, while the latter is insidious. Both poison the source of +the stream of democracy. If the home instills into the minds of +children the notion of inherent <span class="pagenum"><a id= +"page74" name="page74"></a>74</span>superiority, they will carry +this into the school and it will produce a discord. A farmer and a +tenant had sons of the same age. These lads played together, never +thinking of superiority or inferiority. Now the son of the tenant +is president of one of the great universities, and the son of the +proprietor is a janitor in one of the buildings of that university. +Democracy presents to view many anomalies, and the school age is +quite too early for anything approaching the caste system or +snobbery. The time may come when the rich man’s son will +consider it an honor to drive the car for his impecunious +classmate.</p> +<p><span class="paraHead">Restatement.</span>—It needs to be +repeated, therefore, that democracy is the most difficult subject +which the school is called upon to teach, not only because it is +difficult in itself, but also because of the attitude of many homes +that profess democracy but do not practice it. To the influence of +such homes one may trace the exodus of many children from the +schools. The parents want things done in their way or not at all, +and so withdraw their children to vindicate their own autocracy. +They are willing to profit by democracy but are unwilling to help +foster its growth. They not only lower the level of democracy but +even compel their children <span class="pagenum"><a id="page75" +name="page75"></a>75</span>to lower it still more. The teacher may +yearn for the children and the children for the teacher, but the +home is inexorable and sacrifices the children to a misconception +of democracy.</p> +<p><span class="paraHead">Coöperation.</span>—Democracy +does not mean fellowship, but it does mean coöperation. It +means that people in all walks of life are animated by the common +purpose to make all their activities contribute to the general good +of society. It means that the railroad president may shake hands +with the brakeman and talk with him, man to man, encouraging him to +aspire to promotion on merit. It means that this brakeman may +become president of the road with no scorn for the stages through +which he passed in attaining this position. It means that he may +understand and sympathize with the men in his employ without +fraternizing with them. It means that every boy may aspire to a +place higher than his father has attained with no loss of affection +for him. It does not mean either sycophancy or truculence, but +freedom to every individual to make the most of himself and so help +others to make the most of themselves.</p> +<p><span class="paraHead">The democratic +teacher.</span>—Democracy is learned not from books but from +the democratic spirit that <span class="pagenum"><a id="page76" +name="page76"></a>76</span>obtains in the school. If the teacher is +surcharged with democracy, her radiating spirit sends out currents +into the life of each pupil, and the spirit of democracy thus +generated in them fuses them into homogeneity. Thus they become +democratic by living in the atmosphere of democracy, as the boy +grew into the likeness of the Great Stone Face.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>How may elementary teachers inculcate the principles of true +democracy?</li> +<li>By what means may public schools assist in the transformation +of illiterate foreigners into “intelligent American +citizens”?</li> +<li>What are some of the weaknesses of democracy which the public +school may remedy? the press? public officials? the people?</li> +<li>Are such affairs as are described in the beginning of the +chapter peculiar to democracies? Why or why not?</li> +<li>How may school discipline recognize democratic principles, +thereby laying the foundation of respect for law and order by our +future citizens?</li> +<li>What qualities of citizens are inconsistent with a high level +of democracy?</li> +<li>Discuss the extent to which the management of the classroom +should be democratic.</li> +<li>How may the monarchical government of a school fit pupils for a +democracy? How may it unfit them?</li> +<li>In what ways may the following institutions raise the level of +democracy: centralized schools? vocational schools? junior high +schools? moonlight schools? evening schools?</li> +</ol> +<p><span class="pagenum"><a id="page77" name= +"page77"></a>77</span></p> +<h2 class="chapterHead"><a id="Ch_VIII" name="Ch_VIII"></a>CHAPTER +VIII</h2> +<h3>PATRIOTISM</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Patriotism as a working +principle.</span>—The vitalized school generates and fosters +patriotism, not merely as a sentiment, but more particularly as a +working principle. Patriotism has in it a modicum of sentiment, to +be sure, as do religion, education, the home, and civilization; but +sentiment alone does not constitute real or true patriotism. The +man who shouts for the flag but pursues a course of conduct that +brings discredit upon the name of his country, belies the sentiment +that his shouting would seem to express. The truly patriotic man +feels that he owes to his country and his race his whole +self,—his mind, his time, and his best efforts,—and the +payment of this obligation spells life to him. Thus he inevitably +interprets patriotism in terms of industry, economy, thrift, and +the full conservation of time and energy, that he may render a good +account of his stewardship to his country.</p> +<p><span class="paraHead">Spelling as patriotism.</span>—With +this broad conception <span class="pagenum"><a id="page78" name= +"page78"></a>78</span>in mind the teacher elevates patriotism to +the rank of a motive and proceeds to organize all the school +activities in consonance with this conception. Actuated by this +high motive the pupils, in time, come to look upon correct spelling +not only as a comfort and a convenience, but also as a form of +patriotism in that it is an exponent of intelligent observation and +as such wins respect and commendation from people at home and +people abroad. Or, to put the case negatively, if we were all +deficient in the matter of spelling, the people of other lands +would hold us up to ridicule because of this defect; but if we are +expert in the art of spelling, they have greater respect for us and +for our schools. Hence, such a simple matter as spelling tends to +invest the flag of our country with better and fuller significance. +Thus spelling becomes woven into the life processes, not as a mere +task of the school, but as a privilege vouchsafed to every one who +yearns to see his country win distinction.</p> +<p><span class="paraHead">Patriotism a determining +motive.</span>—In like manner the teacher runs the entire +gamut of school studies and shows how each one may become a +manifestation of patriotism. If she has her pupils <span class= +"pagenum"><a id="page79" name="page79"></a>79</span>exchange +letters with pupils in the schools of other countries, they see, at +once, that their spelling, their writing, and their composition +will all be carefully assessed in the formation of an estimate of +ourselves and our schools. It is evident, therefore, that the +pupils will give forth their best efforts in all these lines that +the country they represent may appear to the best advantage. In +such an exercise the motive of patriotism will far outweigh in +importance the motive of grades. Besides, the letters are written +to real people about real life, and, hence, life and patriotism +become synonymous in their thinking, and all their school work +becomes more vital because of their patriotism.</p> +<p><span class="paraHead">History.</span>—In the study of +history, the pupils readily discover that the men and women who +have given distinction to their respective countries have done so, +in the main, by reason of their attainments in science, in letters, +and in statesmanship. They are led to think of Goethals in the +field of applied mathematics; of Burbank in the realm of botany; of +Edison in physics; of Scott and Burns in literature; of Max +Müller in philology; of Schliemann in archæology; of +Washington and Lincoln in the realm of statesmanship; and of +Florence Nightingale <span class="pagenum"><a id="page80" name= +"page80"></a>80</span>and Clara Barton in philanthropy. They +discover that France deemed it an honor to have Erasmus as her +guest so long as he found it agreeable to live in that country, and +that many countries vied with one another in claiming Homer as +their own. Phillips Brooks was a patriot, not alone because of his +profession of love for his country, but because of what he did that +added luster to the name of his country.</p> +<p><span class="paraHead">Efficiency.</span>—The study of +physiology and hygiene affords a wide field for the contemplation +and practice of patriotic endeavor. The care of the body is a +patriotic exercise in that it promotes health and vigor, and these +underlie efficiency. Anything short of efficiency is unpatriotic +because it amounts to a subtraction from the possible best that may +be done to advance the interests of society. The shiftless man is +not a patriot, nor yet the man who enervates his body by practices +that render him less than efficient. The intemperate man may shout +lustily at sight of the flag, but his noise only proclaims his lack +of real patriotism. An honest day’s work would redound far +more to the glory of his country than his noisy protestations. +Seeing that behind every deliberate action there lies a +<span class="pagenum"><a id="page81" name= +"page81"></a>81</span>motive, the higher the motive the more noble +will be the action. If, then, we can achieve temperance through the +motive of patriotism, society will be the beneficiary, not only of +temperance itself, but also of many concomitant benefits.</p> +<p><span class="paraHead">Temperance.</span>—Temperance may +be induced, of course, through the motives of economy, good health, +and the like, but the motive of patriotism includes all these and, +therefore, stands at the summit. Waste, in whatever form, is +evermore unpatriotic. Conservation is patriotism, whether of +natural resources, human life, human energy, or time. The +intemperate man wastes his substance, his energies, his +opportunities, his self-respect, and his moral fiber. Very often, +too, he becomes a charge upon society and abrogates the right of +his family to live comfortably and agreeably. Hence, he must be +accounted unpatriotic. If all men in our country were such as he, +our land would be derided by the other nations of the world. He +brings his country into disrepute instead of glorifying it because +he does less than his full share in contributing to its well-being. +He renders himself less than a typical American and brings reproach +upon his country instead of honor.</p> +<p><span class="pagenum"><a id="page82" name= +"page82"></a>82</span><span class= +"paraHead">Sanitation.</span>—One of the chief variants of +the general subject of physiology and hygiene is sanitation, and +this, even yet, affords a field for aggressive and constructive +patriotism. Grime and crime go hand in hand; but, as a people, we +have been somewhat slow in our recognition of this patent truth. +Patriotism as well as charity should begin at home, and the man who +professes a love for his country should make that part of his +country which he calls his home so sanitary and so attractive that +it will attest the sincerity of his profession. If he loves his +country sincerely, he must love his back yard, and what he really +loves he will care for. It does him no credit to have the flag +floating above a home that proclaims his shiftlessness. His feeling +for sanitation, attractiveness, and right conditions as touching +his own home surroundings will expand until it includes his +neighborhood, his county, his State, and his entire country.</p> +<p><span class="paraHead">A typical patriot.</span>—A typical +patriot is the busy, intelligent, frugal, cultured housewife whose +home is her kingdom and who uses her powers to make that kingdom +glorious. She regrets neither the time nor the effort that is +required to make her home clean, artistic, and comfortable. She +places <span class="pagenum"><a id="page83" name= +"page83"></a>83</span>upon it the stamp of her character, industry, +and good taste. She supplies it with things that delight the senses +and point the way to culture. To such a home the crude and the +bizarre are a profanation. She administers her home as a sacred +trust in the interests of her family and never for exhibition +purposes. Her home is an expression of herself, and her children +will carry into life the standards that she inculcates through the +agency of the home. Life is better for the family and for the +community because her home is what it is, and, in consequence, her +patriotism is far-reaching in its influence. If all homes were such +as this, our country would be exploited as representing the highest +plane of civilization the world has yet attained. The vitalized +teacher is constantly striving to have this standard of home and +home life become the standard of her pupils.</p> +<p><span class="paraHead">Mulberry Bend.</span>—In striking +contrast with this home are conditions in Mulberry Bend, New York, +as described by a writer thoroughly conversant with conditions as +they were until recently—conditions, however, now much +bettered: “These alleys, running from nowhere to nowhere, +alongside cellars where the light never enters and where nothing +can <span class="pagenum"><a id="page84" name= +"page84"></a>84</span>live but beast-men and beast-women and rats; +behind foul rookeries where skulk the murderer and the abandoned +tramp; beside hideous plague-spots where the stench is +overpowering—Bottle Alley, where the rag-pickers pile their +bags of stinking stuff, and the Whyo Roost where evil-visaged +beings prowl about, hunting for prey; dozens of alleys winding in +and out and intersecting, so that the beast may slay his prey, and +hide in the jungle, and be safe; these foul alleys—who shall +picture them, or explore their depths, or describe their +wretchedness and their hideousness?… Upon the doorsteps +weary mothers are nursing little babies who will never know the +meaning of innocent childhood, but will be versed in the immoral +lore of the Underworld before they learn their alphabet. Ragged +children covered with filth play about the pushcarts and the horses +in the street, while their mothers chatter in greasy doorways, or +shout from upper windows into the hordes below, or clatter about +creaky floors, preparing the foul mess of tainted edibles which +constitutes a meal.”</p> +<p>With many other phases of this gruesome picture this author +deals, and then concludes with the following: “But in the +rookeries which, like their <span class="pagenum"><a id="page85" +name="page85"></a>85</span>inmates, skulk and hide out of sight in +the crowded street; in these ramshackle structures which line the +back alleys, and there breed their human vermin amid dirt and +rags—in these there is no direct sunlight throughout the long +year. Rookeries close to the front windows, shutting out light and +air, and rookeries close to the rear windows, and rookeries close +to each side, and never a breath of fresh air to ventilate one of +these holes wherein men and women and children wallow in dirt, and +live and fight and drink and die, and finally give way to others of +their kind.” So long as such conditions as these continue in +our country, sanitation as a manifestation of patriotism will not +have done its perfect work, and the stars and stripes of our flag +will lack somewhat of their rightful luster.</p> +<p><span class="paraHead">Patriotism in daily +life.</span>—When the influences of hygiene and of home +economics, taught as life processes and not merely as prerequisites +for graduation, by teachers who regard them as forms of +patriotism,—when these influences have percolated to every +nook and cranny of our national life,—to the homes, the +streets and alleys, the farms, the shops, the factories, and the +mines, such conditions as these will disappear, and we as a nation +shall <span class="pagenum"><a id="page86" name= +"page86"></a>86</span>then have a clearer warrant for our +profession of patriotic interest in and devotion to the welfare of +our country as a whole. But so long as we can look upon insanitary +conditions without a shudder; so long as we permit dirt to breed +disease and crime; so long as we make our streams the dumping +places for débris; so long as we tolerate ugliness where +beauty should obtain; and so long as our homes and our farms betray +the spirit of shiftlessness,—so long shall we have occasion +to blush when we look at our flag and confess our dereliction of +our high privilege of patriotism.</p> +<p><span class="paraHead">The American +restaurant.</span>—Perhaps no single detail of the customs +that obtain in our country impresses a cultivated foreigner more +unfavorably than the régime in our popular restaurants. The +noise, the rattle and clatter and bang, the raucous calling of +orders, and the hurry and confusion give him the impression that we +are content to have feeding places where we might have eating +places. He regards all that he sees and hears as being less than +proper decorum, less than a high standard of intelligence, less +than refined cultivation, and less than agencies that contribute to +the graces of life. He marvels that we have not yet attained the +conception <span class="pagenum"><a id="page87" name= +"page87"></a>87</span>that partaking of food amounts to a gracious +and delightful ceremony rather than a gastronomic orgy. His +surprise is not limited to the people who administer these +establishments, but extends to the people who patronize them. He +marvels that the patrons do not seek out places where there is +quiet, and serenity, and pleasing decorum. He returns to his own +land wondering if the noisy restaurant is typical of American +civilization. He may not know that the study of domestic science in +our schools has not had time to attain its full fruition in the way +of inculcating a lofty conception of life in the dining room.</p> +<p><span class="paraHead">Thrift as +patriotism.</span>—Another important phase of patriotism is +thrift; and here, again, we have come short of realizing our +possibilities. There are far too many people who have failed to lay +in store against times of emergency, far too many who care only for +to-day with slight regard for to-morrow. Moreover, there are far +too many who, despite sound bodies, are dependents, contributing +nothing to the resources of society, but constantly preying upon +those resources. There are in our country not fewer than one +hundred thousand tramps, and by some the number has been estimated +at a half-million. <span class="pagenum"><a id="page88" name= +"page88"></a>88</span>If this vast army of dependents could be +transferred to the ranks of producers, tilling our fields, +harvesting our crops, constructing our highways of travel, +redeeming our waste places, and beautifying our streams, life would +be far more agreeable both for them and for the rest of our people. +They would become self-supporting and so would win self-respect; +they would subtract their number from the number of those who live +at public expense; and they would make contributions to the general +store. They would thus relieve society of the incubus of their +dependence, and largely increase the number of our people who are +self-supporting.</p> +<p><span class="paraHead">Some contrasts.</span>—We are +making some progress in the line of thrift through our school +savings and postal savings, but we have not yet attained to a +national conception of thrift as an element of patriotism. This is +one of the large yet inspiring privileges of the vitalized school. +Thrift is so intimately identified with life that they naturally +combine in our thinking, and we have only to reach the conception +that our mode of life is the measure of our patriotism in order to +realize that thrift and patriotism are in large measure identical. +The industrious, frugal, thrifty man is patriotic; the unthrifty, +<span class="pagenum"><a id="page89" name= +"page89"></a>89</span>lazy, shiftless man is unpatriotic. The one +ennobles and honors his country; the other dishonors and degrades +his country.</p> +<p><span class="paraHead">Conclusion.</span>—If the foregoing +conclusions are valid, and to every thoughtful person they must +seem well-nigh axiomatic, then the school has a wide field of +usefulness in the way of inculcating a loftier and broader +conception of patriotism. The teacher who worthily fills her place +in the vitalized school will give the boys and girls in her care +such a conception of patriotism as will give direction, potency, +and significance to every school activity and lift these activities +out of the realm of drudgery into the realm of privilege. Her +pupils will be made to feel that what they are doing for +themselves, their school, and their homes, they are doing for the +honor and glory of their country.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>In what ways and to what extent should patriotism affect +conduct?</li> +<li>Indicate methods in which patriotism may be used as an +incentive to excel in the different branches of study.</li> +<li>What branches of study should have for their sole function to +stimulate the growth of patriotism? Discuss methods and give +instances.</li> +<li>Distinguish from patriotism each of the following counterfeits: +<span class="pagenum"><a id="page90" name= +"page90"></a>90</span>sectionalism; partisanship; nationalism; and +jingoism. Should teachers try to eradicate or sublimate these +sentiments? How?</li> +<li>What should be the attitude of the teacher of history toward +Commodore Decatur’s toast: “My country, may she always +be in the right; but right or wrong, my country”?</li> +<li>Cite recent history to prove that temperance and sanitation are +necessary for the realization of national victories and the +perpetuation of the common welfare.</li> +<li>Is the “Golden Rule” a vital principle of +patriotism? Why?</li> +<li>How are culture and refinement related to patriotism? +thrift?</li> +<li>Make a list of songs, poems, novels, paintings, and orations +that are characterized by lofty patriotic sentiments. Name some +that are usually regarded as patriotic but which are tainted with +inferior sentiments.</li> +<li>Discuss the adaptability of these to the different periods of +youthful development and the methods whereby their appeal may be +made most effective.</li> +</ol> +<p><span class="pagenum"><a id="page91" name= +"page91"></a>91</span></p> +<h2 class="chapterHead"><a id="Ch_IX" name="Ch_IX"></a>CHAPTER +IX</h2> +<h3>WORK AND LIFE</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Tom Sawyer.</span>—Tom Sawyer was +one of the most effective teachers that has figured in the pages of +the books; and yet we still regard Mark Twain as merely the prince +of humorists. He was that, of course, but much more; and some day +we shall read his books in quest of pedagogical wisdom and shall +not be disappointed. It will be recalled that Tom Sawyer sat on the +top of a barrel and munched apples while his boy companions +whitewashed the fence in his stead. Tom achieved this triumph +because he knew how to emancipate work from the plane of drudgery +and exalt it to the plane of a privilege. Indeed, it loomed so +large as a privilege that the other boys were eager to barter the +treasures of their pockets in exchange for this privilege. And +never did a fence receive such a whitewashing! There wasn’t +fence enough and, therefore, the process must needs be repeated +again and again. The best part of the entire episode was that +everybody <span class="pagenum"><a id="page92" name= +"page92"></a>92</span>was happy, Tom included. Tom was happy in +seeing his plan work, and the other boys were happy because they +were doing work that Tom had caused them to become eager to do.</p> +<p><span class="paraHead">Work as a privilege.</span>—To make +work seem a privilege is a worthy task for the school to set before +itself, and if it but achieves this it will prove itself worth all +it costs. At first thought, it seems a stupendous task, and so it +is. But Tom Sawyer accomplished it in an easy, natural way, with no +parade or bombast. He had habit and tradition to contend against, +just as the school has, but he overbore these obstacles and won the +contest. Some of those boys, before that morning, may have thought +it ignoble to perform menial tasks; but Tom soon overcame that +feeling and led them to feel that only an artist can whitewash a +fence properly. Some of them may have been interpreting life as +having a good time, but, under the tutorage of Tom, they soon came +to feel that having a good time means whitewashing a fence.</p> +<p><span class="paraHead">The persistency of habit.</span>—In +striving to exalt and ennoble work, the school runs counter to +habits of thought that have been formed in the home, and these +habits prove stubborn. The home has so <span class="pagenum"><a id= +"page93" name="page93"></a>93</span>long imposed work as a task +that the school finds it difficult to make it seem a privilege. The +father and mother have so often complained of their work, in the +presence of their children, that all work comes to assume the +aspect of a hardship, if not a penalty. It often happens, too, that +the parents encourage their children to think that education +affords immunity from work, and the children attend school with +that notion firmly implanted in their minds. They seem to think +that when they have achieved an education they will receive their +reward in the choicest gifts that Fortune has to bestow, and that +their only responsibility will be to indicate their choices.</p> +<p><span class="paraHead">Misconceptions of +work.</span>—Still further, when children enter school imbued +with this conception of work, they feel that the work of the school +is imposed upon them as a task from which they would fain be free. +If their parents had only been as wise as Tom Sawyer and had set up +motives before them in connection with their home activities and +thus exalted all their work to the plane of privilege, the work of +the school would be greatly simplified. It is no slight task to +eradicate this misconception of work, but somehow it must be done +before the work <span class="pagenum"><a id="page94" name= +"page94"></a>94</span>of the school can get on. Until this is done, +the work of the school will be done grudgingly instead of +buoyantly, and work that is done under compulsion is never joyous +work. Nor will work that is done under compulsion ever be done in +full measure, as the days of slavery clearly prove.</p> +<p><span class="paraHead">Illustrations.</span>—Life and work +are synonymous, and no amount or form of sophistry can abrogate +their relation. The man who does not work does not have real life, +as the invalid will freely witness. The tramp on the highway +manages to exist, but he does not really live, no matter what his +philosophy may be. Many children interpret life to mean plenty of +money and nothing to do, but this conception merely proves that +they are children with childish misconceptions. They see the +railway magnate riding in his private car and conceive his life to +be one of ease and luxury. They do not realize that the private car +affords him the opportunity to do more and better work. They see +the president of the bank sitting in his private office and imagine +that he is idle, not realizing that his mind is busy with problems +of great magnitude, problems that would appall his subordinates. +They cannot know, as he sits there, that he is projecting his +thoughts into far-off <span class="pagenum"><a id="page95" name= +"page95"></a>95</span>lands, and is watching the manifold and +complex processions of commerce in their relations to the world of +finance.</p> +<p><span class="paraHead">Concrete examples.</span>—They see +the architect in his luxurious apartments, but do not realize that +his brain is directing every movement of a thousand men who are +causing a colossal building to tower toward the sky. They see a +Grant sitting beneath a tree in apparent unconcern, but do not know +that he is bearing the responsibility of the movements of a vast +army. They see the pastor in his study among his books, but do not +know the travail of spirit that he experiences in his yearning for +his parishioners. They see the farmer sitting at ease in the shade, +but do not know that he is visualizing every detail of his farm, +the men at their tasks, the flocks and herds, the crops, the +streams, the machinery, the fences, and the orchards and vineyards. +They see the master of the ship, standing on the bridge clad in his +smart uniform, and imagine that he is merely enjoying the sea +breezes the same as themselves, not knowing that his thoughts are +concentrated upon the safety of his hundreds of passengers and his +precious cargo.</p> +<p><span class="paraHead">The potency of mental +work.</span>—Only by experience <span class="pagenum"><a id= +"page96" name="page96"></a>96</span>may children come to know that +work may be mental as well as physical, and the school is charged +with the responsibility of affording this experience. Through +experience they will come to know that mind transcends matter, and +that in life the body yields obedience to the behests of the mind. +They will come to know that mental work is more far-reaching than +physical work, in that a single mind plans the work for a thousand +hands. They will learn that mental work has redeemed the world from +its primitive condition and is making life more agreeable even if +more complex. They will come to see the mind busy in its work of +tunneling mountains, building canals and railways, navigating +oceans, and exploring the sky. They will come to realize that +mental work has produced our libraries, designed our machinery, +made our homes more comfortable and our fields more fertile.</p> +<p><span class="paraHead">Work a blessing.</span>—As a +knowledge of all these things filters into their minds, their +conception of life broadens, and they see more and more clearly +that life and work are fundamentally identical. They see that work +directs the streams of life and gives to life point, potency, and +significance. They soon see that knowledge is power only because it +is the <span class="pagenum"><a id="page97" name= +"page97"></a>97</span>agency that generates power, and that +knowledge touches life at every point. They will come to realize +that work is the one great luxury in life, and that education is +designed to increase the capacity for work in order that people may +indulge in this luxury more abundantly. The more work one can do, +the more life one has; and the better the work one can do, the +higher the quality of that life. They learn that the adage +“Work to live and live to work” is no fiction but a +reality.</p> +<p><span class="paraHead">Work and enjoyment.</span>—The +school, therefore, becomes to them a workshop of life, and unless +it is that, it is not a worthy school. It is not a something +detached from life, but, rather, an integral part of life and +therefore a place and an occasion for work. The school is the +Burning Bush of work that is to grow into the Tree of Life. But +life ought to teem with joy in order to be at its best, and never +be a drag. Work, therefore, being synonymous with life, should be a +joyous experience, even though it taxes the powers to the utmost. +If the child comes to the work of the school as the galley-slave +goes to his task, there is a lack of adjustment and balance +somewhere, and a readjustment is necessary. It matters not that a +boy spends two hours over a <span class="pagenum"><a id="page98" +name="page98"></a>98</span>problem in arithmetic if only he enjoys +himself during the time. But, if he works two hours merely to get a +passing grade or to escape punishment, the time thus spent does not +afford him the pleasure that rightfully belongs to him, and some +better motive should be supplied.</p> +<p><span class="paraHead">The teacher’s +problem.</span>—The teacher’s mission is not to make +school work easy, but, rather, to make the hardest work alluring +and agreeable. Here, again, she may need to take counsel with Tom +Sawyer. Whitewashing a fence is quite as hard work as solving a +problem in decimals or cube root. Much depends upon the mental +attitude of the boy, and this in turn depends upon the skill of the +teacher and her fertility of mind in supplying motives. +Whitewashing a fence causes the arms to grow weary and the back to +ache, but the boys recked not of that. On the contrary, they +clamored for more of the same kind of work. This same spirit +characterizes the work of the vitalized school. The pupils live as +joyously in the schoolroom as they do outside, and the harder the +work the greater their joy.</p> +<p>When work is made a privilege by the expert teacher, school +procedure becomes well-nigh automatic and there is never any +occasion for nagging, <span class="pagenum"><a id="page99" name= +"page99"></a>99</span>hectoring, or badgering. Such things are +abnormal in life and no less so in the vitalized school. They are a +confession on the part of the teacher that she has reached the +limit of her resources. She admits that she cannot do what Tom +Sawyer did so well, and so proclaims her inability to articulate +life and work effectively.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>Read that chapter of “Tom Sawyer” which deals with +the whitewashing episode.</li> +<li>What principles of teaching did Tom Sawyer apply?</li> +<li>Discuss, from the pupils’ viewpoint, how the study of +different subjects may be made a privilege.</li> +<li>In accordance with Tom Sawyer pedagogy, discuss plans for the +formation of the reading habit in pupils. How direct the +pupils’ choice of reading matter?</li> +<li>How would you demonstrate to pupils that mental work is more +exhausting than manual labor?</li> +<li>Why is work a blessing? How convince an indolent pupil of this +truth?</li> +<li>State the chief problem of the teacher.</li> +<li>Show that the pedagogical doctrines of this chapter are not to +be classified under the head of “soft pedagogy.”</li> +</ol> +<p><span class="pagenum"><a id="page100" name= +"page100"></a>100</span></p> +<h2 class="chapterHead"><a id="Ch_X" name="Ch_X"></a>CHAPTER X</h2> +<h3>WORDS AND THEIR CONTENT</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Initial statement.</span>—Life and +words are so closely interwoven that we have only to study words +with care in order to achieve an apprehension of life. Indeed, +education may be defined as the process of enlarging the content of +words. No two of us speak the same language even though we use the +same words. The schoolboy and the savant speak of education, using +the same word, but the boy has only the faintest conception of the +meaning of the word as used by the savant. We must know the content +of the words that are used before we can understand one another, +either in speaking or in writing. For one man, a word is big with +meaning; for another, the same word is so small as to be well-nigh +meaningless. To the ignorant boor, the word “education” +means far less than the three R’s, while to the scholar the +word includes languages, ancient and modern, mathematics through +many volumes, sciences that analyze the dewdrop, determine the +weight of the <span class="pagenum"><a id="page101" name= +"page101"></a>101</span>earth and the distances and movements of +the planets, history from the Rosetta Stone to the latest +presidential election, and philosophy from Plato to the scholar of +to-day.</p> +<p><span class="paraHead">The word +“education.”</span>—And yet both these men spell +and pronounce the word alike. The ignorant man has only the +faintest glimmering of the scholar’s meaning of the word when +he speaks or writes it. Still the word is in common use, and people +who use it are wont to think that their conception of its meaning +is universal. If the boor could follow the expansion of the word as +it is invested with greater and greater content, he would, in time, +understand Aristotle, Shakespeare, Gladstone, and Max Müller. +And, understanding these men, he would come to know philosophy, +literature, and language, and so would come to appreciate more +fully what education really is. In contemplating the expansion of +the word, one might easily visualize the ever widening circle +produced by throwing a pebble into a pool; but a better conception +would be the expansion of a balloon when it is being inflated. This +comparison enables one to realize that education enlarges as a +sphere rather than as a circle.</p> +<p><span class="pagenum"><a id="page102" name= +"page102"></a>102</span><span class="paraHead">The scholar’s +concept of the sea.</span>—The six-year-old can give the +correct spelling of the word <em>sea</em> as readily as the sage, +but the sage has spent a lifetime in putting content into the word. +For him, the word epitomizes his life history. Through its magic +leading he retraces his journeys through physiography and geology, +watching the sea wear away two thousand feet of the Appalachian +Mountains and spread the detritus over vast areas, making the great +fertile corn and wheat belt of our country. He knows that this +section produces, annually, such a quantity of corn as would +require for transportation a procession of teams that would +encircle the earth nine times, at the equator, and he interprets +all this as sea. The word leads him, also, through the mazes and +mysteries of meteorology, revealing to him the origin of the rain, +the snow, the dew, and the frost, with all the wonders of +evaporation, condensation, and precipitation.</p> +<p><span class="paraHead">Further illustration.</span>—He can +discern the sea in every blade of grass, in every leaf, and in +every flower. In the composition of his own body, he finds that +ninety per cent of it is sea. He finds his heart pumping the sea +through his veins and arteries as a vital part of the life process; +and through the <span class="pagenum"><a id="page103" name= +"page103"></a>103</span>power of capillary attraction, the sea is +coursing through every hair of his head. In the food upon his +table, the meat, the bread, the milk, the vegetables, and the +fruits, he finds the sea. Not his poetry, but his science follows +the raindrop from the roof to the rivulet, on to the river, then to +the ocean, then into vapor and on into rain down into the earth, +then up into the tree, out into the orange, until it finally +reappears as a drop of juice upon the rosy lip of his little +six-year-old.</p> +<p><span class="paraHead">The child’s +conception.</span>—Whether the child ever wins the large +conception of the sea that her father has depends, in part, upon +the father himself, but, in a still larger degree, upon her +teacher. If the teacher thinks of the sea merely as a word to be +spelled, or defined, or parsed, that she may inscribe marks in a +grade book or on report cards, then the child will never know the +sea as her father knows it, unless this knowledge comes to her from +sources outside the school. Instead of becoming a living thing and +the source of life, her sea will be a desert without oasis, or +grass, or tree, or bird, or bubbling spring to refresh and inspire. +It would seem a sad commentary upon our teaching if the child is +compelled to gain a right conception of the sea outside +<span class="pagenum"><a id="page104" name= +"page104"></a>104</span>the school and in spite of the school, +rather than through and by means of the school.</p> +<p><span class="paraHead">The quest of teacher and +child.</span>—The vitalized teacher knows the sea as the sage +knows it, and can infuse her conception into the consciousness of +the child. She feels it to be her high privilege to lead the child +on in quest of the sea and to find, in this quest, pulsating life. +In this alluring quest, she is putting content into the word, and +thus discovering, by experience, what life is. This is education. +This is the inviting vista that stretches out before the eyes of +the child under the spell and leadership of such a teacher. In +their quest for the meaning of the sea, these companions, the child +and the teacher, will come upon the fields of grain, the orchards, +the flocks and herds, the ships, the trains, and the whole +intricate world of commerce. They will find commerce to be a +manifestation of the sea and moreover a big factor in life. It will +mean far more than mere cars to be counted or cargoes to be +estimated in the form of problems for the class in arithmetic. The +cargoes of grain that they see leaving the port mean food for the +hungry in other lands, and the joy and vigor that only food can +give.</p> +<p><span class="paraHead">The sea as life.</span>—At every +turn of their ramified <span class="pagenum"><a id="page105" name= +"page105"></a>105</span>journey, these learners find life and, best +of all, are having a rich experience in life, throughout the +journey. They are immersed in life and so are absorbing life all +the while. Wider and wider becomes their conception of life as +exemplified by the sea, and their capacity for life is ever +increasing. Day by day they ascend to higher levels and find their +horizon receding farther and farther. For them, life enlarges until +it embraces all lands, the arts, the sciences, the languages, and +all history. Whether they pursue the sea into the mountains; to the +steppes, plateaus, or pampas; to the palace or the hovel; to the +tropics or the poles,—they find it evermore representing +life.</p> +<p><span class="paraHead">The word +“automobile.”</span>—It would seem to be quite +possible to construct a twelve-year course of study based upon this +sort of study of words and their content with special emphasis upon +the content. Since life is conterminous with the content of the +words that constitute one’s vocabulary, it is evident that +the content of words becomes of major importance in the scheme of +education. To be able to spell the word “automobile” +will not carry a young man very far in his efforts to qualify as a +chauffeur, important though the spelling may be. As a mere +<span class="pagenum"><a id="page106" name= +"page106"></a>106</span>beginning, the spelling is essential, but +it is not enough. Still the child thinks that his education, so far +as this word is concerned, is complete when he can spell it +correctly, and carry home a perfect grade. No one will employ the +young man as a driver until he has put content into the word, and +this requires time and hard work. He must know the mechanism of the +machine, in every detail, and the articulation of all its parts. He +must be able to locate trouble on the instant and be able to apply +the remedy. He must be sensitive to every slightest sound that +indicates imperfect functioning. This, of course, carries far +beyond the mere spelling of the word, but all this is essential to +the safety of his passengers.</p> +<p><span class="paraHead">Etymology.</span>—Etymology has its +place, of course, in the study of words, but it stops short of the +goal. It may be well to take the watch apart in order to make an +examination of its parts, but until it is reconstituted and set +going, it is useless as a watch. So with a word. We may give its +etymology and rhapsodize over its parts, but thus analyzed it is an +inert thing and really inane so far as real service is concerned. +If word study does not carry beyond the mere analysis, it is futile +as a real educative <span class="pagenum"><a id="page107" name= +"page107"></a>107</span>process. To be really effective, the word +must be instinct with life and busy in the affairs of life, and not +a mere specimen in a museum. Too often our work in etymology seems +to be considered an end in itself, rather than a means to an +end.</p> +<p><span class="paraHead">The word in use.</span>—Arlo Bates +says that the word “highly” in the Gettysburg Speech is +the most ornate word in the language in the setting that Lincoln +gave it. The merest tyro can give its etymology, but only when it +was set to work by a master did it gain potency and distinction. +The etymology of the word “fidelity” is reasonably +easy, but this analysis is powerless to cause the child to thrill +at the story of Casabianca, or of Ruth and Naomi, or of Esther, or +Antigone, or Cordelia, or Nathan Hale, or the little Japanese girl +who deliberately bit through her tongue that she might not utter a +syllable that would jeopardize the interests or safety of her +father. The word analyzed is a dead thing; the word in use is a +living thing. The word merely analyzed is apt to be ephemeral; the +word in use is abiding and increasingly significant. As the child +puts more and more content into the word, he, himself, expands at +the same rate in the scope and power of his thinking. Words are the +materials out of which <span class="pagenum"><a id="page108" name= +"page108"></a>108</span>he weaves the fabric of life, and the +pattern depends upon the content of his words.</p> +<p><span class="paraHead">Illustrations from art.</span>—The +child can spell the word “art” and can repeat the words +of the book by way of a memorized definition, but he cannot define +the word with even a fair degree of intelligence. He cannot know +the meaning of the word until its significance becomes objectified +in his life processes. This requires time, and thought, and +experiences with books, with people, and with galleries. In short, +he must live art before he can define the word; and his living art +invests the word with content. The word will grow just as he grows +in his conception of art. At first, he may denominate as art the +simple little daubs of pictures that he makes with the +teacher’s hand guiding his brush. But, later on, as he gains +a larger conception, these things will appear puerile if not silly. +The time may come when he can read the thoughts of the masters as +expressed in their masterpieces. Then, and only then, will he be +able to define the word.</p> +<p><span class="paraHead">Michael Angelo.</span>—At the age +of fifteen, Michael Angelo wrought the Mask of the Satyr, which +would not be considered a work of art if that were the only product +of his chisel. What he did later was the <span class= +"pagenum"><a id="page109" name="page109"></a>109</span>fulfillment +of the prophecy embodied in the Mask. At the age of eighty, he +produced the Descent from the Cross, which glorifies the Duomo in +Florence. In between these productions, we find his David, his +Moses, the Sistine Ceiling, with many others scarcely less notable. +He rose to a higher and higher conception of art as he lived art +more and more fully, and his execution kept pace with the expansion +of his conception. He gave content to the word both for himself and +for the world until now we associate, in our thinking, art with his +name. He himself is now, in large measure, our definition of +art—and that because he lived art.</p> +<p><span class="paraHead">The child’s conception of +truth.</span>—In his restricted conception, the boy conceives +truth to be the mere absence of peccadillos. He thinks that his +denial of the charge that he was impolite to his sister, or that he +went on a foraging expedition to the pantry, is the whole truth +and, indeed, all there is to truth. It requires a whole lifetime to +realize the full magnitude of his misconception. In the vitalized +school, he finds himself busy all day long trying to find answer to +the question: What is Truth? In the Alps, there is a place called +Echo Glen where a thousand rocks, cliffs, and crags send +<span class="pagenum"><a id="page110" name= +"page110"></a>110</span>back to the speaker the words he utters. +So, when this boy asks What is Truth? a thousand voices in the +school and outside the school repeat the question to him: What is +Truth? Abraham Lincoln tried to find the answer as he figured on +the bit of board with a piece of charcoal by the firelight. Later +on, he wrote the Emancipation Proclamation, and in both exercises +he was seeking for the meaning of truth.</p> +<p><span class="paraHead">The work of the +school.</span>—Christopher Columbus was doing the same thing +in his quest, and thought no hardship too great if he could only +come upon the answer. Galileo, Huxley, Newton, Tyndall, Humboldt, +Darwin, Edison, and Burbank are only the schoolboys grown large in +their search for the meaning of truth. They have enlarged the +content of the word for us all, and by following their lead we may +attain to their answers. Every school study gives forth a partial +answer, and the sum of all these answers constitutes the answer +which the boy is seeking. Mathematics tells part of the story, but +not all of it; science tells another part, but not all of it; +history tells still another part, but not all of it. Hence, it may +be reiterated that one of the prime functions of the vitalized +school is to invest words with the largest possible content.</p> +<p><span class="pagenum"><a id="page111" name= +"page111"></a>111</span></p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>To what extent is education the process of enlarging the +content of words?</li> +<li>As a concrete illustration of the differences in the content of +words, compare various definitions of education. Choose typical +definitions of education to reflect the ideas of different +educational periods.</li> +<li>Suggest other methods than the use of the dictionary for the +enlargement of the pupil’s content of words.</li> +<li>How may words be vitalized in composition?</li> +<li>Should the chief aim of language work in the grades be force, +accuracy, or elegance in the use of language?</li> +<li>Add to the author’s list of words, other words the +content of which may be expanded by education.</li> +<li>How may the vitalized teacher encourage in pupils the formation +of habits of careful diction?</li> +<li>How remove unnatural stilted words and expressions from the +oral and written expressions of pupils?</li> +</ol> +<p><span class="pagenum"><a id="page112" name= +"page112"></a>112</span></p> +<h2 class="chapterHead"><a id="Ch_XI" name="Ch_XI"></a>CHAPTER +XI</h2> +<h3>COMPLETE LIVING</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">The question raised.</span>—That +education is a preparation for complete living has been quoted by +every teacher who lays any sort of claim to the standard +definitions. Indeed, so often and so glibly has the quotation been +made that it is well-nigh axiomatic and altogether trite. But we +still await any clear explanation of what is meant by complete +living. On this point we are still groping, with no prophetic voice +to tell us the way. By implication we have had hints, and much has +been said on the negative side, but the positive side still lies +fallow. When asked for an explanation, those who give the quotation +resort to circumlocution and, at length, give another definition of +education, apparently conscious of the mathematical dictum that +things that are equal to the same thing are equal to each other. So +we continue to travel in a circle, with but feeble attempts to +deviate from the course.</p> +<p><span class="pagenum"><a id="page113" name= +"page113"></a>113</span><span class="paraHead">The vitalized school +an exemplification.</span>—Nor will this chapter attempt to +resolve the difficult situation in which we are placed. It is not +easy to define living, much less complete living. All that is hoped +for here is to bring the matter to the attention of all teachers +and to cause them to realize that the quest for a definition of +complete living will be for them and for their pupils an +exhilarating experience. The vitalized school will belie its name +if it does not strive toward a solution of the difficulty, and any +school that approximates a satisfactory definition will be +proclaimed a public benefactor. In fact, the school cannot lay +claim to the distinction of being vitalized if it fails to +exemplify complete living, in some appreciable degree, and if it +fails to groove this sort of living into a habit that will persist +throughout the years. This is the big task that the school must +essay if it would emancipate itself from the trammels of tradition +and become a leader in the larger, better way. Complete living must +become the ideal of the school if it would realize the conception +of education of which it is a professed exponent.</p> +<p><span class="paraHead">Incomplete living.</span>—The man +who walks with a crutch; the man who is afflicted with a felon; the +<span class="pagenum"><a id="page114" name= +"page114"></a>114</span>man who lacks a hand or even a +finger,—cannot experience complete living. Through the power +of adaptation the man with a crutch may compass more difficult +situations than the man with sound legs will attempt, but he cannot +realize all the possibilities of life that a sound body would +vouchsafe to him. The man without hands may learn to write with his +toes, but he is not employed as a teacher of penmanship. His life +is a restricted one and, therefore, less than complete. We marvel +at the exhibitions of skill displayed by the maimed, but we feel no +envy. We may not be able to duplicate their achievements, but we +feel that we have ample compensation in the normal use of our +members. We know instinctively that, in the solitude of their +meditations, they must experience poignant regrets that they are +not as other people, and that they must pass through life under a +handicap.</p> +<p><span class="paraHead">The sound body.</span>—It is +evident, therefore, that soundness of body is a condition precedent +to complete living. The body is the organism by means of which the +mind and the spirit function in terms of life; and, if this +organism is imperfect, the functioning will prove less than +complete. Hence, it <span class="pagenum"><a id="page115" name= +"page115"></a>115</span>is the province of the school to so +organize all its activities that the physical powers of the pupils +shall be fully conserved. The president of a large university says +that during his incumbency of seventeen years they have found only +one young woman of physical perfection and not a single young man, +although the tests have been applied to thousands. College +students, it will be readily conceded, are a selected group; and +yet even in such a group not a physically perfect young man was +found in tests extending over seventeen years. If a like condition +should be discovered in the scoring of live stock at our fairs, +there would ensue a careful investigation of causes in the hope of +finding a remedy.</p> +<p><span class="paraHead">Personal efficiency.</span>—We +shall not achieve national efficiency until every citizen has +achieved personal efficiency, and physical fitness is one of the +fundamental conditions precedent to personal efficiency. Here we +have the blue print for the guidance of society and the school. If +we are ever to achieve national efficiency, we must see to it that +every man and woman, every boy and girl, has a strong, healthy body +that is fully able to execute the behests of mind and spirit. This +may <span class="pagenum"><a id="page116" name= +"page116"></a>116</span>require a stricter censorship of marriage +licenses, including physical examinations; it may require more +stringent laws on our statute books; it may require radical changes +in our methods of physical training; and it may require the state +to assume some of the functions of the home when the home reveals +its inability or unwillingness to cope with the situation. Heroic +treatment may be necessary; but until we as a people have the +courage to apply the remedies that the diagnosis shows to be +necessary, we shall look in vain for improvement.</p> +<p><span class="paraHead">Physical training.</span>—Seeing +that it is so difficult to find a man or a woman among our people +who has attained physical perfection, it behooves society and the +schools to take a critical inventory of their methods of physical +training and their meager accomplishments as a preliminary survey +looking to a change in our procedure. We seem to have delegated +scientific physical training to athletics and pugilism, with but +scant concern for our people as a whole. If pink-tea calisthenics +as practiced mildly in our schools has failed to produce robust +bodies, then it is incumbent upon us to adopt a régime of +beefsteak. What the traditional school has failed to do the +vitalized school must attempt <span class="pagenum"><a id="page117" +name="page117"></a>117</span>to do or suffer the humiliation of +striking its colors. There is no middle course; it must either win +a victory or admit defeat in common with the traditional school. +The standard is high, of course, but every standard of the +vitalized school is and ought to be high.</p> +<p><span class="paraHead">Cigarettes.</span>—If the use of +cigarettes is devitalizing our boys, and this can be determined, +then the manufacture and sale must be prohibited unless our +legislative bodies would plead guilty to the charge of impotence. +But we are told that public sentiment conditions the enactment of +laws. If such be the case, then the school and its auxiliaries +should feel it a duty to generate public sentiment. If cigarettes +are harmful, then they should be banished, and the task is not an +impossible one by any means. As to the injurious effects of +cigarettes, as distinguished an authority as Thomas A. Edison says +the following:</p> +<blockquote> +<p>“The injurious agent in cigarettes comes principally from +the burning paper wrapper. The substance thereby formed is called +‘acrolein.’ It has a violent action on the nerve +centers, producing degeneration of the cells of the brain, which is +quite rapid among boys. Unlike most narcotics, this degeneration is +permanent and uncontrollable. I employ no person who smokes +cigarettes.”</p> +</blockquote> +<p><span class="pagenum"><a id="page118" name= +"page118"></a>118</span>We have eliminated dangerous explosives +from our Fourth of July celebrations, and the ban can as easily be +placed upon any other dangerous product. Just here we inevitably +meet the cry of paternalism, but we shall always be confronted by +the question to what extent the government should stand aside and +see its citizens follow the bent of their appetites and passions +over the brink of destruction. It is the inherent right of +government to maintain its own integrity, and this it can do only +through the conservation of the powers of its citizens. If +paternalism is necessary to this end, then paternalism is a +governmental virtue. Better, by far, some paternalism than a race +of weaklings.</p> +<p><span class="paraHead">Military training.</span>—We may +shrink away from military training in the schools, just as we +shrink from the régime of pugilism; but we may profit by +observing both these types of training in our efforts to develop +some method of training that will render our young people +physically fit. We need some type of training that will eliminate +round and drooping shoulders, weak chests, shambling gait, sluggish +circulation, and shallow breathing. The boys and girls need to be, +first of all, healthy animals with large powers of endurance, +elastic, buoyant, <span class="pagenum"><a id="page119" name= +"page119"></a>119</span>graceful, and in general well set up. These +conditions constitute the foundation for the superstructure of +education. The placid, anæmic, fiberless child is ill +prepared in physique to attain to that mastery of the mental and +spiritual world that makes for an approximation to complete +living.</p> +<p><span class="paraHead">Examples cited.</span>—If one will +but make a mental appraisement of the first one hundred people he +meets, he will see among the number quite a few who reveal a lack +of physical vigor. They droop and slouch along and seem to be +dragging their bodies instead of being propelled through space by +their bodies. They can neither stand nor walk as a human being +ought to stand and walk, and their entire ensemble is altogether +unbeautiful. We feel instinctively that, being fashioned in the +image of their Maker, they have sadly declined from their high +estate. Their bodily attitude seems a sort of apology for life, and +we long to invoke the aid of some teacher of physical training to +rescue them from themselves and restore them to their rightful +heritage. They are weak, apparently ill-nourished, scrawny, +ill-groomed; and we know, without the aid of words, that neither a +vigorous mind nor a <span class="pagenum"><a id="page120" name= +"page120"></a>120</span>great spirit would choose that type of body +as its habitation.</p> +<p><span class="paraHead">The body subject to the +mind.</span>—A healthy, vigorous, symmetrical body that +performs all its functions like a well-articulated, well-adjusted +mechanism is the beginning, but only a beginning. Next comes a mind +that is so well trained that it knows what orders to give to the +body and how to give them. Many a strong body enters the door of a +saloon because the mind is not sufficiently trained to issue wise +orders. The mind was befuddled before the body became so, and the +body becomes so only because the mind commands. Intoxication, +primarily, is a mental apostasy, and the body cannot do otherwise +than obey. If the mind were intent upon securing a book at the +library, the body would not have seen the door of the saloon, but +would have been urgent to reach the library. There is neither +fiction nor facetiousness in the adage, “An idle brain is the +devil’s workshop.” On the contrary, the saying is +crammed full of psychology for the thoughtful observer. Hence, when +we are training the mind we are wreaking destruction upon this +workshop.</p> +<p><span class="paraHead">Freedom a condition +precedent.</span>—Complete living <span class= +"pagenum"><a id="page121" name="page121"></a>121</span>is +impossible outside the domain of freedom. The prisons show forth no +examples of complete living. But mental thralldom is quite as +inimical to complete living as thralldom of the body. The mind must +know in order to move among the things of life in freedom. +Ignorance is slavery. The mind that is unable to read the +inscription on a monument stands baffled and helpless, and no form +of slavery can be more abject. The man who cannot read the bill of +fare of life is in no position to revel in the good things that +life offers. The man who cannot read the signboards of life gropes +and flounders about in the byways and so misses the charms. If he +knows the way, he has freedom; otherwise he is in thralldom. The +man who cannot interpret life as it shows itself in hill, in +valley, in stream and rock and tree, goes through life with +bandaged eyes, and that condition affords no freedom.</p> +<p><span class="paraHead">Street signs.</span>—A man who had +been traveling through Europe for several weeks, and had finally +reached London, wrote enthusiastically of his pleasure at being +able to read the street signs. All summer he had felt restricted +and hampered, but when he reached a country where the street signs +were intelligible, he gained his freedom. Had he <span class= +"pagenum"><a id="page122" name="page122"></a>122</span>been as +familiar with Italian, German, and French as he is with English, +life would have been for him far more nearly complete during that +summer and therefore much more agreeable and fertile. There is no +more exhilarating experience than to be able to read the street +signs along the highway of life, and this ability is one of the +great objectives of every vitalized school.</p> +<p><span class="paraHead">Trained minds.</span>—Nature +reveals her inmost secrets only to the trained mind. No power can +force her, no wealth can bribe her, to disclose these secrets to +others. Only the mind that is trained can gain admission to her +treasure house to revel in its glories. John Burroughs lives in a +world that the ignorant man cannot know. The trained mind alone has +the key that will unlock libraries, art galleries, the treasure +houses of science, language, history, and art. The untrained minds +must stand outside and win what comfort they can from their wealth, +their social status, or whatever else they would fain substitute +for the training that would admit them. All these things are parts +of life, and those who cannot gain admission to these +conservatories of knowledge cannot know life in its +completeness.</p> +<p><span class="pagenum"><a id="page123" name= +"page123"></a>123</span><span class="paraHead">Achievements of +trained minds.</span>—In order to know life in the large, the +mind must be able to leap from the multiplication table to the +stars; must become intimate with the movements of the tides, the +glacier, and the planets; must translate the bubbling fountain and +the eruption of Vesuvius; must be able to interpret the whisper of +the zephyr and the diapason of the forest; must be able to hear +music in the chirp of the cricket as well as in the oratorios; must +be able to delve into the recesses of the mine and scale the +mountain tops; must know the heart throbs of Little Nell as well as +of Cicero and Demosthenes; must be able to see the processions of +history from the cradle of the race to the latest proclamation; and +must sit in the councils of the poets, the statesmen, the orators, +the artists, the scientists, and the historians of all time. A mind +thus trained can enter into the very heart of life and know it by +experience.</p> +<p><span class="paraHead">Things of the spirit.</span>—But +education is a spiritual process, as we have been told; and, +therefore, education is without value unless it touches the spirit. +Indeed, it is only by the spirit that we may test the quality of +education. It is spirit that sets metes and bounds and points the +way to the fine <span class="pagenum"><a id="page124" name= +"page124"></a>124</span>things of life. A man may live in the back +alley of life or on the boulevard, according to the dictates of the +spirit. If his spirit cannot react to the finer things, his way +will lie among the coarse and bizarre. If he cannot appreciate the +glory that is revealed upon the mountain, he will gravitate to the +lower levels. If his spirit is not attuned to majestic harmonies, +he will drift down to association with his own kind. If he cannot +thrill with pleasure at the beauty and fragrance of the lily of the +valley, he will seek out the gaudy sunflower. If his spirit cannot +rise to the plane of Shakespeare and Victor Hugo, he will roam into +fields that are less fruitful. The spirit that is rightly attuned +lifts him away from the sordid into the realms of the chaste and +the glorified; away from the coarse and ugly into the realm of +things that are fine and beautiful; and away from the things that +are mean and petty into the zone of the big, the true, the noble, +and the good. And so with body, mind, and spirit thus doing their +perfect work, he can, at least, look over into the promised land of +complete living.</p> +<p><span class="paraHead">Altruism.</span>—We are commanded +to let our light shine, and this command is a noble and an +inspiring <span class="pagenum"><a id="page125" name= +"page125"></a>125</span>one. A man who by such training as has been +depicted approximates complete living is prepared to let his light +shine primarily because he has light, and in the next place because +his training has made him generous in spirit and altruistic; and +his greatest joy comes from letting his light so shine that others +may catch his spirit and move up to higher planes of living.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>Why is education not satisfactorily defined by saying that it +is a preparation for complete living? Who first stated this +definition?</li> +<li>What is the relation of the school to complete living?</li> +<li>What further training should the school give in better living +than to teach the pupils what it is?</li> +<li>Give an idea of what is meant by incomplete living so far as +the body is concerned.</li> +<li>Show that soundness of body is necessary to realize one’s +best.</li> +<li>What are some reasons for the scarcity of physically perfect +men and women?</li> +<li>Have we been able to eliminate physical defects and develop +physical merits in people to the same extent that we have in +domestic animals?</li> +<li>What are some of the things that have been done to improve +physical man? Which of these have to do primarily with heredity and +which with rearing or training?</li> +<li>Why is the possession of healthy bodies a matter of national +concern?</li> +<li><span class="pagenum"><a id="page126" name= +"page126"></a>126</span>Wherein does physical training seem to have +failed to attain its ends?</li> +<li>What are the arguments, from the standpoint of the physically +efficient life, for the regulation or prohibition by the government +of the sale of injurious products?</li> +<li>What are the benefits of such a type of training as military +training?</li> +<li>Show how the lack of proper training of the mind may result in +a less efficient body.</li> +<li>In our present civilization what conditions may give rise to +mental thralldom? Upon what is mental freedom conditioned?</li> +<li>How can the trained mind get the most out of life and +contribute the most to it?</li> +<li>Explain how the spirit is the dominant element in complete +living.</li> +<li>Why is one who is living the complete life sure to be +altruistic?</li> +</ol> +<p><span class="pagenum"><a id="page127" name= +"page127"></a>127</span></p> +<h2 class="chapterHead"><a id="Ch_XII" name="Ch_XII"></a>CHAPTER +XII</h2> +<h3>THE TIME ELEMENT</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">The question stated.</span>—There +are many, doubtless, who will deny, if not actually resent, the +statement that some do more real teaching in ten minutes than +others do in thirty minutes. But, in spite of denials, the +statement can be verified by the testimony of a host of expert +observers and supervisors. Indeed, stenographic reports have been +made of many class exercises by way of testing the truth of this +statement, and these reports are a matter of record. Assuming the +validity of the statement, therefore, it is pertinent to inquire +into the causes that underlie the disparity in the teaching ability +of the ten-minute teacher and the thirty-minute teacher. The +efficiency expert would be quick to seize upon this disparity in +the rate of progress as the starting point in his critical +examination. In a factory a like disparity would lead to unpleasant +consequences. The workman who consumes thirty minutes in +accomplishing a piece of <span class="pagenum"><a id="page128" +name="page128"></a>128</span>work that another does in ten minutes +would be admonished to accelerate his progress or else give way to +a more efficient man. If we had instruments of sufficient delicacy +to test the results of teaching, we should probably discover that +the output of the ten-minute teacher is superior in quality to that +of the thirty-minute teacher. For we must all have observed in our +own experience that the clarity of our thinking depends upon its +intensity.</p> +<p><span class="paraHead">Examples.</span>—A young man who +won distinction as a college student had a wide shelf fitted up on +one side of his room at which he stood in the preparation of all +his lessons. His theory was that the attitude of the body +conditions the attitude of the mind. Professor James gives assent +to this theory and avers that an attitude of mind may be generated +by placing the body in such an attitude as would naturally +accompany this mental attitude. This theory proclaims that, if the +body is slouching, the mind will slouch; but that, if the body is +alert, the mind will be equally so. Another college student always +walked to and fro in his room when preparing his history lesson. A +fine old lady, in a work of fiction, explained her mental acumen by +the single statement, “I never slouch.” Every +<span class="pagenum"><a id="page129" name= +"page129"></a>129</span>person must have observed many +exemplifications of this theory in his own experience even if he +has not reduced it to a working formula.</p> +<p><span class="paraHead">Basic considerations.</span>—Any +consideration of the time element, in school work, must take into +account, therefore, not only the number of minutes involved in a +given piece of work, but also the intensity of effort during those +minutes. Two minds, of equal natural strength, may be fully +employed during a given period and yet show a wide difference in +the quality and quantity of the results. The one may be busy all +the while but slouch through the minutes. The other may be taut and +intensive, working at white heat, and the output will be more +extensive and of better quality. The mind that ambles through the +period shows forth results that are both meager and mediocre; but +the mind whose impact is both forceful and incisive produces +results that serve to magnify the work of the school. Thus we have +placed before us two basic considerations, one of which is the time +itself, in actual minutes, and the other is the character of the +reactions to external stimuli during those minutes.</p> +<p><span class="paraHead">Two teachers compared.</span>—In +order to consider <span class="pagenum"><a id="page130" name= +"page130"></a>130</span>these factors of the teaching process with +some degree of definiteness it will be well to have the ten-minute +teacher and the thirty-minute teacher placed in juxtaposition in +our thinking. We shall thus be able to compare and contrast and so +arrive at some clear judgments that may be used as a basis for +generalizations. We may assume, for convenience and for +concreteness, that the lesson is division of fractions. There will +be substantial agreement that the principle involved in this +subject can be taught in one recitation period. The reasons for +some of the steps in the process may come later, but the child +should be able to find his way to the correct answer in a single +period. Now if one teacher can achieve this result in thirty +minutes and the other in ten minutes, there is a disparity in the +effectiveness of the work of these teachers which is worthy of +serious consideration. The ten-minute teacher proves that the +thirty-minute teacher has consumed twenty minutes of +somebody’s time unnecessarily. If the salary of this +thirty-minute teacher should be reduced to one third its present +amount, she would inveigh against the reduction.</p> +<p><span class="paraHead">School and factory +compared.</span>—If she were one <span class="pagenum"><a id= +"page131" name="page131"></a>131</span>of the operators in a +factory, she would not escape with the mere penalization of a +salary reduction. The owner would argue that he needed some one who +could operate the machine up to its full capacity, and that, even +if she should work without salary, her presence in the factory +would entail a loss in that the output of her machine was so +meager. If one operator can produce a shoe in ten minutes and the +other requires thirty minutes for the same work, the money that is +invested in the one machine pays dividends, while the other machine +imposes a continuous tax upon the owner. This, of course, will be +recognized as the line of argument of the efficiency expert, but it +certainly is not out of place to call attention to the matter in +connection with school work. The subject of efficiency is quite +within the province of the school, and it would seem to be wholly +within reason for the school to exemplify its own teachings.</p> +<p><span class="paraHead">Appraisal of teaching +expertness.</span>—The teacher who requires thirty minutes +for division of fractions which the other teacher compasses in ten +minutes consumes twenty minutes unnecessarily in each recitation +period, or two hundred minutes in the course of the day. The +efficiency expert would ask <span class="pagenum"><a id="page132" +name="page132"></a>132</span>her to account for these two hundred +minutes. In order to account for them satisfactorily she would be +compelled to take an inventory of her acquired habits, her +predilections, her attitude toward her pupils and her subjects, and +any shortcomings she may have in regard to methods of teaching. She +would, at first, resent the implication that the other +teacher’s method of teaching division of fractions is better +than her own and would cite the many years during which her method +has been used. When all else fails, tradition always proves a +convenient refuge. We can always prove to-day by yesterday; only, +by so doing, we deny the possibility of progress.</p> +<p><span class="paraHead">The potency of right +methods.</span>—A teacher of Latin once used twenty minutes +in a violent attempt to explain the difference between the gerund +construction and the gerundive construction. At the end of the time +she had the pupils so completely muddled that, for months, the +appearance of either of these constructions threw them into a +condition of panic. To another class, later, this teacher explained +these constructions clearly and convincingly in three minutes. In +the meantime she had studied methods in connection with subject +matter. <span class="pagenum"><a id="page133" name= +"page133"></a>133</span>Another teacher resigned her position and +explained her action by confessing that she had become so +accustomed to the traditional methods of teaching a certain phase +of arithmetic that it was impossible for her to learn the newer +one. Such a teacher must be given credit for honesty even while she +illustrates tragedy.</p> +<p><span class="paraHead">The waste of time.</span>—In +explaining the loss of two hundred minutes a day the teacher will +inevitably come upon the subject of methods of teaching, and she +may be put to it to justify her method in view of its results. The +more diligently she tries to justify her method, the more certainly +she proclaims her responsibility for a wrong use of the method. +Those twenty minutes point at her the accusing finger, and she can +neither blink nor escape the facts. The other teacher led her +pupils into a knowledge of the subject in ten minutes, and this one +may neither abrogate nor amend the record. As an operative in the +factory she holds in her hand one shoe as the result of her thirty +minutes while the other holds three. Conceding that results in the +school are not so tangible as the results in the factory, still we +have developed methods of estimating results in the school that +have convincing weight <span class="pagenum"><a id="page134" name= +"page134"></a>134</span>with the efficiency expert. We can estimate +results in school work with sufficient accuracy to enable us to +assess teaching values with a goodly degree of discrimination.</p> +<p><span class="paraHead">Possibilities.</span>—It would be a +comparatively simple matter to compute in days and weeks the time +lost during the year by the thirty-minute teacher, and then +estimate the many things that the pupils could accomplish in that +time. If the thirty-minute teacher could be transformed into a +ten-minute teacher, the children could have three more hours each +day for play, and that would be far better for them than the ordeal +of sitting there in the class, the unwilling witnesses, or victims, +of the time-wasting process. Or they might read a book in the two +hundred minutes and that would be more enjoyable, and the number of +books thus read in the course of a year would aggregate quite a +library. Or, again, they might take some additional studies and so +make great gains in mental achievements in their twelve years of +school life. Or they might learn to work with their hands and so +achieve self-reliance, self-support, and self-respect.</p> +<p><span class="paraHead">Conservation.</span>—In a word, +there is no higher type of conservation than the conservation of +<span class="pagenum"><a id="page135" name= +"page135"></a>135</span>childhood, in terms of time and interest. +The two hundred minutes a day are a vital factor in the life of the +child and must be regarded as highly valuable. The teacher, +therefore, who subtracts this time from the child’s life is +assuming a responsibility not to be lightly esteemed. She takes +from him his most valuable possession and one which she can never +return, try as she may. Worst of all, she purloins this element of +time clandestinely, albeit seductively, in the guise of friendship. +The child does not know that he is the victim of unfair treatment +until it is too late to set up any defense. He is made to think +that that is the natural and, therefore, only way of school, and +that he must take things as they come if he is to prove himself a +good soldier. So he musters what heroism he can and tries to smile +while the teacher despoils him of the minutes he might better be +employing in play, in reading, or in work.</p> +<p><span class="paraHead">The teacher’s +complacency.</span>—This would seem a severe indictment if it +were incapable of proof, but having been proved by incontrovertible +evidence its severity cannot be mitigated. We can only grieve that +the facts are as they are and ardently hope for a speedy change. +The chief obstacle in <span class="pagenum"><a id="page136" name= +"page136"></a>136</span>the way of improvement is the complacency +of the teacher. Habits tend to persist, and if she has contracted +the habit of much speaking, she thinks her volubility should be +accounted a virtue and wonders that the children do not applaud the +bromidic platitudes which have been uttered in the same form and in +the same tones a hundred times. She is so intoxicated with her own +verbosity that she can neither listen to the sounds of her own +voice nor analyze her own utterances. While her neighbor is +teaching she is talking, and then with sublime nonchalance she +ascribes the retardation of her pupils to their own dullness and +never, in any least degree, to her own unprofitable use of their +time.</p> +<p><span class="paraHead">The voluble teacher.</span>—And +while she rambles on in her aimless talking the children are bored, +inexpressibly bored. It is axiomatic that the learning process does +not flourish in a state of boredom. Under the ordeal of verbal +inundation the children wriggle and squirm about in their seats and +this affords her a new point of attack. She calls them ill-bred and +unmannerly and wonders at the homes that can produce such children. +She does not realize that if these children were grown-ups they +<span class="pagenum"><a id="page137" name= +"page137"></a>137</span>would leave the room regardless of +consequences. When they yawn, she reminds them of the utter +futility of casting pearls before swine. All the while the twenty +minutes are going and the pupils have not yet learned how to divide +fractions. Over in the next room the pupils know full well how to +divide fractions and the teacher is rewarding their diligence with +a cookie in the form of a story, while they wait for the bell to +ring. Out of the room of the thirty-minute teacher come the +children glowering and resentful; out of the other room the +children come buoyant and happy.</p> +<p><span class="paraHead">The test of teaching.</span>—Not +alone did the former teacher use the time of her pupils for her own +ends, but, even more, she dulled their interest, and the damage +thus inflicted cannot be estimated. Many a child has deserted the +school because the teacher made school life disagreeable. She was +the wet blanket upon his enthusiasm and chilled him to the marrow +when he failed to go forward upon her traditional track. The +teacher who can generate in the minds of her pupils a spiritual +ignition by her every movement and word will not be humiliated by +desertions. Indeed, the test of the teacher is the mental attitude +of her pupils. The child who <span class="pagenum"><a id="page138" +name="page138"></a>138</span>drags and drawls through the lesson +convicts the teacher of a want of expertness. On the other hand, +when the pupils are all wide-awake, alert, animated, eager to +respond, and dynamic, we know that the teacher has brought this +condition to pass and that she is a ten-minute teacher.</p> +<p><span class="paraHead">Meaningless formalities.</span>—One +of the influences that tends to deaden the interest of children is +the ponderous formality that sometimes obtains. The teacher +solemnly calls the roll, although she can see at a glance that +there are no absentees. This is exceedingly irksome to wide-awake +boys and girls who are avid for variety. The same monotonous +calling of the roll day after day with no semblance of variation +induces in them a sort of mental dyspepsia for which they seek an +antidote in what the teacher denominates disorder. This so-called +disorder betokens good health on their part and is a revelation of +the fact that they have a keen appreciation of the fitness of +things. They cannot brook monotony and it irks them to dawdle about +in the anteroom of action. They are eager to do their work if only +the teacher will get right at it. But they are impatient of +meaningless preliminaries. They see no sense in calling the roll +when everybody <span class="pagenum"><a id="page139" name= +"page139"></a>139</span>is present and discredit the teacher who +persists in the practice.</p> +<p><span class="paraHead">Repeating answers.</span>—Still +another characteristic of the thirty-minute teacher is her habit of +repeating the answers that pupils give, with the addition of some +inane comment. Whether this repeating of answers is merely a bad +habit or an effort on the part of the teacher to appropriate to +herself the credit that should otherwise accrue to the pupils, it +is not easy to say. Certain it is that school inspectors inveigh +against the practice mightily as militating against the +effectiveness of the teaching. Teachers who have been challenged on +this point make a weak confession that they repeat the answers +unconsciously. They thus make the fatal admission that for a part +of the time of the class exercise they do not know what they are +doing, and admitting so much we can readily classify them as +belonging among the thirty-minute teachers.</p> +<p><span class="paraHead">Meanderings.</span>—Another +characteristic is her tendency to wander away from the direct line +and ramble about among irrelevant and inconsequential trifles. +Sometimes these rambles are altogether entertaining and enable her +pupils to pass the time pleasantly, but they lack “terminal +facilities.” They <span class="pagenum"><a id="page140" name= +"page140"></a>140</span>lead from nowhere to nowhere in the most +fascinating and fruitless meanderings. Such expeditions bring back +no emoluments. They leave a pleasant taste in the mouth but afford +no nourishment. They use the time but exact no dividends. Like +sheet lightning they are beautiful but never strike anything. They +are soothing sedatives that never impel to action. They lull to +repose but never vitalize.</p> +<p><span class="paraHead">The ten-minute teacher.</span>—It +is evident, therefore, that only the ten-minute teacher is worthy +of a place in the vitalized school. She alone is able and willing +to conserve, with religious zeal, the time and interest of the +pupils. To her their time and interest are sacred and she deems it +a sacrilege to trifle with them. She knows the market value of her +own time but does not know the value of the time of the possible +Edison who sits in her class. She gives to every child the benefit +of the doubt and respects both herself and her pupils too much to +take chances by pitting herself against them and using their time +for her own purposes. Moreover, she never permits their interest to +flag, but knows how to keep their minds tense. Their reactions are +never less than incisive, and, therefore, the truths of the lesson +groove themselves deep in their consciousness.</p> +<p><span class="pagenum"><a id="page141" name= +"page141"></a>141</span></p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>What is meant by the time element in teaching?</li> +<li>How is an operation in a factory timed? For what purpose? What +are some of the results that have accrued from the timing of work +by efficiency experts?</li> +<li>How can teaching be timed approximately? Is it probable that +more of this will be done in the future by supervisors and +investigators? Would you resent the timing of your work? Would you +appreciate it? Why?</li> +<li>What may be done, in the matter of bodily positions, to improve +mental time-reactions of the student? Of the teacher?</li> +<li>The literature of a typewriter manufacturer carries the precept +“Sit erect.” What are the reasons?</li> +<li>What two factors must be considered in estimating mental work +with a view to time considerations?</li> +<li>If the attainment of school results by the teacher were treated +as the attainment of factory results by the operator, what would +happen if a large per cent of the time spent on a process were +unnecessary?</li> +<li>Apply the factory manager’s argument in detail to the +teacher’s efficiency. If you can, show wherein it fails to +apply.</li> +<li>What result besides waste of time may come of a cumbersome +method of teaching?</li> +<li>How can one acquire a clear-cut method?</li> +<li>A professor of physics was asked by a former student who was +beginning to teach for suggestions on the teaching of physics. His +only reply was “Know your subject thoroughly.” Was this +a satisfactory response? Give reasons for your opinion.</li> +<li>If the teacher can have lessons finished with greater rapidity, +what can be done with the time thus remaining?</li> +<li><span class="pagenum"><a id="page142" name= +"page142"></a>142</span>Show that the teacher must attend to the +conservation of time in order to protect the child.</li> +<li>In what way besides the direct waste of the minutes is the +expenditure of undue time unfortunate?</li> +<li>In what particular way do many teachers lose much of the +recitation-lesson or study-lesson period?</li> +<li>What are the results of an undue expenditure of time in this +way?</li> +<li>What is the relation between the waste of time in school and +the exodus of children from the upper grades?</li> +<li>What do you think of a teacher who persists in +“meaningless formalities”?</li> +<li>How does the repeating of answers by the teacher affect the +pupils?</li> +<li>A teacher says she repeats answers often because pupils speak +low and indistinctly. What are the proper remedies for this?</li> +<li>What should be the teacher’s rule in regard to +digressions?</li> +<li>Why should every teacher strive to be a +“ten-minute” teacher, and why should every supervisor +strive to recommend no others?</li> +<li>What corollary can be drawn on the advisability of the +employment of no teachers except those recommended by competent +supervisors?</li> +</ol> +<p><span class="pagenum"><a id="page143" name= +"page143"></a>143</span></p> +<h2 class="chapterHead"><a id="Ch_XIII" name="Ch_XIII"></a>CHAPTER +XIII</h2> +<h3>THE ARTIST TEACHER</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Teaching as a fine +art.</span>—Teaching is an art. This fact has universal +recognition. But it may be made a fine art, a fact that is not so +generally recognized. The difference between the traditional school +and the vitalized school lies in the fact, to a large degree, that, +in the former, teaching is regarded merely as an art, while in the +latter it becomes a fine art. In the former, the teacher is an +artisan; in the latter the teacher is an artist. The difference is +broadly significant. The artisan, in his work, follows directions, +plans, specifications, and blue-prints that have been devised and +designed by others; the artist imbues his work with imagination. +The artisan works by the day—so much money for so many +hours’ work with pay day as his large objective; the artist +does not disdain pay day, but he has an objective beyond this and +has other sources of pleasure besides the pay envelope. The artisan +thinks and talks of pay day; <span class="pagenum"><a id="page144" +name="page144"></a>144</span>the artist thinks and talks of his +work. The artisan drops his work when the bell rings; the artist is +so engrossed in his work that he does not hear the bell. The +artisan plods at his task with a grudging mien; the artist works in +a fine frenzy.</p> +<p><span class="paraHead">Characteristic qualities.</span>—It +is not easy to find the exact words by which to differentiate the +traditional teacher from the artist teacher. There is an elusive +quality in the artist teacher which is not easily reduced to or +described by formal words. We know that the one is an artist +teacher and that the other is not. The formal examination may not +be able to discover the artist teacher, but there is a sort of +knowledge that transcends the findings of an examination, that +makes her identity known. She is a real flesh and blood person and +yet she has a distinctive quality that cannot be mistaken even +though it eludes description. She exhales a certain exquisiteness +that reveals itself in the delicacy and daintiness of her contact +with people and the objective world. Her impact upon the +consciousness is no more violent than the fragrance of the rose, +but, all at once, she is there and there to stay, modest, serene, +and masterful.</p> +<p>She is as gentle as the dawn but as staunch as <span class= +"pagenum"><a id="page145" name="page145"></a>145</span>the oak. She +has knowledge and wisdom, and, better still, she has understanding; +she needs no diagram. Her gaze penetrates the very heart of a +situation but is never less than kindly, and her eyes are never +shifty. Her aplomb, her pose, and her poise belong to her quite as +evidently as her hands. She is genuine and altogether free from +affectation. Her presence stimulates without intoxicating, and she +accepts the respect of people with the same naturalness and grace +as would accompany her acceptance of a glass of water. Both the +giver and the recipient of this respect are ennobled by the giving. +Indeed she would far rather have the respect of people, her pupils +included, than mere admiration, for she knows full well that +respect is far more deeply rooted in the spirit and bears fruit +that is more worth while. Her nature knows not inertia, but it +abounds in enterprise, endeavor, and courage that are born of a +high purpose.</p> +<p><span class="paraHead">Joy in her work.</span>—Her +teaching and her life do not occupy separate compartments but are +identical in time and space; only her teaching is but one phase or +manifestation of her life. She fitly exemplifies the statement that +“Art is the expression of man’s joy in his work.” +She has great joy in her <span class="pagenum"><a id="page146" +name="page146"></a>146</span>work and, therefore, it is done as any +other artist does his work. She enjoys all life, including her +work. Indeed, she has contracted the habit of happiness and is so +engrossed in the big elemental things of life that she can laugh at +the incidental pin-pricks that others call troubles. She +differentiates major from minor and never permits a minor to usurp +the throne. Being an integral part of her life, her work takes on +all the hues of her life. For her, culture is not something added; +rather it is a something that permeates her whole nature and her +whole life. She does not read poetry and other forms of literature, +study the great masterpieces of music and art, and seek communion +with the great, either in person or through their works—she +does not do these things that she may acquire culture, but does +them because she has culture.</p> +<p><span class="paraHead">Dynamic qualities.</span>—Her +character is the sum of all her habits of thinking, feeling, and +action and, therefore, is herself. Since she is an artist, her +habits are all pitched in a high key and she is culture +personified. Her immaculateness of body and spirit is not a +superficial acquisition but a fundamental expression of her real +self. Just as the electric bulb diffuses light, so she diffuses an +atmosphere <span class="pagenum"><a id="page147" name= +"page147"></a>147</span>of culture. She gives the artistic touch to +every detail of her work because she is an artist, a genuine, +sincere artist in all that makes up life. She has the heart of an +artist, the eyes of an artist, the touch of an artist. Whether +these qualities are inherent or acquired is beside the point, at +present, but it may be remarked, in passing, that unless they were +capable of cultivation, the world would be at a standstill. There +is no place in her exuberant vitality for a jaundiced view, and +hence her world does not become “stale, flat, and +unprofitable.”</p> +<p><span class="paraHead">Aspiration and +worship.</span>—Every sincere, noble aspiration is a prayer; +hence, she prays without ceasing in obedience to the admonition of +the Apostle. And, let it be said in reverence, she helps to answer +her own prayers. Her spirit yearns out toward higher and wider +attainments every hour of the day, not morbidly but exultantly. And +while she aspires she worships. The starry sky holds her in rapt +attention and admiration, and the modest flower does no less. She +is thankful for the rain, and revels in the beauty and abundance of +the snow. The heat may enervate, but she is grateful, none the +less, because of its beneficent influence upon the farmer’s +work. Like food and sleep, her attitude <span class= +"pagenum"><a id="page148" name="page148"></a>148</span>of worship +conserves her powers and preserves her balance. When physical +weariness comes, she sends her spirit out to the star, or the sea, +or the mountain, and so forgets her burden in the contemplation of +majesty and beauty. In short, her spirit is attuned to all beauty +and sublimity and truth, and so she is inherently an artist.</p> +<p><span class="paraHead">Professor Phelps quoted.</span>—In +his very delightful book, “Teaching in School and +College,” the author, Professor William Lyon Phelps, says: +“I do not know that I could make entirely clear to an +outsider the pleasure I have in teaching. I had rather earn my +living by teaching than in any other way. In my mind, teaching is +not merely a life work, a profession, an occupation, a struggle; it +is a passion. I love to teach. I love to teach as a painter loves +to paint, as a musician loves to play, as a singer loves to sing, +as a strong man rejoices to run a race. Teaching is an art—an +art so great and so difficult to master that a man or a woman can +spend a long life at it, without realizing much more than his +limitations and mistakes, and his distance from the ideal. But the +main aim of my happy days has been to become a good teacher, just +as every architect wishes to be a good architect, and every +professional <span class="pagenum"><a id="page149" name= +"page149"></a>149</span>poet strives toward perfection. For the +chief difference between the ambition of the artist and the +ambition of a money-maker—both natural and honorable +ambitions—is that the money-maker is after the practical +reward of his toil, while the artist wants the inner satisfaction +that accompanies mastery.”</p> +<p><span class="paraHead">Attitude toward work.</span>—To +these sentiments the artist teacher subscribes whole-heartedly, if +not in words, certainly by her attitude and practices. She regards +her work not as a task but as a privilege, and thinking it a +privilege she appreciates it as she would any other privilege. She +would esteem it a privilege to attend a concert by high-class +artists, or to visit an art gallery, or to witness a presentation +of a great drama, or to see the Jungfrau; and she feels the same +exaltation as she anticipates her work as a teacher. She sings on +her way to school because of the privileges that await her. She +experiences a fine flow of sentiment without becoming sentimental. +Teaching, to her, is a serious business, but not, in the least, +somber. Painting is a serious business, but the artist’s zeal +and joy in his work give wings to the hours. Laying the Atlantic +cable was a serious business, but the vision <span class= +"pagenum"><a id="page150" name="page150"></a>150</span>of success +was both inspiring and inspiriting, and temporary mishaps only +served to stimulate to greater effort.</p> +<p><span class="paraHead">The element of +enthusiasm.</span>—To this teacher, each class exercise is an +enterprise that is big with possibilities; and, in preparation for +the event, she feels something of the thrill that must have +animated Columbus as he faced the sea. She estimates results more +by the faces of her pupils than by the marks in a grade book, for +the field of her endeavors is the spirit of the child, and the face +of the child telegraphs to her the awakening of the spirit. Like +the sculptor, she is striving to bring the angel of her dream into +the face of the child; and when this hope is realized, the +privilege of being a teacher seems the very acme of human +aspirations. The animated face and the flashing eye betoken the +sort of life that her teaching aims to stimulate; and when she sees +these unmistakable manifestations, she knows that her big +enterprise is a success and rejoices accordingly. If, for any +reason, her enthusiasm is running low, she takes herself in hand +and soon generates the enthusiasm that she knows is indispensable +to the success of her enterprise.</p> +<p><span class="pagenum"><a id="page151" name= +"page151"></a>151</span><span class="paraHead">Redemption of common +from commonplace.</span>—She has the supreme gift of being +able to redeem the common from the plane of the commonplace. +Indeed, she never permits any fact of the books to become +commonplace to her pupils. They all know that Columbus discovered +America in 1492, but when the recitation touches this fact she +invests it with life and meaning and so makes it glow as a factor +in the class exercise. The humdrum traditional teacher asks the +question; and when the pupil drones forth the answer, +“Columbus discovered America in 1492,” she dismisses +the whole matter with the phonographic response, “Very +good.” What a farce! What a travesty upon the work of the +teacher! Instead of being very good, it is bad, yea, inexpressibly +bad. The artist teacher does it far better. By the magic of her +touch she causes the imagination of her pupils to be fired and +their interest to thrill with the mighty significance of the great +event. They feel, vicariously, the poverty of Columbus in his +appeals for aid and wish they might have been there to assist. They +find themselves standing beside the intrepid mariner, watching the +angry waves striving to beat him back. They watch him peering into +space, day after day, <span class="pagenum"><a id="page152" name= +"page152"></a>152</span>and feel a thousand pities for him in his +suspense. And when he steps out upon the new land, they want to +shout out their salvos and proclaim him a victor.</p> +<p><span class="paraHead">The voyage of Columbus.</span>—They +have yearned, and striven, and prayed with Columbus, and so have +lived all the events of his great achievements. Hence, it can never +be commonplace in their thinking. The teacher lifted it far away +from that plane and made it loom high and large in their +consciousness. A dramatic critic avers that the action of the play +occurs, not upon the stage, but in the imagination of the auditors; +that the players merely cause the imagination to produce the +action; and that if nothing were occurring in the imagination of +the people in the seats beyond what is occurring on the stage, the +audience would leave the theater by way of protest. The artist +teacher acts upon this very principle in every class exercise. +Neither the teacher nor the book can possibly depict even a moiety +of all that she hopes to produce in the imagination of the pupils. +She is ever striving to find the one word or sentence that will +evoke a whole train of events in their minds. Just here is where +her superb art is shown. A whole volume could <span class= +"pagenum"><a id="page153" name="page153"></a>153</span>not portray +all that the imagination of the pupils saw in connection with the +voyage of Columbus, and yet the teacher caused all these things to +happen by the use of comparatively few words. This is high art; +this proclaims the artist teacher.</p> +<p><span class="paraHead">Resourcefulness.</span>—In her work +there is a fineness and a delicacy of touch that baffles a +satisfactory analysis. She has the power to call forth Columbus +from the past to reënact his great discovery in the +imagination of her pupils—all without noise, or bombast, or +gesticulation. She does what she does because she is what she is; +and she needs neither copyright nor patent for protection. Her work +is suffused with a rare sort of enthusiasm that carries conviction +by reason of its genuineness. This enthusiasm gives to her work a +tone and a flavor that can neither be disguised nor counterfeited. +Her work is distinctive, but not sensational or pyrotechnic. Least +of all is it ever hackneyed. So resourceful is she in devising new +plans and new ways of saying and doing things that her pupils are +always animated by a wholesome expectancy. She is the dynamo, but +the light and heat that she generates manifest themselves in the +minds of her pupils, while she remains serene and quiet.</p> +<p><span class="pagenum"><a id="page154" name= +"page154"></a>154</span><span class="paraHead">The thirteen +colonies.</span>—With the poet Keats she can sing:</p> +<div class="poem"> +<div class="stanza"> +<p>Beauty is truth, truth beauty, that is all</p> +<p>Ye know on earth, and all ye need to know.</p> +</div> +</div> +<p>Animated by this sentiment, she disdains no form of truth, +whether large or small, for in every form of truth she finds +beauty; and her spirit reacts to it on the instant, and joy is the +resultant. This is the basis for her superb enthusiasm in every +detail of her work as well as the source of her joyous living. Her +pupils may name the thirteen original colonies without a slip, but +that is not enough for her. The establishing of these colonies +formed a mighty epoch in history, and she must dwell upon the +events until they throb through the life currents of her pupils. +Names in books must mean people with all their hopes, their +aspirations, their trials and hardships, their sorrows and their +joys. The conditions of life, the food, the clothing, the houses, +the modes of travel, and the dangers must all come into the mental +picture. Hence it is that she prepares for the lesson on the +colonies as she would make ready for a trip with the pupils around +the world, and the mere giving of names is negligible in her +inspiring enterprise.</p> +<p><span class="pagenum"><a id="page155" name= +"page155"></a>155</span><span class="paraHead">Every subject +invested with life.</span>—She finds in the circulation of +the blood a subject of great import and makes ready for the lesson +with enthusiastic anticipation. Her step is elastic as she takes +her way to school on this particular day, and her face is beaming, +for to-day comes to the children this stupendous revelation. She +feels as did the college professor when he was just ready to begin +an experiment in his laboratory and said to his students, +“Gentlemen, please remove your hats; I am about to ask God a +question.” She approaches every truth reverently, albeit +joyously, for she feels that she is the leader of the children over +into the Promised Land. In the book already quoted, Professor +Phelps says, “I read in a German play that the mathematician +is like a man who lives in a glass room at the top of a mountain +covered with eternal snow—he sees eternity and infinity all +about him, but not much humanity.” Not so in her teaching of +mathematics; for every subject and every problem transports her to +the Isle of Patmos, and the hour is crowded with revelations.</p> +<p><span class="paraHead">Human interest.</span>—And wherever +she is, there is humanity. There are no dry bones in her work, for +she invests every subject with human interest <span class= +"pagenum"><a id="page156" name="page156"></a>156</span>and causes +it to pulsate in the consciousness of her pupils. If there are dry +bones when she arrives, she has but to touch them with the magic of +her humanity, and they become things of life. Whether long division +or calculus, it is to her a part of the living, palpitating truth +of the world, and she causes it to live before the minds of the +pupils. The so-called dead languages spring to life in her +presence, and, like Aaron’s rod, blossom and bring forth at +her touch. Wherever she walks there are resurrections because life +begets life. No science, no mathematics, no history, no language, +can be dull or dry when touched by her art, but all become vital +because she is vital. By the subtle alchemy of her artistic +teaching all the subjects of her school are transmuted into the +pure gold of truth and beauty.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>What kinds of arts are there other than the fine arts?</li> +<li>How do the motives of the artisan differ from those of the +artist?</li> +<li>What are some of the characteristics that gain one the +distinction of being an “artist” teacher?</li> +<li>Show that to enjoy respect is more worth while than to attract +admiration.</li> +<li>Under what conditions can one have joy in his work? Can one do +his best without it?</li> +<li><span class="pagenum"><a id="page157" name= +"page157"></a>157</span>What is the result on one’s work of +brooding over troubles?</li> +<li>Henry Ford employs trained sociologists who see that the home +relations of his employees are satisfactory. Why?</li> +<li>Is one who reads good literature to acquire culture as yet an +“artist” teacher?</li> +<li>What constitutes character?</li> +<li>What is the inference concerning one’s culture if his +clothes and body are not clean? If his property at the school is +not in order?</li> +<li>How can one add to his culture? Is what one knows or what one +does the more important part of it? Has a high degree of culture +been attained by a person who must ever be on his guard?</li> +<li>Is feeling an important element of culture? Illustrate.</li> +<li>What is the teacher’s chief reward?</li> +<li>Can a teacher lead pupils to regard work as a privilege rather +than as a task, unless she has that attitude herself?</li> +<li>In what respects do you regard teaching as a privilege? In what +respects is it drudgery to you?</li> +<li>Can enthusiasm result if there is a lack of joy in one’s +work? If there is a deficiency of physical strength? If there is a +poor knowledge of the subject?</li> +<li>What causes historical facts to seem commonplace?</li> +<li>What elements should be emphasized in history to make it seem +alive with meaning?</li> +<li>What principle of the drama comes into play in teaching, when a +teacher desires to invest the subject with life?</li> +<li>What advantages are there in having variety in one’s +plans?</li> +<li>Why should one avoid the sensational in school work? What are +the characteristics of sensationalism? Is the fact <span class= +"pagenum"><a id="page158" name="page158"></a>158</span>that a class +is unusually aroused a reason for decrying a method as +sensational?</li> +<li>With what spirit should a teacher prepare to teach about the +thirteen colonies?</li> +<li>Why should a teacher have great joy in the teaching of +science?</li> +<li>Is interest in a subject as an abstract science likely to be an +adequate interest? If so, is it the best sort of interest? +Why?</li> +<li>From what should interest start, and in what should it +function?</li> +<li>Summarize the ways in which the artist teacher will show +herself the artist.</li> +</ol> +<p><span class="pagenum"><a id="page159" name= +"page159"></a>159</span></p> +<h2 class="chapterHead"><a id="Ch_XIV" name="Ch_XIV"></a>CHAPTER +XIV</h2> +<h3>THE TEACHER AS AN IDEAL</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Responsibility of the +exemplar.</span>—If the teacher could be convinced that each +of her pupils is to become a replica of herself, she would more +fully appreciate the responsibilities of her position. At first +flush, she might feel flattered; but when she came into a full +realization of the magnitude of the responsibility, she would +probably seek release. If she could know that each pupil is +striving to copy her in every detail of her life, her habits of +speech, her bodily movements, her tone of voice, her dress, her +walk, and even her manner of thinking, this knowledge would appall +her, and she would shrink from the responsibility of becoming the +exemplar of the child. She cannot know, however, to what extent and +in what respects the pupils imitate her. Nor, perhaps, could they +themselves give definite information on these points, if they were +put to the test. Children imitate their elders both consciously and +unconsciously; so, whether the teacher wills <span class= +"pagenum"><a id="page160" name="page160"></a>160</span>it so or +not, she must assume the functions of an exemplar as well as a +teacher.</p> +<p><span class="paraHead">Absorbing standards.</span>—If we +give full credence to Tennyson’s statement, “I am a +part of all that I have met,” then it follows that we have +become what we are, in some appreciable measure, through the +process of absorption. In other words, we are a composite of all +our ideals. The vase of flowers, daintily arranged, on the +breakfast table becomes the standard of good taste thenceforth, and +all through life a vase of flowers arranged less than artistically +gives one a sensation of discomfort. A traveler relates that in a +hotel in Brussels he saw window curtains of a delicate pattern; +and, since that time, he has sought in many cities for curtains +that will fill the measure of the ideal he absorbed in that hotel. +Beauty is not in the thing itself, but in the eye of the beholder, +and the eye is but the interpreter of the ideal. One person +rhapsodizes over a picture that another turns away from, because +the latter has absorbed an ideal that is unknown to the former.</p> +<p><span class="paraHead">Education by +absorption.</span>—This subject of absorption has not +received the careful attention that its importance warrants. In the +social consciousness education has been so long associated with +<span class="pagenum"><a id="page161" name= +"page161"></a>161</span>books, and formal processes, that we find +it difficult to conceive of education outside of or beyond books. +If, as we so confidently assert, education is a spiritual process, +then whatever stimulates the spirit must be education, whether a +landscape, a flower, a picture, or a person. The traveler who sits +enrapt before the Jungfrau for an hour or a day is becoming more +highly educated, even in the absence of books and formalities. The +beauty of the mountain touches his spirit, and there is a +consequent reaction that fulfills all the claims of the educational +processes. In short, he is lifted to a higher plane of +appreciation, and that is what the books and the schools are +striving to achieve.</p> +<p><span class="paraHead">The principle +illustrated.</span>—In the presence of this mountain the +tourist gains an ideal of grandeur which becomes his standard of +estimating scenery throughout life. A boy once heard “The +Dead March” played by an artist, and when he was grown to +manhood that was still his ideal of majestic music. A traveler +asserts that no man can stand for an hour on the summit of Mt. Rigi +and not become a better and a stronger man for the experience. A +writer on art says that it is worth a trip across the ocean to see +the painting of the bull by <span class="pagenum"><a id="page162" +name="page162"></a>162</span>Paul Potter; but that, of course, +depends upon the ideals of the beholder. All these illustrations +conform to and are in harmony with the psychological dictum that in +the educational process the spirit reacts to its environment.</p> +<p><span class="paraHead">The teacher as +environment.</span>—But the environment may include people as +well as inanimate objects, mountains, rivers, flowers, and +pictures. And, as a part of the child’s environment, the +teacher takes her place in the process of education by absorption. +A city superintendent avers that there is one teacher in his corps +who would be worth more to his school than the salary she receives +even if she did no teaching. This means that her presence in the +school is a wholesome influence, and that she is the sort of +environment to which the pupils react to their own advantage. It +might not be a simple thing to convince some taxpayers of the truth +of the superintendent’s statement, but this fact only proves +that they have not yet come into a realization of the fact that +there can be education by absorption.</p> +<p><span class="paraHead">The Great Stone Face.</span>—The +people of Florence maintain that they need not travel abroad to see +the world, for the reason that the world comes to <span class= +"pagenum"><a id="page163" name="page163"></a>163</span>them. It is +true that many thousands visit that city annually to win a +definition of art. There they absorb their ideals of art and thus +attain abiding standards. In like manner the child may sojourn in +the school to gain an ideal of grace of manner and personal charm +as exemplified by the teacher, and no one will have the temerity to +assert that this phase of the child’s education is less +important than those that are acquired through the formal +processes. The boy in the story grew into the likeness of the +“Great Stone Face” because that had become his ideal, +and not because he had had formal instruction in the subject of +stone faces, or had taken measurements of or computed the +dimensions of the one stone face. He grew into its likeness because +he thought of it, dreamed of it, absorbed it, and was absorbed by +it, and reacted to it whenever it came into view.</p> +<p><span class="paraHead">Pedagogy in +literature.</span>—Hawthorne, in this story, must have been +trying to teach the lesson of unconscious education or education by +absorption, but his readers have not all been quick to catch his +meaning. Teachers often take great unction in the reflection that +they afford to the child his only means of education, and that but +for them the <span class="pagenum"><a id="page164" name= +"page164"></a>164</span>child would never become educated at all. +We are slow to admit that there are many sources of education +besides the school, and that formal instruction is not the only +road to the acquisition of knowledge. Tennyson knew and expressed +this conception in the quotation already given, but we have not +acquired the habit of consulting the poets and novelists for our +pedagogy. When we learn to consult these, we shall find them +expressing many tenets of pedagogy that are basic.</p> +<p><span class="paraHead">The testimony of +experience.</span>—But we need not go beyond our own +experiences to realize that much of our education has been +unconsciously gained, that we have absorbed much of it, and, +possibly, what we now regard as the most vital part of it. We have +but to explore our own experiences to discover some person whose +standards have been effective in luring us out of ourselves and +causing us to yearn toward higher levels; who has been the beacon +light toward which our feet have been stumbling; who has been the +pattern by which we have sought to shape our lives; and for whom we +feel a sense of gratitude that cannot be quenched. The influence of +that person has been a liberal education in the vital things that +the <span class="pagenum"><a id="page165" name= +"page165"></a>165</span>books do not teach, and we shudder to think +what we might have been had that influence not come into our lives. +This ideal is not some mythical, far-away person, but a real man or +woman who has challenged our admiration by looks, by conduct, by +position, and by general bearing in society.</p> +<p><span class="paraHead">The one teacher.</span>—This +preliminary part of the subject has been dwelt upon thus at length +in an effort to win assent to the general proposition that +unconscious education is not only possible, but an actuality. This +assent being once given, the mind feels out at once for +applications of the principle and, inevitably, brings the parent +and the teacher into the field of view. But the parent is too near +to us in time, in space, and in relation to afford the illustration +that we seek, and we pass on to the teacher. In the experience of +each one of us there stands out at least one teacher as clear in +definition as a cameo. This teacher may not have been the most +scholarly, or the most successful in popular esteem, or even the +most handsome, but she had some quality that differentiates her in +our thinking from all others. Others may seem but a sort of blur in +our memory, but not so this one. She alone is distinct, +distinctive, and regnant.</p> +<p><span class="pagenum"><a id="page166" name= +"page166"></a>166</span><span class="paraHead">Her +supremacy.</span>—The vicissitudes of life have not availed +to dethrone her, nor have the losses, perplexities, and sorrows of +life caused the light of her influence to grow dim. She is still an +abiding presence with us, nor can we conceive of any influence that +could possibly obliterate her. She may have been idealized by +degrees, but when she came fully into our lives she came to stay. +She came not as a transient guest, but as a lifelong friend and +comrade. She crept into our lives as gently as the dawn comes over +the hills, and since her arrival there has been no sunset. Nor was +there ever by pupil or teacher any profession or protestation, but +we simply accepted each other with a frankness that would have been +weakened by words.</p> +<p><span class="paraHead">The rôle of ideal.</span>—But +the rôle of ideal is not an easy one. It is a comparatively +simple matter to give instruction in geography, arithmetic, and +history, but to know one’s self to be the ideal of a child, +or to conceive of the possibility of such a situation and relation, +is sufficient to render the teacher deeply thoughtful. Once it is +borne in upon her that the child will grow into her likeness, she +cannot dismiss the matter from her thinking as she can the lesson +in grammar. The child may <span class="pagenum"><a id="page167" +name="page167"></a>167</span>be unconscious of the matter, but the +teacher is acutely conscious. When she stands before her class she +sees the child growing into her image, and this reflection gives +cause and occasion for a careful and critical introspection. She +feels constrained to take an inventory of herself to determine +whether she can stand a test that is so searching and so +far-reaching.</p> +<p><span class="paraHead">The teacher’s other +self.</span>—As she stands thus in contemplation she sees the +child grown to maturity with all her own +predilections—physical, mental, spiritual—woven into +the pattern of its life. In this child grown up she sees her other +self and can thus estimate the qualities of body, mind, and spirit +that now constitute herself, as they reveal themselves in another. +She thus gains the child’s point of view and so is able to +see herself through the child’s eyes. When she is reading a +book, she is aware that the child is looking over her shoulder to +note the quality of literature that engages her interest. When she +is making a purchase at the shop, she finds the child standing at +her elbow and duplicating her order. When she is buying a picture, +she is careful to see to it that there are two copies, knowing that +a second copy must be provided <span class="pagenum"><a id= +"page168" name="page168"></a>168</span>for the child. When she is +arranging her personal adornment, she is conscious of the child +peeping through the door and absorbing her with languishing +eyes.</p> +<p><span class="paraHead">The status +irrevocable.</span>—Wherever she goes or whatever she does, +she knows that the child is walking in her footsteps and +reënacting her conduct. Her status is irrevocably fixed in the +life of the child, nor can any philosophy or sophistry absolve her +from the situation. She cannot abdicate her place in favor of +another, nor can she win immunity from responsibility. She is the +child’s ideal for weal or woe, nor can men or angels change +this big fact. Through all the hours of the day she hears the child +saying, “Whither thou goest I will go,” and there is no +escape.</p> +<p><span class="paraHead">The child’s +viewpoint.</span>—This is no flight of fancy. Rather it is a +reality in countless schoolrooms of the land if only the teachers +were alive to the fact. But we have been so busy measuring, +estimating, scoring, and surveying the child for our purposes that +we have given but scant consideration to the child’s point of +view as regards the teacher. We have not been quick to note the +significant fact that the child is estimating, measuring, scoring, +and <span class="pagenum"><a id="page169" name= +"page169"></a>169</span>surveying the teacher for purposes of its +own and in the strictest obedience to the laws of its nature.</p> +<p><span class="paraHead">The child’s need of +ideals.</span>—Every child needs and has a right to ideals, +and finds the teacher convenient both in space and in the nature of +her work to act in this capacity. Because of the character of her +work and her peculiar relation to the child, the teacher assumes a +place of leadership, and the child naturally appropriates her as +the lodestar for which his nature is seeking. And so, whether the +teacher leads into the morass or into the jungle, the child will +follow; but if she elects to take her way up to the heights, there +will be the child as faithful as her shadow. If the teacher plucks +flowers by the way, then, in time, gathering flowers will become +habitual to the child, nor will there be any need to admonish the +child to gather flowers. The teacher plucks flowers, and that +becomes the child’s command. Education by absorption needs +neither admonition nor homilies.</p> +<p><span class="paraHead">The ideal a perpetual +influence.</span>—And all this is life—actual life, +fundamental life, and inevitable life. Moreover, the inevitableness +of this phase of life serves to accentuate its importance. The +idealized teacher gives to the child his ideals of <span class= +"pagenum"><a id="page170" name="page170"></a>170</span>conduct, +literature, art, music, home, school, and service. Take this +teacher out of his life and these ideals vanish. Better by far +eliminate the formal instruction, important as that may be made to +be, than to rob the child of his ideals. They are the influences +that are ever active even when formal instruction is quiescent. +They are potent throughout the day and throughout the year. They +induce reactions and motor activities that groove into habits, and +they are the external stimuli to which the spirit responds.</p> +<p><span class="paraHead">The teacher’s +attitude.</span>—The vitalized school takes full cognizance +of this phase and means of education and gives large scope and +freedom for its exercise and development. The teacher is more +concerned with who and what her pupils are to be twenty years hence +than she is in getting them promoted to the next grade. She knows +full well that vision clarifies sight, and she is eager to enlarge +their vision in order to make their sight more keen and clear. She, +therefore, adopts as her own standards of life and conduct what she +wishes for her pupils when they have come to maturity. She may not +proclaim herself an ideal teacher or a model teacher, but she is +cognizant of the fact that she <span class="pagenum"><a id= +"page171" name="page171"></a>171</span>is the model and the ideal +of one or more pupils in her school and bases her rule of life upon +this fact.</p> +<p><span class="paraHead">Prophetic conduct.</span>—In her +dress she decides between ornateness and simplicity as a +determining factor in the lives of her pupils both for the present +and for the years to come. In this she feels that she is but doing +her part in helping to determine the trend and quality of +civilization. She is reading such books as she hopes to find in +their libraries when they have come to administer homes of their +own. She is directing her thinking into such channels as will bear +the thoughts of her pupils out into the open sea of bigness and +sublimity. Knowing that pettiness will be inimical to society in +the next generation, she is careful to banish it from her own +life.</p> +<p><span class="paraHead">Her rule of life.</span>—In her +thinking she comes into intimate relations with the sea and all its +ramified influences upon life. She invites the mountains to take +her into their confidence and reveal to her the mysteries of their +origin, and their influence upon the winds, the seasons, the +products of the earth, and upon life itself. She communes with the +great of all times that she may learn of their <span class= +"pagenum"><a id="page172" name="page172"></a>172</span>concepts as +to the immensities which the mind can explore, as well as intricate +and infinite manifestations of the human soul. She associates with +the planets and rides the spaces in their company. She asks the +flowers, the sunrise glow of the morning, the hues of the rainbow, +and the drop of dew to explain to her what God is, and rejoices in +their responses.</p> +<p><span class="paraHead">Her growth.</span>—And so, through +her thinking she grows big—big in her aspirations, big in her +sympathies with all nature and mankind, big in her altruism, and +big in her conceptions of the universe and all that it embraces. +And when people come to know her they almost lose sight of the +teacher in their contemplation of the woman. Her pupils, by their +close contact and communion, became inoculated with the germs of +her bigness and so follow the lead of her thinking, her +aspirations, her sympathies, and her conceptions of life. Thus they +grow into her likeness by absorbing her thoughts, her ideals, her +standards, in short, herself.</p> +<p><span class="paraHead">Seeing life large.</span>—The +bigness of her spirit and her ability to see and feel life in the +large superinduce dignity, poise, and serenity. She never flutters; +but, calm and masterful, she moves on her majestic way with regal +mien. Nor is her teaching <span class="pagenum"><a id="page173" +name="page173"></a>173</span>less thorough or less effective +because she has a vision. On the contrary, she teaches cube root +with accuracy and still is able to see and to cause her pupils to +see the index finger pointing out and up toward the mathematical +infinities. She can give the latitude and longitude of Rome, and, +while doing so, review the achievements of that historic city. She +can explain the action of the geyser and still find time and +inclination to take delight in its wonders. She can analyze the +flower and still revel in its beauty. She can teach the details of +history and find in them the footprints of great historical +movements. All these things her pupils sense and so invest her with +the attributes of an ideal.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>Do most teachers realize to what extent they have +influence?</li> +<li>Is it comfortable to think that one is an example? If not, why +not? Is it only teachers who need to feel that they are examples? +Is it fair to demand a higher standard of the teacher and +preacher?</li> +<li>Give from your own experience instances in which you have +absorbed an ideal which has persisted. Is there danger of adopting +an ideal that, while it is worthy as far as it goes, is merely +incidental and not worth while? (Such are an accurate memory of +unimportant details, certain finesse in <span class= +"pagenum"><a id="page174" name="page174"></a>174</span>manners and +speech, punctiliousness in engagements, exhaustiveness in shopping +before making purchases, perfection in penmanship and other arts at +the expense of speed: suggest others.)</li> +<li>How can the contemplation of a rainbow educate? What education +should result from a view of Niagara Falls?</li> +<li>What qualities would a teacher have to possess that her +influence aside from her teaching might be of more value than the +teaching itself?</li> +<li>That one may have influence is it enough for one to be good, or +is it what one does that counts? Suggest lines of action for a +teacher that would increase her influence for good.</li> +<li>Explain how a fine unconscious influence exerted by a teacher +helps to keep pupils in school.</li> +<li>In Hawthorne’s story of the <i>Great Stone Face</i> what +qualities were attained by those whom Ernest expected to grow into +the likeness?</li> +<li>Why did Ernest’s face come to resemble that of the great +stone face?</li> +<li>In what ways is good fiction of value to teachers?</li> +<li>Cite something that you have gained from the unconscious +influence of another.</li> +<li>What attainments or qualities have you yet to acquire in order +to stand out as “distinctive and regnant” to a good +many pupils?</li> +<li>A bacteriologist makes a “culture” of a drop of +blood, multiplying many times the bacteria in it, to determine +whether serious disease germs are prevalent. If the influence of a +person could be observed in a large way, would that be conclusive +as to the person’s character, just as the result of the +culture proves the condition of the blood? May there not be an +obscure element in the teacher’s character that is having a +deleterious <span class="pagenum"><a id="page175" name= +"page175"></a>175</span>effect? Or is it only the outstanding +features of his conduct that affect the pupils?</li> +<li>Why is it more important to acquire ideals than to acquire +knowledge?</li> +<li>Describe the attitude of the teacher toward the pupils in the +“vitalized” school.</li> +<li>Show how the teacher should have in view the future of the +pupils.</li> +<li>Is it a compliment to be easily recognized as a teacher? Why or +why not?</li> +<li>Just what is meant by “narrowness” in a teacher? +What is meant by “bigness”? What is their effect if the +teacher is taken as an ideal?</li> +<li>Can one instill high ideals in others without frequently +absorbing inspiration himself? What are suitable sources?</li> +</ol> +<p><span class="pagenum"><a id="page176" name= +"page176"></a>176</span></p> +<h2 class="chapterHead"><a id="Ch_XV" name="Ch_XV"></a>CHAPTER +XV</h2> +<h3>THE SOCIALIZED RECITATION</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">The term defined.</span>—The +socialized recitation, as its name implies, is a recitation in +which teacher and pupils form themselves into a committee of the +whole for the purpose of investigating some phase of a school +study. In this committee the line of cleavage between teacher and +pupils is obliterated as nearly as possible, the teacher exercising +only so much of authority as will preserve the integrity of the +group and forestall its disintegration. The teacher thus becomes a +coördinate and coöperating member of the group, and her +superior knowledge of the subject is held in abeyance to be called +into requisition only in an emergency and as a last resort. It will +readily be seen, however, that the teacher’s knowledge of the +subject must be far more comprehensive in such a procedure than in +the question-and-answer type of recitation, for the very cogent +reason that the discussion is both liable and likely to diverge +widely from the limits of the book; and <span class= +"pagenum"><a id="page177" name="page177"></a>177</span>the teacher +must be conversant, therefore, with all the auxiliary facts. She +must be able to cite authorities in case of need, and make specific +data readily accessible to all members of the group. This +presupposes wide reading on her part, and a consequent familiarity +with all the sources of knowledge that have a bearing upon the +subject under consideration.</p> +<p><span class="paraHead">The pupil-teacher.</span>—In order +to make the coöperative principle of the recitation active in +practice a pupil acts as chairman of the meeting, serving in +rotation, and gives direction to the discussion. He is clothed with +authority, also, to restrict the discussion to time limits that +there may be no semblance of monopoly and that the same rights and +privileges may be accorded to each member of the class. The +chairman, in short, acts both as captain and as umpire, with the +teacher in the background as the court of final appeal. Knowing the +order of rotation, each pupil knows in advance upon what day he is +to assume the functions of chairman and makes preparation +accordingly, that he may acquit himself with credit in measuring up +to the added responsibilities which the position imposes. In taking +the chair he does not affect an air of superiority for the reason +that he knows the position to have <span class="pagenum"><a id= +"page178" name="page178"></a>178</span>come to him by rotation and +that upon his conduct of the duties depend his chances for honor; +and acting for his peers he is careful not to do anything that will +lead to a forfeiture of their respect and good will.</p> +<p><span class="paraHead">Some advantages.</span>—It requires +far more time to describe these preliminary arrangements than it +does to put them into operation. Indeed, after the first day, they +become well-nigh automatic. Because of their adaptableness the +pupils look upon the new order as the established order, and, +besides, the rotation in the chair affords a pleasing antidote to +monotony. Each day brings just enough novelty to generate a +wholesome degree of anticipation. They are all stimulated by an +eagerness to know just what the day will bring forth. The class +exercise is relieved of much of the heavy formalism that +characterizes the traditional recitation and that is so irksome to +children of school age. The socialized recitation is a worthy +enterprise that enlists the interest of all members of the group +and unifies them upon the plane of a common purpose. In the common +quest they become members in a social compact whose object is the +investigation of some subject that has been found worthy the +attention and thoughtful consideration of scholars and authors.</p> +<p><span class="pagenum"><a id="page179" name= +"page179"></a>179</span><span class="paraHead">The gang +element.</span>—The members of the group represent all strata +of society, and the group is, in consequence, a working democracy. +Moving in the same direction under a common impulse and intent upon +a laudable enterprise, race and class distinctions are considered +negligible, if, indeed, they are not entirely overlooked or +forgotten. The group is, in truth, a sublimated gang with the +undesirable elements eliminated and the potential qualities of the +gang retained. The gang spirit when impelling in right directions +and toward worthy ends is to be highly commended. In the gang, each +member stimulates and reënforces the other members, and their +achievements in combination amply justify their coöperation. +The potency of the gang spirit is well exemplified in such +enterprises as “tag day” for the benefit of charity, +the sale of Red Cross stamps, and the sale of special editions of +papers. People willingly enlist in these enterprises who would not +do so but for the element of coöperation. We have come to +recognize and write upon the psychology of the gang, and the +socialized recitation strives to utilize these psychological +principles for the advancement and advantage of the enterprise in +hand.</p> +<p><span class="pagenum"><a id="page180" name= +"page180"></a>180</span><span class="paraHead">Proprietary +interest.</span>—In a coöperative enterprise such as the +one under consideration each member of the group feels a sense of +responsibility for the success of the enterprise as a whole, and +this makes for increased effort. In the traditional recitation the +pupil feels responsibility only for that part of the lesson upon +which he is called to recite. In his thinking the enterprise +belongs to the teacher, and therefore he feels no proprietary +interest. If the lesson is a failure, he experiences no special +compunction; if a success, he feels no special elation. If the +trunk with which he struggles up the stairs is his own, he has the +feeling of a victor when he reaches the top; but since it belongs +to the teacher, he feels that he has finished a disagreeable task, +takes his compensating pittance in the form of a grade, and goes on +his complacent way. The boy who digs potatoes from his own garden +thinks them larger and smoother than the ones he digs for wages. +The latter are potatoes, while the former are his potatoes. +Proprietary interest sinks its roots deep into the motives that +impel to action.</p> +<p><span class="paraHead">This interest in +practice.</span>—The recitation in question strives to +generate a proprietary interest in the enterprise on the part of +every member of <span class="pagenum"><a id="page181" name= +"page181"></a>181</span>the class so that each one may have a share +in the joy of success. Such an interest gives direction and +efficacy to the work of the class exercise. Given such an interest, +the pupil will not sit inert through the period unless stimulated +by a question from the teacher, but will ask intelligent and +pertinent questions to help the enterprise along. Moreover, each +pupil, because of his proprietary interest in the enterprise, will +feel constrained to bring to class such subsidiary aids as his home +affords. His interest causes him to react to clippings, pictures, +magazine articles, books, and conversations that have a bearing +upon the topic, and these he contributes opportunely in his zeal +for the success of the recitation. His pockets become productive of +a varied assortment of materials that the tentacles of his interest +have seized upon in his preparation for the event, and so all +members of the class become beneficiaries of his explorations and +discoveries.</p> +<p><span class="paraHead">The potency of ownership.</span>—A +child is interested in his own things. The little girl fondles her +doll in the most tender way, even though it does not measure up to +the accepted standards of excellence or elegance. But it is her +doll; hence her affection. Volumes have been written upon the +general subject <span class="pagenum"><a id="page182" name= +"page182"></a>182</span>of interest, and we have been admonished to +attach our teaching to the native interests of the child, but the +fundamental interest of proprietorship has strangely enough been +overlooked. If we want to discover and localize the child’s +interest, we have but to make an inventory of his possessions. His +pony, his dog, or his cart will discover to us one of his +interests. Again, if we would generate an interest in the child, we +have but to make him conscious that he is the owner of the thing +for which we hope to awaken his interest. This is fundamental in +this type of recitation. The teacher effaces herself as much as +possible in order to develop in the pupils a feeling of +proprietorship in the exercise in progress, and the pupils are +quick to take the advantage thus afforded to make the work their +own.</p> +<p><span class="paraHead">Exemplified in society.</span>—The +socialized recitation has its counterpart in many a group in +society. In the blacksmith shop, at the grocery, in the barber +shop, in the office, at the club, and in the field, we find groups +of people in earnest, animated conversation or discussion. They are +discussing politics, religion, community affairs, public +improvements, tariff, war, fashions, crops, live stock, or +machinery. Whatever the topic, they pursue the give-and-take +<span class="pagenum"><a id="page183" name= +"page183"></a>183</span>policy in their efforts to arrive at the +truth. They contest every point and make concessions only when they +are confronted by indisputable facts. Some feeling, or even +acrimony, may be generated in the course of the discussion, but +this is always accounted a weakness and a substitute for valid +argument. The recitation is rather more decorous than some of these +other discussions, but, in principle, they are identical. Every one +has freedom to express his convictions and to adduce contributory +arguments or evidence. There are no restrictions save the implied +one of decorum. The utmost courtesy obtains in the recitation, even +at the sacrifice of some eagerness. There may be a half-dozen +members of the group on their feet and anxious to be heard, but +they do not interrupt one another without due apology.</p> +<p><span class="paraHead">Abiding resultants.</span>—Unlike +some of their elders, they are ready to acknowledge mistakes and to +make concessions. They do not scruple to correct the mistakes of +others, knowing that corrections will be gratefully received, but +they do not accept mere statements from one another. They must have +evidence. They combat statements with evidence from books or other +sources that are regarded <span class="pagenum"><a id="page184" +name="page184"></a>184</span>as authorities. They read extracts, or +draw diagrams, or display pictures or specimens in support of their +contentions. There is animation, to be sure; and, at times, the +flushed face and the flashing eye betoken intense feeling. But the +psychologist knows full well that these expressions intensify and +make abiding the impressions. Both in victory and in defeat the +pupil comes to an appreciation of the truth. Defeat may humiliate, +but he will evermore know the rock on which his craft was wrecked. +Victory may elate and exalt, but he will not forget the occasion or +the facts. The truths of the lesson become enmeshed in his nervous +system and throughout life they will be a part of himself.</p> +<p><span class="paraHead">Reflex influence.</span>—Still +further, this type of recitation reaches back into the home and +begets a wholesome coöperation between the home and the +school, and this is a desideratum of no slight import. The events +of the day are recounted at the home in the evening, and the +contributions of the members of the family are deposited as assets +in the recitation the next day. Then the family is eager to learn +of the reactions of the class to their contributions. Such a +community of interests cannot be confined to the four walls of a +home, but finds its way to <span class="pagenum"><a id="page185" +name="page185"></a>185</span>other homes and to places of business; +the discussions of the class become the property of society, and +the influence is most salutary. Indirectly, the school is affording +the people of the community many profitable topics of conversation, +and these readily supplant the futile and less profitable topics. +It is easy to measure the intelligence of an individual or of a +community by noting the topics of conversation. Gossip and small +talk do not thrive in a soil that has been thoroughly inoculated +with history, art, music, literature, economics, and +statecraft.</p> +<p><span class="paraHead">Influence upon pupils.</span>—From +the foregoing it will be seen that this type of recitation +represents, not a <i>modus operandi</i>, but, rather, a <i>modus +vivendi</i>, not a way of doing things, merely, but a manner of +living. The work of the school is redeemed from the plane of a task +and lifted to the plane of a privilege. The pupil’s +initiative is given full recognition and inspiriting freedom +ensues. The teacher is not a taskmaster but a friend in need. +Pupils and teacher live and work together in an enterprise in which +they have common interests. The emoluments attending success are +shared equally and there is no place for envy in the distribution +of <span class="pagenum"><a id="page186" name= +"page186"></a>186</span>dividends. There is fair dealing in every +detail of the work, with no semblance of discrimination. There is a +cash basis in every transaction. If a pupil’s offerings are +rejected, he sees at once that they are inferior to others and +becomes a willing shareholder in the ones that are superior to his +own. Nothing that is spurious or counterfeit can gain currency in +the enterprise, because of the critical inspection of the members +of the group, all of whom are jealous for the preservation of the +integrity of their organization.</p> +<p>In this cross section of life we find young people learning, by +the laboratory method, the real meaning of reciprocity; we find +them winning the viewpoints of others with no abatement or +abrogation of their own individuality; we find them able and +willing to make concessions for the general good; we find them +learning justice and discrimination in their assessment of values; +we find them enlarging their horizons by ascending to higher levels +of intelligence. This work is as much a part of life for them as +their food or their games and they accept it on the same terms. +They are becoming upright, intelligent, effective citizens by +performing some of the work that engages the time and energies of +<span class="pagenum"><a id="page187" name= +"page187"></a>187</span>such citizens. They are learning how to +live by the experience of actual living.</p> +<p><span class="paraHead">Part of an actual recitation +given.</span>—Some schools have developed this type of +recitation to a very complete degree and in a very effective way. +In one such school the young woman who teaches the subject of +history makes the following report of a part of one of her +recitations in this study:</p> +<p>The class was called to order by the chairman for the assignment +for the next day’s lesson, which proceeded as follows:</p> +<p>Teacher:—To-morrow we shall have for the work of this +convention the New Constitution as a whole. We are ready for +suggestions as to how we had best proceed.</p> +<p>Earl:—It seems to me that a good way would be to compare +it with the Articles of Confederation.</p> +<p>Joe:—I don’t quite get your idea. Do you mean to +take them article by article?</p> +<p>Earl:—Yes.</p> +<p>(Joe and Frank begin at the same time. Teacher indicates Joe by +nod.)</p> +<p>Joe:—But there are so many things in the new that are not +in the old.</p> +<p>Earl:—That is just it. Let’s make a list of the +<span class="pagenum"><a id="page188" name= +"page188"></a>188</span>points in one that do not appear in the +other. Then by investigation and discussion see if we can tell +why.</p> +<p>Teacher:—Frank, you had something to say a moment ago.</p> +<p>Frank:—Not on Earl’s plan, which I think an +excellent one, but I wished to ask the class if they think it +important while looking through these two documents to keep in mind +the questions: “Is this the way things are done +to-day?” and “Does this apply in our own city?” +and “In case the President or Congress failed in their duty, +what could the people do about it?”</p> +<p>Ella:—It seems to me that Frank’s suggestion is a +good one for it bears upon what we decided in the beginning, that +we must apply the history of the past to see how it affects us +to-day.</p> +<p>Violet:—I should like to know how the people received the +work of this convention. You know that it was all so secret no one +knew what they were doing behind their closed doors. If the people +were like they are to-day there would certainly be some opposition +to the New Constitution.</p> +<p>Elsie:—Good. Mr. Chairman, I move that Violet report the +reception and rejection of the New Constitution <span class= +"pagenum"><a id="page189" name="page189"></a>189</span>by the +people of the several States as a special topic for to-morrow.</p> +<p>Robert:—Second the motion.</p> +<p>Chairman:—Miss Brown, have you any suggestion as to time +limit?</p> +<p>Teacher:—I suggest ten minutes. (Chairman puts vote and +suggestion is carried.)</p> +<p>Teacher:—Mr. Chairman, may we have the secretary read the +several points in the assignment?</p> +<p>At the chairman’s request the secretary reads and the +class note as follows: Study of the New Constitution, emphasizing +points of similarity and difference.</p> +<p>Seek reasons for same.</p> +<p>Application of Constitution to our present-day life.</p> +<p>Remedy for failures if officers fail to do their duty.</p> +<p>Special topic ten minutes in length on the reception of the +Constitution by the people of the different States.</p> +<p>Teacher:—I think that will be enough—consult the +text. In connection with the special topic some valuable material +may be found in the Civics section in the reference room. The other +references on this subject you had given you. Mr. Chairman, may we +have the secretary read the points brought out by yesterday’s +recitation?</p> +<p><span class="pagenum"><a id="page190" name= +"page190"></a>190</span></p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>What is meant by the “socialized recitation” as the +term is here used?</li> +<li>Define separately the word “socialized” as used in +this connection.</li> +<li>What are the teacher’s functions in such a +recitation?</li> +<li>What are the teacher’s functions in the traditional +recitation?</li> +<li>Compare the kinds of knowledge required of a teacher in +connection with the two types of recitations.</li> +<li>Suggest a method of proceeding in a socialized recitation and +show the advantages of the method.</li> +<li>Give some of the reasons why the socialized recitation enhances +interest.</li> +<li>What is the essence of the “gang spirit”?</li> +<li>Compare the character and extent of the individual’s +responsibility in the two types of recitations.</li> +<li>In what other ways is the socialized recitation likely to +produce better reactions?</li> +<li>Some one says that the convention style of recitation will not +do, because a few do all of the work. From your experience or +observation do you find this true? If so, is this condition +peculiar to that type of recitation? Suggest methods of +counteracting this tendency in the socialized class. Would these +prove effective in a class taught in the ordinary way?</li> +<li>Is one likely to overestimate the value of one’s +possessions, mental or physical? Are the pupils (and perhaps the +teacher) likely to overestimate what is done in the socialized +recitation? What things may offset this tendency?</li> +<li>Compare the socialized recitation with a debate.</li> +<li>Compare it with an ordinary discussion or argument.</li> +<li><span class="pagenum"><a id="page191" name= +"page191"></a>191</span>Show just why the results of the socialized +recitation are likely to be permanent.</li> +<li>How does socialized class work affect the home and +society?</li> +<li>Though school is a preparation for life, it, at the same time, +is life. Show that the socialized recitation presupposes this +truth.</li> +<li>Compare the value of the assignment of a history lesson in the +manner described in the notes quoted with the value of an ordinary +assignment.</li> +<li>Describe at least one other socialized recitation.</li> +<li>Compare socialized work as described in Scott’s Social +Education (C. A. Scott, Ginn & Co., 1908) with the socialized +recitation here described, as to (<i>a</i>) aim, (<i>b</i>) method, +(<i>c</i>) results.</li> +<li>“Lessons require two kinds of industry, the private +individual industry and the social industry or class work.” +Is this true? If so, what sort of recitation-lesson will stimulate +each kind?</li> +</ol> +<p><span class="pagenum"><a id="page192" name= +"page192"></a>192</span></p> +<h2 class="chapterHead"><a id="Ch_XVI" name="Ch_XVI"></a>CHAPTER +XVI</h2> +<h3>AGRICULTURE</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Agriculture a typical +study.</span>—In the vitalized school the subject of +agriculture is typical and may profitably be elaborated somewhat by +way of illustrating the relation of a subject to school procedure. +From whatever angle we approach the subject of agriculture we find +it inextricably connected with human life. This fact alone gives to +it the rank of first importance. Its present prominence as a school +study is conclusive evidence that those who are charged with the +responsibility of administering the schools are becoming conscious +of the need for vitalizing them. Time was when arithmetic was +regarded as the most practical subject in the school and, +therefore, it was given precedence over all others. History, +grammar, and geography were relegated to secondary rank, and +agriculture was not even thought of as a school study. But as +population increased and the problem of providing food began to +loom large in the public consciousness, <span class= +"pagenum"><a id="page193" name="page193"></a>193</span>the subject +of agriculture assumed an importance that rendered it worthy a +place in the school curriculum. It is a high tribute to the school +that whenever any subject takes hold of the public mind the school +is thought of at once as the best agency for promulgating that +subject. The subjects of temperance and military training aptly +illustrate this statement of fact.</p> +<p><span class="paraHead">Its rapid development.</span>—So +soon, therefore, as the subject of agriculture became prominent in +the public consciousness there ensued a speedy development of +colleges and schools of agriculture for the training of teachers. +This movement was prophetic of the plan and purpose to incorporate +this study in the school régime. And this prophecy has been +fulfilled, for the school now looks upon agriculture as a basic +study. True, we are as yet only feeling our way, and that for the +very good reason that the magnitude of the subject bewilders us. We +have written many textbooks on the subject that were soon +supplemented by better ones. The more the subject is studied, the +more we appreciate its far-reaching ramifications. We find it +attaching itself to many other subjects to which it seemed to have +but remote relation in the earlier stages of our study. +<span class="pagenum"><a id="page194" name= +"page194"></a>194</span>In brief, we are now on the borderland of a +realization of the fact that agriculture is as broad as life and, +therefore, must embrace many other studies that have a close +relation to life.</p> +<p><span class="paraHead">Relation to geology and other +sciences.</span>—In the beginning, geology and agriculture +seemed far apart, but our closer study of agriculture has revealed +the fact that they are intimately related. It remained for +agriculture to lay the right emphasis upon geology. The study of +the composition and nature of the soil carried us at once to a +study of its origin and we found ourselves at the very door of +geology. When we began to inquire how the soil came to be where it +is and what it is, we found ourselves yearning for new and clearer +lines of demarcation in science, for we could scarcely distinguish +between geology and physiography. We soon traced our alluvial +plains back to their upland origin, and then we were compelled to +explain their migration. This led us inevitably into the realm of +meteorology, for, if we omit meteorology, the chain is broken and +we lose our way in our search for the explanation we need. But +having availed ourselves of the aid of meteorology, we have a story +that is full of marvelous interest—the great story of the +evolution <span class="pagenum"><a id="page195" name= +"page195"></a>195</span>of the cornfield. In this story we find +many alluring details of evaporation, air movements, precipitation, +erosion, and the attraction of gravitation. But in all this we are +but lingering in the anteroom of agriculture.</p> +<p><span class="paraHead">The importance of +botany.</span>—Advancing but a single step we find ourselves +in the realm of botany, which is a field so vast and so fascinating +that men have devoted an entire lifetime to its wonders, and then +realized that they had but made a beginning in the way of exploring +its possibilities. In our own time Mr. Burbank has made his name +known throughout the world by his work in one phase of this +subject, and a score of other Burbanks might be working with equal +success in other branches of the subject and still not trench upon +one another’s domain. Venturesome, indeed, would be the +prophet who would attempt to predict the developments in the field +of botany in the next century in the way of providing food, +shelter, and clothing for the race. The possibilities stagger the +imagination and the prophet stands bewildered as he faces this +ever-widening field. But botany, vast as it is seen to be, is only +one of the branching sciences connected with agriculture.</p> +<p><span class="pagenum"><a id="page196" name= +"page196"></a>196</span><span class="paraHead">Physics and +chemistry.</span>—Another advance brings us into the wide and +fertile field of physics and chemistry, for in these subjects we +find the means of interpreting much in agriculture that without +their aid would elude our grasp. We have only to resolve a grain of +corn into its component elements to realize the potency and scope +of chemistry. Then if we inquire into the sources of these elements +as they have come from the soil to form this grain of corn, the +indispensability of a knowledge of chemistry will become more +apparent. In our explanations we shall soon come upon capillary +attraction, and the person is dull, indeed, who does not stand in +awe before the mystery of this subject. If we broaden our inquiry +so as to compass the evolution of an ear of corn, we shall realize +that we have entered upon an inquiry of vast and fascinating +import. The intricate and delicate processes of growth, combining, +as they do, the influences of sunshine and moisture and the +conversion into food products of elements whose origin goes back to +primeval times,—these processes are altogether worthy of the +combined enthusiasms of scientist and poet.</p> +<p><span class="paraHead">Physiology.</span>—But no mention +has been made, <span class="pagenum"><a id="page197" name= +"page197"></a>197</span>as yet, of the science of physiology, +which, alone, requires volumes. We have but to ask how wheat is +converted into brain power to come upon a realization of the +magnitude of the study of this science. We have only to relax the +leash of fancy to see that there are no limits to the excursions +that may be made in this field. If we allow fancy to roam, taking +the <i>a posteriori</i> course, we might begin with “Paradise +Lost” and reach its sources in garden and field, in orchard, +and in pasture where graze flocks and herds. But in any such +fanciful meandering we should be well within the limits of +physiology, and should be trying to interpret the adaptation of +means to end, or, to use the language of the present, we should be +making a quest to determine how the products of field, orchard, and +pasture may be utilized that they may function in poetry, in +oratory, in discoveries, and in inventions. In short, we should be +trying to explain to ourselves how agriculture functions in +life.</p> +<p><span class="paraHead">Art as an auxiliary.</span>—In a +recent work of fiction a chapter opens with a picture of a little +girl eating a slice of bread and butter which is further surmounted +by apple sauce and sugar. If the author of the book +“Agriculture and Life” had only caught <span class= +"pagenum"><a id="page198" name="page198"></a>198</span>a glimpse of +this picture, he might have changed the title of his book to +“Life and Agriculture.” He certainly would have given +to the life element far more prominence than his book in its +present form affords. His title makes a promise which the book +itself does not redeem, more’s the pity. If science would use +art as an ally, it need not be less scientific, and its teachings +would prove far more palatable. The little girl with her bread and +butter would prove quite as apt as an introductory picture for a +book on agriculture as for a work of fiction. It matters not that +agriculture includes so many other sciences, for life is the great +objective of the study of all these, and the little girl +exemplifies life.</p> +<p><span class="paraHead">Relation of sciences to +life.</span>—The pictures are practically endless with which +we might introduce the study of agriculture—a boy in the +turnip field, a milkmaid beside the cow, or Millet’s +celebrated picture “Feeding the Birds.” And, sooner or +later, pursuing our journey from such a starting point, we shall +arrive at physiology, chemistry, botany, physics, meteorology, and +geology, and still never be detached from the subject of life. In +the school consciousness agriculture and domestic science seem far +apart, but by right teaching they are made to <span class= +"pagenum"><a id="page199" name="page199"></a>199</span>merge in the +subject of life. Upon that plane we find them to be complementary +and reciprocal. In the same way chemistry, botany, and physiology +merge in agriculture for the reason that all these sciences as well +as agriculture have to do with life. In the traditional school +chemistry is taught as chemistry—as a branch of science, and +the learner is encouraged to seek for knowledge. In the vitalized +school the truths of chemistry are no less clearly revealed, but, +in addition, their relations to life are made manifest, and the +learner has a fuller appreciation of life, because of his study of +chemistry.</p> +<p><span class="paraHead">Traditional methods.</span>—In the +traditional school domestic science is taught that the girl may +learn how to cook; but in the vitalized school the girl learns how +to cook that she may be able to make life more agreeable and +productive both for herself and for others. In the traditional +school the study of agriculture consists of the testing of soils +and seeds, working out scientific theories on the subject of the +rotation of crops, testing for food values the various products of +the farm, judging stock, studying the best method of propagating +and caring for orchards, and testing for the most economic +processes for conserving and marketing crops. In <span class= +"pagenum"><a id="page200" name="page200"></a>200</span>the +vitalized school all this is done, but this is not the ultimate +goal of the study. The end is not reached until all these +ramifications have touched life.</p> +<p><span class="paraHead">The child as the +objective.</span>—Reverting once more to the little girl of +the picture, it will be conceded, upon careful consideration, that +she is the center and focus of all the activities of mind and hand +pertaining to agriculture. Every furrow that is plowed is plowed +for her; every tree that is planted is planted for her; every crop +that is harvested is harvested for her; and every trainload of +grain is moving toward her as its destination. But for her, farm +machinery would be silent, orchards would decay, trains would cease +to move, and commerce would be no more. She it is that causes the +wheels to turn, the harvesters to go forth to the fields, the +experiment stations to be equipped and operated, the markets to +throb with activity, and the ships of commerce to ply the ocean. +For her the orchard, the granary, the dairy, and the loom give of +their stores, and a million willing hands till, and toil, and +spin.</p> +<p><span class="paraHead">The story of bread.</span>—But the +bread and butter, the apple sauce, and the sugar! They may not be +<span class="pagenum"><a id="page201" name= +"page201"></a>201</span>omitted from the picture. The bread +transports us to the fields of waving grain and conjures up in our +imagination visions of harvesters with their implements, wagons +groaning beneath their golden loads, riches of grain pouring forth +from machines, and brings to our nostrils the tang of the harvest +time. Into this slice of bread the sun has poured his wealth of +sunshine all the summer long, and into it the kindly clouds have +distilled their treasures. In it we find the glory of the sunrise, +the sparkling dewdrop, the song of the robin, the gentle mooing of +the cows, the murmur of the brook, and the creaking of the mill +wheel. In it we read the poetry of the morning and of the evening, +the prophecy of the noontide heat, and the mighty proclamations of +Nature. And it tells us charming stories of health, of rosy cheeks, +of laughing eyes, of happiness, of love and service.</p> +<p><span class="paraHead">Food and life.</span>—The butter, +the apple sauce, and the sugar each has a story of its own to tell +that renders fiction weak by comparison. If our hearts were but +attuned to the charm and romance of the stories they have to tell, +every breakfast-table would be redolent with the fragrance of +thanksgiving. If our hearts were responsive to the eloquence +<span class="pagenum"><a id="page202" name= +"page202"></a>202</span>of these stories, then eating would become +a ceremony and upon the farmer who provides our food would descend +our choicest benedictions. If the scales could but fall from our +eyes that we might behold the visions which our food foretells, we +could look down the vista of the years and see the children grown +to manhood and womanhood, happy and busy in their work of enlarging +and beautifying civilization.</p> +<p><span class="paraHead">Agriculture the source of +life.</span>—Agriculture is not the sordid thing that our +dull eyes and hearts would make it appear. In it we shall find the +romance of a Victor Hugo, the poetry of a Shelley or a Shakespeare, +the music of a Mozart, the eloquence of a Demosthenes, and the +painting of a Raphael, when we are able to interpret its real +relation to life. When the morning stars sang together they were +celebrating the birth of agriculture, but man became bewildered in +the mazes of commercialism and forgot the music of the stars. It is +the high mission of the vitalized school to lead us back from our +wanderings and to restore us to our rightful estate amid the +beauties, the inspiration, the poetry, and the far-reaching +prophecies of agriculture. This it can do only by revealing to us +the <span class="pagenum"><a id="page203" name= +"page203"></a>203</span>possibilities, the glories, and the joy of +life and causing us to know that agriculture is the source of +life.</p> +<p><span class="paraHead">Synthetic teaching.</span>—The +analytic teaching of agriculture will not avail; we must have the +synthetic also. Too long have we stopped short with analysis. We +have come within sight of the promised land but have failed to go +up and possess it. We have studied the skeleton of agriculture but +have failed to endow it with life. We must keep before our eyes the +picture of the little girl. We must feel that the quintessence and +spirit of agriculture throbs through all the arteries of life. Here +lies the field in which imagination can do its perfect work. Here +is a subject in which the vitalized school may find its highest and +best justification. By no means is it the only study that fitly +exemplifies life, but, in this respect, it is typical, and +therefore a worthy study. On the side of analysis the teacher finds +the blade of grass to be a thing of life; on the side of synthesis +she finds the blade of grass to be a life-giving thing. And the +synthesis is no less in accord with science than the analysis.</p> +<p><span class="paraHead">The element of faith.</span>—Then +again agriculture and life meet and merge on the plane of faith. +The element of faith fertilizes life and causes it to <span class= +"pagenum"><a id="page204" name="page204"></a>204</span>bring forth +in abundance. Man must have faith in himself, faith in the people +about him, and faith in his own plans and purposes to make his life +potent and pleasurable. By faith he attaches the truths of science +to his plans and thus to the processes of life; for without the +faith of man these truths of science are but static. Faith gives +them their working qualities. There is faith in the plowing of each +furrow, faith in the sowing of the seed, faith in the planting of +each tree, and faith in the purchase of each machine. The farmer +who builds a silo has faith that the products of the summer will +bring joy and health to the winter. By faith he transmutes the +mountains of toil into valleys of delight. Through the eyes of +faith he sees the work of his hands bringing in golden sheaves of +health and gladness to his own and other homes.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>In what ways is agriculture a typical study?</li> +<li>Why was its importance not realized until recently?</li> +<li>What educational agency in your state first reflected the need +of scientific instruction in agriculture?</li> +<li>The study of agriculture in the public school was at first +ridiculed. Why? What is now the general attitude toward it?</li> +<li>To what extent is the study of agriculture important +<span class="pagenum"><a id="page205" name= +"page205"></a>205</span>in the city school? Is there another +subject as important for the city school as agriculture is for the +rural school?</li> +<li>Mention some school subjects that are closely related to +agriculture. Show how each is related to agriculture.</li> +<li>Is Luther Burbank’s work to be regarded as botanical or +as agricultural? Why? To which of these sciences do plant variation +and improvement properly belong?</li> +<li>In many schools agriculture and domestic science are associated +in the curriculum. What have they in common to justify this?</li> +<li>In the chemistry class in a certain school food products are +examined for purity. How will this increase the pupils’ +knowledge of chemistry?</li> +<li>In a certain school six girls appointed for the day cook +luncheon for one hundred persons, six other girls serve it, and six +others figure the costs. Criticize this plan.</li> +<li>Show how some particular phase of agricultural instruction may +function in agricultural practice.</li> +<li>What benefits accrue to a teacher from the study of a subject +in its ramifications?</li> +<li>In what respects is agriculture a noble pursuit? Compare it in +this respect with law. How does agriculture lead to the exercise of +faith? Teaching? Law? Electrical engineering?</li> +</ol> +<p><span class="pagenum"><a id="page206" name= +"page206"></a>206</span></p> +<h2 class="chapterHead"><a id="Ch_XVII" name="Ch_XVII"></a>CHAPTER +XVII</h2> +<h3>THE SCHOOL AND THE COMMUNITY</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">An analogy.</span>—If we may win a +concept of the analogy between the vitalized school and a +filtration-plant, we shall, perhaps, gain a clearer notion of the +purpose of the school and come upon a juster estimate of its +processes. The purpose of the filtration-plant is to purify, +clarify, and render more conducive to life the stream that passes +through, and the function of the school may be stated in the same +terms. The stream that enters the plant is murky and deeply +impregnated with impurities; the same stream when it issues from +the plant is clear, free from impurities, and, therefore, better in +respect to nutritive qualities. The stream of life that flows into +the school is composed of many heterogeneous elements; the stream +that issues from the school is far more homogeneous, clearer, more +nearly free from impurities, and, therefore, more conducive to the +life and health of the community. The stream of life that flows +into the school is composed <span class="pagenum"><a id="page207" +name="page207"></a>207</span>of elements from all countries, +languages, and conditions. In this are Greeks and barbarians, Jews +and Gentiles, saints and sinners, the washed and the unwashed, the +ignorant, the high, the low, the depraved, the weak, and the +strong.</p> +<p><span class="paraHead">Life-giving properties.</span>—The +stream that issues from the school is the very antithesis of all +this. Instead of all these heterogeneous elements, the stream when +it comes from the school is composed wholly of Americans. A hundred +flags may be seen in the stream that enters the school, but the +stream that flows out from the school bears only the American flag. +The school has often been called the melting-pot, in which the many +nationalities are fused; but it is far more than that. True, +somehow and somewhere in the school process these elements have +been made to coalesce, but that is not the only change that is +wrought. The volume of life that issues from the school is the same +as that which enters, barring the leakage, but the resultant stream +is far more potent in life-giving properties because of its passage +through the school.</p> +<p><span class="paraHead">Changes wrought.</span>—When we see +the stream entering the filtration-plant polluted with impurities +and then coming forth clear and wholesome, we <span class= +"pagenum"><a id="page208" name="page208"></a>208</span>know that +something happened to that stream in transit. Similarly, when we +see the stream of life entering the school as a mere aggregation of +more or less discordant elements and then coming forth in a +virtually unified homogeny, we know that something has happened to +that stream in its progress through the school. To determine just +what happens in either case is a task for experts and a task, +moreover, that is well worth while. In either case we may well +inquire whether the things that happen are the very best things +that could possibly be made to happen; and, if not, what +improvements are possible and desirable.</p> +<p><span class="paraHead">Another misconception.</span>—The +analogy between the plant and the school will not hold if we still +retain in the parlance of school procedure the expression +“getting an education.” The act of getting implies +material substance. Education is not a substance but a process, and +it is palpably impossible to get a process. So there can be no such +thing as getting an education, in spite of the tenacity of the +expression. Even to state the fact would seem altogether trite, +were we not confronted every day with the fact that teachers and +parents are either unable or unwilling to substitute some right +<span class="pagenum"><a id="page209" name= +"page209"></a>209</span>expression for this wrong one. Education is +not the process of getting but, rather, the process of becoming, +and the difference is as wide as the difference between the true +and the false.</p> +<p>Just how long it will require to eradicate this conception from +the school and society no one can well conjecture. Its presence in +our nomenclature reveals, in a marked way, the strength of habit. +Many teachers will give willing assent to the fact and then use the +expression again in their next sentence. Certainly we shall not +even apprehend the true function and procedure of the vitalized +school until we have eliminated this expression. If we admit the +validity of the contention as to this expression, then we may +profitably resume the consideration of our analogy, for, in that +case, we shall find in this analogy no ineptitude.</p> +<p><span class="paraHead">The validity of the +analogy.</span>—We cause the stream of water to pass through +the filtration-plant that it may become rectified; we cause the +stream of life to pass through the school that it may become +rectified. When the stream of water becomes rectified, bodily +disease is averted; when the stream of life is rectified, mental +and spiritual disease is averted. The analogy, therefore, holds +good whether we consider <span class="pagenum"><a id="page210" +name="page210"></a>210</span>the process itself or its effect. We +have only to state the case thus to have opened up for us a wide +field for profitable speculation. The diseases of mind and spirit +that invade society are the causes that lie back of our police +courts, our prisons, and, very often, our almshouses. Hence, if the +stream of life could be absolutely rectified, these undesirable +institutions would disappear, and life for the entire community +would be far more agreeable by reason of their absence.</p> +<p><span class="paraHead">Function of the school.</span>—The +school, then, is established and administered to carry on this +process of rectification. By means of this process ignorance +becomes intelligence, coarseness becomes culture, strife becomes +peace, impurity becomes purity, disease becomes health, and +darkness becomes light. The child comes into the school not to get +something but to have something done to and for him that he may +become something that he was not before, and, therefore, that he +may the better execute his functions as a member of society. In +short, he comes into the school that he may pass through the +process of rectification. In this process he loses neither his +name, his extraction, his identity, nor his individuality. On the +contrary, <span class="pagenum"><a id="page211" name= +"page211"></a>211</span>all these attributes are so acted upon by +the process that they become assets of the community.</p> +<p><span class="paraHead">Language.</span>—In order to lead +to a greater degree of clarity it may be well to be even more +specific in explaining this process of rectification. Language is +fundamental in all the operations of society. It is indispensable +to the grocer, the farmer, the lawyer, the physician, the +manufacturer, the housewife, and the legislator. It is the means by +which members of society communicate with one another, and without +communication, in some form, there can be no social intercourse, +and, therefore, no society. People are all interdependent, and +language is the bond of union. They must use the same language, of +course, and the words must be invested with the same meaning in +order to be intelligible.</p> +<p><span class="paraHead">Language a social +study.</span>—Just here great care must be exercised or we +shall go astray in depicting the work of the school in dealing with +this subject of language. The child comes into the school with +language of a sort, but it needs rectification in order to render +it readily available for the purposes of society. Herein lies the +crux of the whole matter. If this child were not to become a member +of society, it would matter little what sort of language he uses +<span class="pagenum"><a id="page212" name= +"page212"></a>212</span>or whether he uses any language. If he were +to be banished to some island there to dwell alone, language would +be unnecessary. Hence, his study of language in the school is, +primarily, for the well-being of society and not for himself. +Language is so essential to the life processes that, without it, +society would be thrown out of balance. The needs of society are +paramount, and hence language as it concerns the child relates to +him chiefly if not wholly as a member of society.</p> +<p><span class="paraHead">Grammar.</span>—Grammar is nothing +else than language reduced to a system of common terms that have +been agreed upon in the interests of society. People have entered +into a linguistic compact, an agreement that certain words and +combinations of words shall be understood to mean certain things. +The tradesman must understand the purchaser or there can be no +exchange. The ticket-agent must understand the prospective traveler +or the latter cannot take the journey and reach his destination. +Hence, grammar, with all that the term implies, is a means of +facilitating the activities of society and pertains to the +individual only in his relation to society.</p> +<p><span class="paraHead">Needs of society.</span>—True, the +individual will <span class="pagenum"><a id="page213" name= +"page213"></a>213</span>find life more agreeable in society if he +understands the common language, just as the traveler is more +comfortable in a foreign country if he understands its language. +But we need emphasis upon the statement that we have grammar in the +school because it is one of the needs of society. The individual +may not need chemistry, but society does need it, and the school +must somehow provide it because of this need. Hence we place +chemistry in the school as one of the ingredients of the solvent +which we employ in the process of rectification. Those who are +susceptible to the influences of this ingredient will become +inoculated with it and bear it forth into the uses of society.</p> +<p><span class="paraHead">Caution.</span>—But just here we +find the most delicate and difficult task of the school. Here we +encounter some of the fundamental principles of psychology as +explained and emphasized by James, McDougall, and Strayer. Here we +must begin our quest for the native tendencies that condition +successful teaching. We must discover what pupils are susceptible +to chemistry before we can proceed with the work of inoculation. +This has been the scene and source of many tragedies. We have been +wont to ask whether chemistry will be good for the <span class= +"pagenum"><a id="page214" name="page214"></a>214</span>boy instead +of making an effort to discover whether the boy will be good for +chemistry—whether his native tendencies render him +susceptible to chemistry.</p> +<p><span class="paraHead">Some mistakes.</span>—Our procedure +has often come but little short of an inquisition. We have followed +our own predilections and prejudices instead of being docile at the +feet of Nature and asking her what to do. We have applied +opprobrious epithets and resorted to ostracism. We have been freely +dispensing suspensions and expulsions in a vain effort to prove +that the school is both omniscient and omnipotent. We have tried to +transform a poet into a mechanic, a blacksmith into an artist, and +an astronomer into a ditcher. And our complacency in the presence +of the misfits of the school is the saddest tragedy of all. We have +taken counsel with tradition rather than with the nature of the +pupil, the while rejoicing in our own infallibility.</p> +<p><span class="paraHead">Native dispositions.</span>—Society +needs only a limited number of chemists and only such as have the +native tendencies that will make chemistry most effective in the +activities of society. But we have been proceeding upon the +agreeable assumption that every pupil has such native tendencies. +Such <span class="pagenum"><a id="page215" name= +"page215"></a>215</span>an assumption absolves the school, of +course, from the necessity of discovering what pupils are +susceptible to chemistry and of devising ways and means of making +this important discovery. Because we do not know how to make this +discovery we find solace in the assumption that it cannot or need +not be made. We then proceed to apply the Procrustean bed principle +with the very acme of <i>sang froid</i>. Here is work for the +efficiency expert. When children are sitting at the table of life, +the home and the school in combination ought to be able to discover +what food they crave and not insist upon their eating olives when +they really crave oatmeal.</p> +<p><span class="paraHead">The ideal of the school.</span>—We +shall not have attained to right conditions until such time as the +stream of life that issues from the school shall combine the +agencies, in right proportions and relations, that will conserve +the best interests of society and administer its activities with +the maximum of efficiency. This is the ideal that the school must +hold up before itself as the determining plan in its every +movement. But this ideal presupposes no misfits in society. If +there are such, then it will decline in some degree from the plane +of highest efficiency. <span class="pagenum"><a id="page216" name= +"page216"></a>216</span>If there are some members of society who +are straining at the leash which Nature provided for them and are +trying to do work for which they have neither inclination nor +aptitude, they cannot render the best service, and society suffers +in consequence.</p> +<p><span class="paraHead">Misfits.</span>—The books teem with +examples of people who are striving to find themselves by finding +their work. But nothing has been said of society in this same +strain. We have only to think of society as composed of all the +people to realize that only by finding its work can society find +itself. And so long as there is even one member of society who has +not found himself, so long must we look upon this one exception as +a discordant note in the general harmony. If one man is working at +the forge who by nature is fitted for a place at the desk, then +neither this man nor society is at its best. And a large measure of +the responsibility for such discord and misfits in society must be +laid at the door of the school because of its inability to discover +native tendencies.</p> +<p><span class="paraHead">Common interests.</span>—There are +many interests that all children have in common when they enter the +school in the morning, and these interests may well become the +starting points in the day’s work. <span class= +"pagenum"><a id="page217" name="page217"></a>217</span>The +conversations at breakfast tables and the morning paper beget and +stimulate many of these interests and the school does violence to +the children, the community, and itself if it attempts to taboo +these interests. Its work is to rectify and not to suppress. When +the children return to their homes in the evening they should have +clearer and larger conceptions of the things that animated them in +the morning. If they come into the school all aglow with interest +in the great snowstorm of the night before, the teacher does well +to hold the lesson in decimals in abeyance until she has led around +to the subject by means of readings or stories that have to do with +snowstorms. The paramount and common interest of the children in +the morning is snow and, therefore, the day should hold snow in the +foreground in their thinking, so that, at the close of the day, +their horizon in the snow-world may be extended, and so that they +may thus be able to make contributions to the home on the subject +of snow.</p> +<p><span class="paraHead">Real interests.</span>—In the +morning the pupils had objective snow in which they rollicked and +gamboled in glee. All day long they had subjective snow in which +the teacher with fine technique caused them to revel; and, in the +evening, their concept of snow <span class="pagenum"><a id= +"page218" name="page218"></a>218</span>was so much enlarged that +they experienced a fresh access of delight. And that day was their +snow epiphany. On that day there was no break in the stream of life +at the schoolhouse door. There was no supplanting of the real +interests of the morning with fictitious interests of the school, +to be endured with ill grace until the real interests of the +morning could be resumed in the evening. On the contrary, by some +magic that only the vitalized teacher knows, every exercise of the +day seemed to have snow as its center. Snow seemed to be the major +in the reading, in the spelling, in the geography, and in the +history.</p> +<p>On that day they became acquainted with Hannibal and his +struggles through the snow of the Alps. On that day they learned of +the avalanche, its origin, its devastating power, and, of course, +its spelling. On that day they read “Snow Bound” and +the snow poems of Longfellow and Lowell. Thus the stream of life +was clarified, rectified, and amplified as it passed through the +school, and, incidentally, the teacher and the school were +glorified in their thoughts.</p> +<p><span class="paraHead">Circus day.</span>—But snow is +merely typical. On other days other interests are paramount. On +<span class="pagenum"><a id="page219" name= +"page219"></a>219</span>circus day the children, again, have a +common interest which affords the teacher a supreme opportunity. +The day has been anticipated by the teacher, and the pupils have +cause to wonder how and whence she ever accumulated such a wealth +of pictures of animal life. All day long they are regaled with a +subjective menagerie, and when they attend the circus in the +evening they astonish their parents by the extent and accuracy of +their information. They know the animals by name, their habitat, +their habits, their food, and their uses. In short, they seemed to +have compassed a working knowledge of the animal kingdom in a +single day through the skill of the teacher who knows how to make +the school reënforce their life interests.</p> +<p><span class="paraHead">The quality of life.</span>—If we +now extend the scope of common interests that belong in the +category with the snow and the animals, we shall readily see that +the analogy of the filtration-plant holds good in the entire +régime of the vitalized school. But we must never lose sight +of the additional fact that the quality of life that issues from +the school is far better because of its passage through the school. +The volume may be less, through unfortunate leakage, but the +quality is so much better that its value <span class= +"pagenum"><a id="page220" name="page220"></a>220</span>to society +is enhanced a hundred- or a thousand-fold. The people who pass +through the school have learned a common language, have been imbued +with a common purpose, have learned how to live and work in hearty +accord, have come to revere a common flag, and have become citizens +of a common country.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>What is the general function of the school?</li> +<li>What is meant by the school’s being the +“melting-pot”?</li> +<li>What objection is there to the expression “getting an +education”? What would be a better expression to indicate the +purpose of attending school?</li> +<li>What diseases that invade society would be checked if in school +the stream of life were rectified?</li> +<li>Why is it desirable that pupils shall not lose their +individuality in passing through school?</li> +<li>What is the primary purpose of each school study, for instance, +language?</li> +<li>What is the true purpose of grammar?</li> +<li>What do these functions of the school and of its studies teach +us regarding the adaptation of subjects and methods to the +individual?</li> +<li>Tell something of the work done in vocational guidance in +Boston.</li> +<li>Tell something of the methods employed by some corporations in +choosing employees naturally fitted for the work.</li> +<li>Tell something of the psychological tests for vocations devised +by Professor Münsterberg. (Psychology and Industrial +<span class="pagenum"><a id="page221" name= +"page221"></a>221</span>Efficiency, Hugo Münsterberg, Houghton +Mifflin Co., 1913.)</li> +<li>What do you think is the practicable way of helping the pupils +in your school to develop along the lines of their natural +endowment?</li> +<li>What is the effect on society when a man does work for which he +is not fitted?</li> +<li>Show some ways in which the interests of the school as a whole +may be fostered and a natural development of the class as a whole +be secured.</li> +<li>There has been a big fire in town. Show how the interest in +this event may be used in the day’s work.</li> +<li>In what ways is one who has had private instruction likely to +be a poorer citizen than one who has attended school?</li> +<li>What conditions might cause some of those who go through school +to be polluted instead of rectified? Whose fault would it be?</li> +<li>What questions should we ask ourselves about the things that +are being done in our schools?</li> +</ol> +<p><span class="pagenum"><a id="page222" name= +"page222"></a>222</span></p> +<h2 class="chapterHead"><a id="Ch_XVIII" name= +"Ch_XVIII"></a>CHAPTER XVIII</h2> +<h3>POETRY AND LIFE</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Poetry defined.</span>—Poetry has +been defined as “a message from the heart of the artist to +the heart of the man”; and, seeing that the heart is the +center and source of life, it follows that poetry is a means of +effecting a transfusion of life. The poet ponders life long and +deeply and then gives forth an interpretation in artistic form that +is surcharged with the very quintessence of life. The poet absorbs +life from a thousand sources—the sky, the forest, the +mountain, the sunrise, the ocean, the storm, the child in the +mother’s arms, and the man at his work, and then transmits it +that the recipient may have a new influx of life. The poet’s +quest is life, his theme is life, and his gift to man is life. His +mission is to gain a larger access of life and to give life in +greater abundance. He gains the meaning of life from the snowflake +and the avalanche; from the grain of sand and the fertile valley; +from the raindrop and the sea; from the chirp of the cricket +<span class="pagenum"><a id="page223" name= +"page223"></a>223</span>and the crashing of the thunder; from the +firefly and the lightning’s flash; and from Vesuvius and +Sinai. To know life he listens to the baby’s prattle, the +mother’s lullaby, and the father’s prayer; he looks +upon faces that show joy and sorrow, hope and despair, defeat and +triumph; and he feels the pulsations of the tides, the hurricane, +and the human heart.</p> +<p><span class="paraHead">How the poet learns life.</span>—He +sits beside the bed of sickness and hears the feeble and broken +words that tell of the past, the present, and the future; he visits +the field of battle and sees the wreckage of the passions of men; +he goes into the dungeon and hears the ravings and revilings of a +distorted soul; he visits pastoral scenes where peace and plenty +unite in a song of praise; he rides the mighty ship and knows the +heartbeats of the ocean; he sits within the church and opens the +doors of his soul to its holy influences; he enters the hovel whose +squalor proclaims it the abode of ignorance and vice; he visits the +home of happiness where industry and frugality pour forth their +bounteous gifts and love sways its gentle scepter; and he sits at +the feet of his mother and imbibes her gracious spirit.</p> +<p><span class="pagenum"><a id="page224" name= +"page224"></a>224</span><span class="paraHead">Transfusion of +life.</span>—And then he writes; and as he writes his pen +drips life. He knows and feels, and, therefore, he expresses, and +his words are the distillations of life. His spiritual percipience +has rendered his soul a veritable garden of emotions, and with his +pen he transplants these in the written page. And men see and come +to pluck the flowers to transplant again in their own souls that +they, too, may have a garden like unto his. His <i>élan</i> +carries over into the lives of these men and they glow with the +ardor of his emotions and are inspired to deeds of courage, of +service, and of solace. For every flower plucked from his garden +another grows in its stead more beautiful and more fragrant than +its fellow, and he is reinspired as he inspires others. And thus in +this transfusion of life there is an undertow that carries back +into his own life and makes his spirit more fertile.</p> +<p><span class="paraHead">Aspiration.</span>—When he would +teach men to aspire he writes “Excelsior” and so causes +them to know that only he who aspires really lives. They see the +groundling, the boor, the drudge, and the clown content to dwell in +the valley amid the loaves and fishes of animal desires, while the +man who aspires is struggling toward the heights whence he +<span class="pagenum"><a id="page225" name= +"page225"></a>225</span>may gain an outlook upon the glories that +are, know the throb and thrill of new life, and experience the +swing and sweep of spiritual impulses. He makes them to know that +the man who aspires recks not of cold, of storm, or of snow, if +only he may reach the summit and lave his soul in the glory that +crowns the marriage of earth and sky. They feel that the aspirant +is but yielding obedience to the behests of his better self to +scale the heights where sublimity dwells.</p> +<p><span class="paraHead">Perseverance.</span>—Or he writes +the fourth “Æneid” to make men feel that the palm +of victory comes only to those who persevere to the end; that duty +does not abdicate in favor of inclination; and that the high gods +will not hold guiltless the man who stops short of Italy to loiter +and dally in Carthage even in the sunshine of a Dido’s smile. +When Italy is calling, no siren song of pleasure must avail to lure +him from his course, nor must his sail be furled until the keel +grates upon the Italian shore. His navigating skill must guide him +through the perils of Scylla and Charybdis and the stout heart of +manhood must bear him past Mount Ætna’s fiery menace. +His dauntless courage must brave the anger of the greedy waves and +boldly ride them down. Nor <span class="pagenum"><a id="page226" +name="page226"></a>226</span>must his cup of joy be full until the +wished-for land shall greet his eager eyes.</p> +<p><span class="paraHead">Overweening ambition.</span>—Or, +again, the poet may yearn to teach the wrong of overweening, +vaulting ambition and he writes “Paradise Lost” and +“Recessional.” He pictures Satan overthrown, like the +Giants who would climb into the throne on Olympus. He pictures Hell +as the fitting place for Satan overthrown, and in his own place he +pictures the outcast and downcast Satan writhing and cursing +because he was balked of his unholy ambition. And, lest mortals +sink from their high estate, borne down by their sins of +unsanctified ambition, he prays, and prays again, “Lord God +of Hosts, be with us yet, lest we forget, lest we forget.” +And the prayer echoes and reëchoes in the soul of the man, and +the world sees his lips moving in the prayer of the poet, +“Lest we forget, lest we forget.”</p> +<p><span class="paraHead">Native land.</span>—Or, again, he +writes Bannockburn and the spirit is fired with patriotic devotion +to native land. We hear the bagpipe and the drum and see the +martial clans gathering in serried ranks and catch the glint of +their arms and armor as they flash back the sunlight. We hear their +lusty calls as they rush together to defend the hills and the +<span class="pagenum"><a id="page227" name= +"page227"></a>227</span>homes they love. We see, again, the Wallace +and the Bruce inciting valorous men to deeds of heroism and hear +the hills reëchoing with the shock of steel upon steel. From +hill to hill the pibroch leaps, and hearts and feet quicken at its +sound. And mothers are pressing their bairns to their bosoms as +they cheer their loved ones away to the strife. And while their +eyes are weeping their hearts are saying:</p> +<div class="poem"> +<div class="stanza"> +<p>“Wha will be a traitor knave?</p> +<p>Wha can fill a coward’s grave?</p> +<p>Wha so base as be a slave?</p> +<p>Let him turn and flee!”</p> +</div> +</div> +<p><span class="paraHead">Faith.</span>—And after the sounds +of battle are hushed he sings “To Mary in Heaven” and +causes the man to stand in the presence of the Burning Bush and to +hear the command “Put off thy shoes from off thy feet, for +the place whereon thou standest is holy ground.” And the +heart of the man grows tender as the poet opens his eyes to catch a +glimpse of the life of faith that the star foretells even as the +Star of Bethlehem was prophetic. And, through the eyes of the +lover, he looks over into the other life and knows that his faith +is not in vain. And when faith sits enthroned, the music of the +brook at his feet becomes sweeter, the stars shine more brightly, +the <span class="pagenum"><a id="page228" name= +"page228"></a>228</span>earth becomes a place of gladness, and life +is far more worth while. The poet has caused the scales to fall +from his eyes and through them the light of Heaven has streamed +into his soul.</p> +<p><span class="paraHead">The teacher’s influx of +life.</span>—And the teacher imbibes the spirit of the poet +and becomes vital and thus becomes attuned to all life. Flowers +spring up in her pathway because they are claiming kinship with the +flowers that are blooming in her soul. The insect chirps forth its +music, and her own spirit joins in the chorus of the forest. The +brooklet laughs as it ripples its way toward the sea, and her +spirit laughs in unison because the poet has poured his laughter +into her soul. She stands unafraid in the presence of the storm +because her feeling for majesty overmasters her apprehension of +danger. The lightning’s flash may rend the oak but, even so, +she stands in mute admiration at this wondrous manifestation of +life. Her quickened spirit responds to the roll and reverberation +of the thunder because she has grown to womanhood through the +poet’s copious draughts of life.</p> +<p><span class="paraHead">The book of life.</span>—The voices +of the night enchant her and the stars take her into their +counsels. The swaying tree speaks her language because both +<span class="pagenum"><a id="page229" name= +"page229"></a>229</span>speak the language of life. She takes +delight in the lexicon of the planets because it interprets to her +the book of life, and in the revelations of this book she finds her +chief joy. For her there are no dull moments whether she wanders by +the river, through the glades, or over the hills, because she is +ever turning the pages of this book. She moves among the things of +life and accounts them all her friends and companions. She knows +their moods and their language and with them holds intimate +communion. They smile upon her because she can reciprocate their +smiles. Life to her is a buoyant, a joyous experience each hour of +the day because the poet has poured into her spirit its fuller, +deeper meanings.</p> +<p><span class="paraHead">The teaching.</span>—And because +the poet has touched her spirit with the wand of his power the +waters of life gush forth in sparkling abundance. And children come +to the fountain of her life and drink of its waters and are thereby +refreshed and invigorated. Then they smile back their gratitude to +her in their exuberance of joyous life.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>What is poetry?</li> +<li>What is the purpose of rhyme?</li> +<li><span class="pagenum"><a id="page230" name= +"page230"></a>230</span>May writing have the essentials of poetry +and yet have no regular rhythm? What of the Psalms?</li> +<li>Why is poetry especially valuable to the teacher?</li> +<li>Show how some poem other than those mentioned in the chapter +teaches a lesson or gives an inspiration.</li> +<li>Name, if you can, some methods of treatment that cause poetry +to fail to affect the lives of the pupils as it should.</li> +<li>Suggest uses of poetry and the treatment that will insure the +right results.</li> +<li>Is there danger that a teacher may become too appreciative or +susceptible—too poetic in temperament? Recall observations of +those who were either too much so or too little.</li> +<li>Is there danger that one may have too much of a good quality, +or is the danger not in having too little of some other +quality?</li> +<li>Show how a wide and appreciative reading of poetry makes for a +proper balance of temperament.</li> +</ol> +<p><span class="pagenum"><a id="page231" name= +"page231"></a>231</span></p> +<h2 class="chapterHead"><a id="Ch_XIX" name="Ch_XIX"></a>CHAPTER +XIX</h2> +<h3>A SENSE OF HUMOR</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">An American story.</span>—There is +a story to the effect that a certain Mr. Jones was much given to +boasting of his early rising. He stoutly maintained that he was +going about his work every morning at three o’clock. Some of +his friends were inclined to be incredulous as to his +representations and entered into a kindly conspiracy to put them to +the test. Accordingly one of the number presented himself at the +kitchen door of the Jones residence one morning at half-past three +and made inquiry of Mrs. Jones as to the whereabouts of her +husband, asking if he was at home. In a very gracious manner Mrs. +Jones replied: “No, he isn’t here now. He was around +here early this morning but I don’t really know where he is +now.” This is a clean, fine, typical American story, and, by +means of such a story, we can test for a sense of humor. The boy in +school will laugh at this story both because it is a good one and +because he is a normal boy. If he does not <span class= +"pagenum"><a id="page232" name="page232"></a>232</span>laugh at +such a story, there is cause for anxiety as to his mental condition +or attitude. If the teacher cannot or does not laugh, a disharmony +is generated at once between teacher and pupil which militates +against the well-being of the school. If the teacher reprimands the +boy, the boy as certainly discredits the teacher and all that she +represents. If she cannot enjoy such a wholesome story, he feels +that her arithmetic, geography, and grammar are responsible, and +these studies decline somewhat in his esteem. Moreover, he feels +that the teacher’s reprimand was unwarranted and unjust and +he fain would consort with people of his own kind. Many a boy +deserts school because the teacher is devoid of the saving grace of +humor. Her inability to see or have any fun in life makes him +uncomfortable and he seeks a more agreeable environment.</p> +<p><span class="paraHead">Humor in its +manifestations.</span>—A sense of humor diffuses itself +through all the activities of life, giving to them all a gentle +quality that eliminates asperities and renders them gracious and +amiable. Like fireflies that bespangle the darkness of the night, +humor scintillates through all life’s phases and activities +and causes the day to go more pleasantly and effectively on. It +twinkles through the thoughts <span class="pagenum"><a id="page233" +name="page233"></a>233</span>and gives to language a sparkle and a +nicety that cause it to appeal to the artistic sense. It gives to +discourse a piquancy that stimulates but does not irritate. It is +the flavor that gives to speech its undulatory quality, and redeems +it from desert sameness. It pervades the motives and gives +direction as well as a pleasing fertility to all behavior. It is +pervasive without becoming obtrusive. It steals into the senses as +quietly as the dawn and causes life to smile. Wit may flash, but +humor blithely glides into the consciousness with a radiant and +kindly smile upon its face. Wit may sting and inflame, but humor +soothes and comforts. The man who has a generous admixture of humor +in his nature is an agreeable companion and a sympathetic friend to +grown-up people, to children, and to animals. His spirit is genial, +and people become kindly and magnanimous in his presence.</p> +<p><span class="paraHead">One of John B. Gough’s +stories.</span>—The celebrated John B. Gough was wont to tell +a story that was accounted one of his many masterpieces. It was a +story of a free-for-all convention where any one, according to +inclination, had the privilege of freely speaking his sentiments. +When the first speaker had concluded, a man in the audience called +lustily for <span class="pagenum"><a id="page234" name= +"page234"></a>234</span>a speech from Mr. Henry. Then another +spoke, and, again, more lustily than before, the man demanded Mr. +Henry. More and more vociferous grew the call for Mr. Henry after +each succeeding speech until, at last, the chairman with some +acrimony exclaimed: “The man who is calling for Mr. Henry +will please be quiet. It is Mr. Henry who is now speaking.” +The man thus rebuked was somewhat crestfallen, but managed to say, +as if in a half-soliloquy: “Mr. Henry! Why, that ain’t +Mr. Henry. That’s the little chap that told me to +holler.”</p> +<p>At the conclusion of one of his lectures in which Mr. Gough told +this story in his inimitable style, a man came to the platform and +explained to him that he had a friend who seemed to lack a sense of +humor and wondered if he might not prevail upon Mr. Gough to tell +him this particular story in the hope that it would cause him to +laugh. In a spirit of adventure Mr. Gough consented, and at the +time appointed told the story to the old gentleman in his own best +style. The old gentleman seemed to be deeply interested, but at the +conclusion of the story, instead of laughing heartily as his friend +had hoped, he solemnly asked, “What did he tell him to holler +fur?”</p> +<p><span class="pagenum"><a id="page235" name= +"page235"></a>235</span><span class="paraHead">The man who lacks a +sense of humor.</span>—There was no answer to this question, +or, rather, he himself was the answer. Such a man is obviously +outside the pale, without hope of redemption. If such a story, told +by such a <i>raconteur</i>, could not touch him, he is hopeless. In +his spiritual landscape there are no undulations, but it reveals +itself as a monotonous dead-level without stream or verdure. He +eats, and sleeps, and walks about, but he walks in a spiritual +daze. To him life must seem a somber, drab affair. If he were a +teacher in a traditional school, he would chill and depress, but he +might be tolerated because a sense of humor is not one of the +qualifications of the teacher. But, in the vitalized school, he +would be intolerable. If children should go to such a teacher for +spiritual refreshment, they would return thirsty. He has nothing to +give them, no bubbling water of life, no geniality, no such graces +of the spirit as appeal to buoyant childhood. He lacks a sense of +humor, and that lack makes arid the exuberant sources of life. He +may solve problems in arithmetic, but he cannot compass the +solution of the problem of life. The children pity him, and no +greater calamity can befall a teacher than to deserve and receive +the pity of a child. He might, <span class="pagenum"><a id= +"page236" name="page236"></a>236</span>in a way, teach anatomy, but +not physiology. He might be able to deal with the analytic. He +might succeed as curator in a museum of mummies, but he will fail +as a teacher of children.</p> +<p><span class="paraHead">Story of a boy.</span>—A +seven-year-old boy who was lying on his back on the floor asked his +father the question, “How long since the world was +born?” The father replied, “Oh, about four thousand +years.” In a few moments the child said in a tone of +finality, “That isn’t very long.” Then after +another interval, he asked, “What was there before the world +was born?” To this the father replied, “Nothing.” +After a lapse of two or three minutes the child gave vent to +uncontrollable laughter which resounded throughout the house. When, +at length, the father asked him what he was laughing at, he could +scarcely control his laughter to answer. But at last he managed to +reply, “I was laughing to see how funny it was when there +wasn’t anything.”</p> +<p><span class="paraHead">The child’s +imagination.</span>—The philosopher could well afford to give +the half of his kingdom to be able to see what that child saw. Out +of the gossamer threads of fancy his imagination had wrought a +pattern that transcends philosophy. The picture that his +imagination painted was so extraordinary <span class= +"pagenum"><a id="page237" name="page237"></a>237</span>that it +produced a paroxysm of laughter. That picture is far beyond the ken +of the philosopher and he will look for it in vain because he has +grown away from the child in power of imagination and has lost the +child’s sense of humor. What that child saw will never be +known, for the pictures of fancy are ephemeral, but certain it is +that the power of imagination and a keen sense of humor are two of +the attributes of childhood whose loss should give both his father +and his teacher poignant regrets.</p> +<p><span class="paraHead">The little girl and her +elders.</span>—The little girl upon the beach invests the +tiny wavelets not only with life and intelligence, but, also, with +a sense of humor as she eludes their sly advances to engulf her +feet. She laughs in glee at their watery pranks as they twinkle and +sparkle, now advancing, now receding, trying to take her by +surprise. She chides them for their duplicity, then extols them for +their prankish playfulness. She makes them her companions, and they +laugh in chorus. If she knows of sprites, and gnomes, and nymphs, +and fairies, she finds them all dancing in glee at her feet in the +form of rippling wavelets. And while she is thus refreshing her +spirit from the brimming cup of life, her matter-of-fact elders are +reproaching her for <span class="pagenum"><a id="page238" name= +"page238"></a>238</span>getting her dress soiled. To the parent or +the teacher who lacks a sense of humor and cannot enter into the +little girl’s conception of life, a dress is of more +importance than the spirit of the child. But the teacher or the +parent who has the “aptitude for vicariousness” that +enables her to enter into the child’s life in her fun and +frolic with the playful water, and can feel the presence of the +nymphs among the wavelets,—such a teacher or parent will +adorn the school or the home and endear herself to the child.</p> +<p><span class="paraHead">Lincoln’s humor.</span>—The +life of Abraham Lincoln affords a notable illustration of the +saving power of humor. Reared in conditions of hardship, his early +life was essentially drab and prosaic. In temperament he was +serious, with an inclination toward the morbid, but his sense of +humor redeemed the situation. When clouds of gloom and +discouragement lowered in his mental sky, his keen sense of humor +penetrated the darkness and illumined his pathway. He was sometimes +the object of derision because men could not comprehend the depth +and bigness of his nature, and his humor was often accounted a +weakness. But the Gettysburg speech rendered further derision +impossible and the wondrous alchemy <span class="pagenum"><a id= +"page239" name="page239"></a>239</span>of that address transmuted +criticism into willing praise.</p> +<p><span class="paraHead">Humor betokens deep +feeling.</span>—Laughter and tears issue from the same +source, we are told, and the Gettysburg speech revealed a depth and +a quality of tenderness that men had not, before, been able to +recognize or appreciate. The absence of a sense of humor betokens +shallowness in that it reveals an inability to feel deeply. People +who feel deeply often laugh in order to forestall tears. Lincoln +was a great soul and his sense of humor was one element of his +greatness. His apt stories and his humorous personal experiences +often carried off a situation where cold logic would have failed. +Whether his sense of humor was a gift or an acquisition, it +certainly served the nation well and gave to us all an example that +is worthy of emulation.</p> +<p><span class="paraHead">The teacher of English.</span>—Many +teachers could, with profit to themselves and their schools, sit at +the feet of Abraham Lincoln, not only to learn English but also to +imbibe his sense of humor. Nothing is more pathetic than the +efforts of a teacher who lacks a sense of humor to teach a bit of +English that abounds in humor, by means of the textual notes. The +notes are bad enough, in all conscience, but the <span class= +"pagenum"><a id="page240" name= +"page240"></a>240</span>teacher’s lack of humor piles Ossa +upon Pelion. The solemnity that pervades such mechanical teaching +would be farcical were it not so pathetic. The teacher who cannot +indulge in a hearty, honest, ringing laugh with her pupils in +situations that are really humorous is certain to be laughed at by +her pupils. In her work, as in Lincoln’s, a sense of humor +will often save the day.</p> +<p><span class="paraHead">Mark Twain as +philosopher.</span>—Mark Twain will ever be accounted a very +prince of humorists, and so he was. But he was more than that. Upon +the current of his humor were carried precious cargoes of the +philosophy of life. His humor is often so subtle that the +superficial reader fails to appreciate its fine quality and misses +the philosophy altogether. To extract the full meaning from his +writing one must be able to read not only between the lines but +also beneath the lines. The subtle quality of his humor defies both +analysis and explanation. If it fails to tell its own story, so +much the worse for the reader. To such humor as his, explanation +amounts to an impertinence. People can either appreciate it or else +they cannot, and there’s the end of the matter.</p> +<p>In the good time to come when the school teaches reading for the +purpose of pleasure and not for examination <span class= +"pagenum"><a id="page241" name="page241"></a>241</span>purposes, we +shall have Mark Twain as one of our authors; and it is to be hoped +that we shall have editions devoid of notes. The notes may serve to +give the name of the editor a place on the title page, but the +notes cannot add to the enjoyment of the author’s genial +humor. Mark Twain reigns supreme, and the editor does well to stand +uncovered in his presence and to withhold his pen.</p> +<p><span class="paraHead">A Twain story.</span>—One of Mark +Twain’s stories is said to be one of the most humorous +stories extant. The story relates how a soldier was rushing off the +battlefield in retreat when a companion, whose leg was shattered, +begged to be carried off the field. The appeal met a willing +response and soon the soldier was bearing his companion away on his +shoulder, his head hanging down the soldier’s back. Unknown +to the soldier a cannon ball carried away the head of his +companion. Accosted by another soldier, he was asked why he was +carrying a man whose head had been shot away. He stoutly denied the +allegation and, at length, dropped the headless body to prove the +other’s hallucination. Seeing that the man’s head was, +in truth, gone, he exclaimed, “Why, the durn fool told me it +was his leg.”</p> +<p><span class="pagenum"><a id="page242" name= +"page242"></a>242</span><span class="paraHead">Humor defies +explanation.</span>—The humor of this story is cumulative. We +may not parse it, we may not analyze it, we may not annotate it. We +can simply enjoy it. And, if we cannot enjoy it, we may pray for a +spiritual awakening, for such an endowment of the sense of humor as +will enable us to enjoy, that we may no longer lead lives that are +spiritually blind. Bill Nye wrote:</p> +<div class="poem"> +<div class="stanza"> +<p>“The autumn leaves are falling,</p> +<p>They are falling everywhere;</p> +<p>They are falling through the atmosphere</p> +<p>And likewise through the air.”</p> +</div> +</div> +<p>Woe betide the teacher who tries to explain! There is no +explanation—there is just the humor. If that eludes the +reader, an explanation will not avail.</p> +<p>A teacher of Latin read to his pupils “The House-Boat on +the Styx” in connection with their reading of the +“Æneid.” It was good fun for them all, and never +was Virgil more highly honored than in the assiduous study which +those young people gave to his lines. They were eager to complete +the study of the lesson in order to have more time for the +“House-Boat.” The humor of the book opened wide the +gates of their spirits through which the truths of the regular +lesson passed blithely in.</p> +<p><span class="pagenum"><a id="page243" name= +"page243"></a>243</span></p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>What is the source of humor in a humorous story?</li> +<li>When should the teacher laugh with the school? When should she +not do so?</li> +<li>How does the response of the school to a laughable incident +reflect the leadership of the teacher?</li> +<li>What can be done to bring more or better humor into the +school?</li> +<li>Compare as companions those whom you know who exhibit a sense +of humor with those who do not.</li> +<li>Compare their influence on others.</li> +<li>What can be done to bring humor into essays written by the +students?</li> +<li>Distinguish between wit and humor. Does wit or humor cause most +of the laughter in school?</li> +<li>What is meant by an “aptitude for +vicariousness”?</li> +<li>How did Lincoln make use of humor? Is there any humor in the +Gettysburg speech? Why?</li> +<li>What is the relation of pathos to humor?</li> +<li>Give an example from the writings of Mark Twain that shows him +a philosopher as well as a humorist.</li> +<li>What books could you read to the pupils to enliven some of the +subjects that you teach?</li> +</ol> +<p><span class="pagenum"><a id="page244" name= +"page244"></a>244</span></p> +<h2 class="chapterHead"><a id="Ch_XX" name="Ch_XX"></a>CHAPTER +XX</h2> +<h3>The Element of Human Interest</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Yearning toward +betterment.</span>—Much has been said and written in recent +times touching the matter and manner of vitalizing and humanizing +the studies and work of the school. The discussions have been +nation-wide in their scope and most fertile in plans and practical +suggestions. No subject of greater importance or of more +far-reaching import now engages the interest of educational +leaders. They are quite aware that something needs to be done, but +no one has announced the sovereign remedy. The critics have made +much of the fact that there is something lacking or wrong in our +school procedure, but they can neither diagnose the case nor +suggest the remedy. They can merely criticize. We are having many +surveys, but the results have been meager and inadequate. We have +been working at the circumference of the circle rather than at the +center. We have been striving to reform our educational training, +hoping for a reflex that <span class="pagenum"><a id="page245" +name="page245"></a>245</span>would be sufficient to modify the +entire school régime. We have added domestic science, hoping +thereby to reconstruct the school by inoculation. We have looked to +agriculture and other vocational studies as the magnetic influences +of our dreams. Something has been accomplished, to be sure, but we +are still far distant from the goal. The best that writers can do +in their books or educational conferences can do in their meetings, +is to report progress.</p> +<p><span class="paraHead">The obstacle of +conservatism.</span>—One of the greatest obstacles we have to +surmount in this whole matter of vitalizing school work is the +habitual conservatism of the school people themselves. The methods +of teaching that obtained in the school when we were pupils have +grooved themselves into habits of thinking that smile defiance at +the theories that we have more recently acquired. When we venture +out from the shore we want to feel a rope in our hands. The +superintendent speaks fervently to patrons or teachers on the +subject of modern methods in teaching, then retires to his office +and takes intimate and friendly counsel with tradition. In sailing +the educational seas he must needs keep in sight the buoys of +tradition. <span class="pagenum"><a id="page246" name= +"page246"></a>246</span>This matter of conservatism is cited merely +to show that our progress, in the very nature of the case, will be +slow.</p> +<p><span class="paraHead">Schools of +education.</span>—Another obstacle in the way of progress +toward the vitalized school is the attitude and teaching of many +who are connected with colleges of education and normal schools. We +have a right to look to them for leadership, but we find, instead, +that their practices lag far in the rear of their theories. They +teach according to such devitalized methods and in such an +unvitalized way as to discredit the subjects they teach. It is only +from such of their students as are proof against their style of +teaching that we may hope for aid. One such teacher in a college of +education in a course of eight weeks on the subject of School +Administration had his students copy figures from statistical +reports for several days in succession and for four and five hours +each day. The students confessed that their only objective was the +gaining of credits, and had no intimation that the work they were +doing was to function anywhere.</p> +<p><span class="paraHead">The machine teacher.</span>—Such +work is deadening and disheartening. It has in it no inspiration, +no life, nothing, in short, that connects with real life. +<span class="pagenum"><a id="page247" name= +"page247"></a>247</span>Such a teacher could not maintain himself +in a wide-awake high school for a half year. The boys and girls +would desert him even if they had to desert the school. And yet +teachers and prospective teachers must endure and not complain. +Those who submit supinely will attempt to repeat in their schools +the sort of teaching that obtains in his classes, and their schools +will suffer accordingly. His sort of teaching proclaims him either +more or less than a human being in the estimation of normal people. +Such a teacher drones forth weary platitudes as if his utterances +were oracular. The only prerequisite for a position in some schools +of education seems to be a degree of a certain altitude without any +reference to real teaching ability.</p> +<p><span class="paraHead">Statistics versus +children.</span>—Such teaching palliates educational +situations without affording a solution. It is so steeped in +tradition that it resorts to statistics as it would consult an +oracle. We look to see it establishing precedents only to find it +following precedents. When we would find in it a leader we find +merely a follower. To such teaching statistical numbers mean far +more than living children. Indeed, children are but objects that +become useful as a means of proving theories. <span class= +"pagenum"><a id="page248" name="page248"></a>248</span>It lacks +vitality, and that is sad; but, worst of all, it strives +unceasingly to perpetuate itself in the schools. Real teaching +power receives looks askance in some of these colleges as if it +bore the mark of Cain in not being up to standard on the academic +side. And yet these colleges are teaching the teachers of our +schools.</p> +<p><span class="paraHead">Teaching power.</span>—Hence, the +work of vitalizing the school must begin in our colleges of +education and normal schools, and this beginning will be made only +when we place the emphasis upon teaching power. The human qualities +of the teachers must be so pronounced that they become their most +distinguished characteristics. It is a sad commentary upon our +educational processes if a man must point to the letters of his +degree to prove that he is a teacher. His teaching should be of +such a nature as to justify and glorify his degree. As the preacher +receives his degree because he can preach, so the teacher should +receive his degree because he can teach, even if we must create a +new degree by which to designate the real teacher.</p> +<p><span class="paraHead">Degrees and human +qualities.</span>—There is no disparagement of the academic +degree in the statement that it proves absolutely nothing touching +the <span class="pagenum"><a id="page249" name= +"page249"></a>249</span>ability to teach. It proclaims its +possessor a student but not a teacher. Yet, in our practices, we +proceed upon the assumption that teacher and student are +synonymous. We hold examinations for teachers in our schools, but +not for teachers in our colleges of education. His degree is the +magic talisman that causes the doors to swing wide open for him. +Besides, his very presence inside seems to be prima facie evidence +that he is a success, and all his students are supposed to join in +the general chorus of praise.</p> +<p><span class="paraHead">Life the great human +interest.</span>—The books are eloquent and persistent in +their admonitions that we should attach all school work to the +native interests of the child. To this dictum there seems to be +universal and hearty assent. But we do not seem to realize fully, +as yet, that the big native interest of the child is life itself. +We have not, as yet, found the way to enmesh the activities of the +school in the life processes of the child so that these school +activities are as much a part of his life as his food, his games, +his breathing, and his sleep. We have been interpreting some of the +manifestations of life as his native interests but have failed thus +to interpret his life as a whole. The child is but the aggregate of +all his inherent interests, and <span class="pagenum"><a id= +"page250" name="page250"></a>250</span>we must know these interests +if we would find the child so as to attach school work to the child +himself.</p> +<p><span class="paraHead">The child as a whole.</span>—Here +is the crux of the entire matter, here the big problem for the +vitalized school. We have been taking his pulse, testing his eyes, +taking his temperature, and making examinations for +defects—and these things are excellent. But all these things +combined do not reveal the child to us. We need to go beyond all +these in order to find him. We must know what he thinks, how he +feels as to people and things, what his aspirations are, what +motives impel him to action, what are his intuitions, what things +he does involuntarily and what through volition or compulsion. With +such data clearly before us we can proceed to attach school work to +his native interests. We have been striving to bend him to our +preconceived notion instead of finding out who and what he is as a +condition precedent to intelligent teaching.</p> +<p><span class="paraHead">Three types of teachers.</span>—The +three types of teachers that have been much exploited in the books +are the teacher who conceives it to be her work to teach the book, +the one who teaches the subject, and the one who teaches the child. +The <span class="pagenum"><a id="page251" name= +"page251"></a>251</span>number of the first type is still very +large in spite of all the books that inveigh against this +conception. It were easy to find a teacher whose practice indicates +that she thinks that all the arithmetic there is or ought to be is +to be found in the book that lies on her desk. It seems not to +occur to her that a score of books might be written that would be +equal in merit to the one she is using, some of which might be far +better adapted to the children in her particular school. If she +were asked to teach arithmetic without the aid of a book, she would +shed copious tears, if, indeed, she did not resign.</p> +<p><span class="paraHead">The first type.</span>—To such a +teacher the book is the Ultima Thule of all her endeavors, and when +the pupils can pass the examination she feels that her work is a +success. If the problem in the book does not fit the child, so much +the worse for the child, and she proceeds to try to make him fit +the problem. It does not occur to her to construct problems that +will fit the child. When she comes to the solution of the right +triangle, the baseball diamond does not come to her mind. She has +the boy learn a rule and try to apply it instead of having him find +the distance from first base to third in a direct line. In her +thinking such a proceeding would be banal <span class= +"pagenum"><a id="page252" name="page252"></a>252</span>because it +would violate the sanctity of the book. She must adhere to the book +though the heavens fall, and the boy with them.</p> +<p><span class="paraHead">The book supreme.</span>—She seems +quite unable to draw upon the farm, the grocery, the store, or the +playground for suitable problems. These things seem to be obscured +by her supreme devotion to the book. She lacks fertility of +resources, nor does she realize this lack, because her eyes are +fastened upon the book rather than upon the child. Were she as +intent upon the child as she is upon the book, his interests would +direct attention to the things toward which his inclinations yearn +and toward which his aptitudes lure him. In such a case, her +ingenuity and resourcefulness would roam over wide fields in quest +of the objects of his native interests and she would return to him +laden with material that would fit the needs of the child far +better than the material of the book.</p> +<p><span class="paraHead">The child supreme.</span>—The +teacher whose primary consideration is the child and who sees in +the child the object and focus of all her activities, never makes a +fetish of the book. It has its use, to be sure, but it is +subordinate in the scheme of education. It is not a necessity, but +a mere convenience. She could <span class="pagenum"><a id="page253" +name="page253"></a>253</span>dispense with it entirely and not do +violence to the child’s interests. No book is large enough to +compass all that she teaches, for she forages in every field to +obtain proper and palatable food for the child. She teaches with +the grain of the child and not against the grain. If the book +contains what she requires in her work, she uses it and is glad to +have it; but, if it does not contain what she needs, she seeks it +elsewhere and does not return empty-handed.</p> +<p><span class="paraHead">Illustrations.</span>—She places +the truth she hopes to teach in the path of the child’s +inclination, and this is taken into his life processes. Life does +not stop at way-stations to take on supplies, but absorbs the +supplies that it encounters as it moves along. This teacher does +not stop the ball game to teach the right triangle, but manages to +have the problem solved in connection with or as a part of the +game. She does not taboo the morning paper in order to have a +lesson in history, but begins with the paper as a favorable +starting point toward the lesson. She does not confiscate the +contents of the boy’s pocket as contraband, but is glad to +avail herself of all these as indices of the boy’s interests, +and, therefore, guides for her teaching.</p> +<p><span class="pagenum"><a id="page254" name= +"page254"></a>254</span><span class="paraHead">Attitude toward +teaching materials.</span>—When the boy carries a toad to +school, she does not shudder, but rather rejoices, because she sees +in him a possible Agassiz. When he displays an interest in plant +life, she sees in him another Burbank. When she finds him drawing +pictures at his desk, she smiles approval, for she sees in him +another Raphael. She does not disdain the lowliest insect, reptile, +or plant when she finds it within the circle of the child’s +interests. She is willing, nay eager, to ransack the universe if +only she may come upon elements of nutrition for her pupils. From +every flower that blooms she gathers honey that she may distill it +into the life of the child. She does not coddle the child; she +gives him nourishment.</p> +<p><span class="paraHead">History.</span>—Her history is as +wide as human thought and as high as human aspiration. It includes +the Rosetta stone and the morning paper. It travels back from the +clothing of the child to the cotton gin. The stitch in the little +girl’s dress is the index finger that points to the page that +depicts the invention of the sewing machine. Every engine leads her +back to Watt, and she takes the children with her. Every foreign +message in the daily paper revives the story of Field and the +laying of <span class="pagenum"><a id="page255" name= +"page255"></a>255</span>the Atlantic cable. Every mention of the +President’s cabinet gives occasion for reviewing the cabinets +of other Presidents with comparisons and contrasts. At her magic +touch the libraries and galleries yield forth rich treasures for +her classroom. Life is the textbook of her study, and the life of +the child is the goal of her endeavors.</p> +<p><span class="paraHead">The child’s native +interests.</span>—In brief, she is teaching children and not +books or subjects, and the interests of the children take emphatic +precedence over her own. She enters into the life of the child and +makes excursions into all life according to the dictates of his +interests. The child is the big native interest to which she +attaches the work of the school. The program is elastic enough to +encompass every child in her school. Her program is a garden in +which something is growing for each child, and she cultivates every +plant with sympathetic care. She considers it no hardship to learn +the plant, the animal, the place, or the fact in which the child +finds interest. Because of the child and for the sake of the child +she invests all these things with the quality of human +interest.</p> +<p><span class="paraHead">The school and the +home.</span>—Arithmetic, language, history, and geography +touch life at a thousand <span class="pagenum"><a id="page256" +name="page256"></a>256</span>points, and we have but to select the +points of contact with the life of each pupil to render any or all +of these a vital part of the day’s work and the day’s +life. They are not things that are detached from the child’s +life. The child’s errand to the shop involves arithmetic, and +the vitalized teacher makes this fact a part of the working capital +of the school. The dinner table abounds in geography, and the +teacher is quick to turn this fact to account in the school. Her +fertility of resources, coupled with her vital interest in human +beings and human affairs, soon establishes a reciprocal relation +between the home and the school. Similarly, she causes the language +of the school to flow out into the home, the factory, and the +office.</p> +<p><span class="paraHead">The skill of the +teacher.</span>—History is not a school affair merely. It is +a life affair, and through all the currents of life it may be made +to flow. The languages, Latin, German, French, Spanish, are +expressions and interpretations of life, and they may be made to +appear what they really are if the teacher is resourceful enough +and skillful enough to attach them to the life of the pupil by the +human ligaments that are ever at hand. Chemistry, physics, botany, +and physiology all throb with life if only the teacher <span class= +"pagenum"><a id="page257" name="page257"></a>257</span>can place +the fingers of the pupils on their pulses. Given the human teacher, +the human child, and the humanized teaching, the vitalized school +is inevitable.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>What agencies have been employed with the expectation that they +would improve the school?</li> +<li>What are the reasons why some of these have not accomplished +more?</li> +<li>Give instances in which the conservatism of teachers seems to +have stood in the way of utilizing the element of human +interest.</li> +<li>What do you think of a teacher who asserts that no important +advance has been made in educational theory and practice since, +say, 1910?</li> +<li>Make an outline of what you think a college of education should +do for the school.</li> +<li>What would you expect to gain from a course in school +administration?</li> +<li>The president of at least one Ohio college personally inspects +and checks up the work of the professors from the standpoint of +proper teaching standards, and has them visit one another’s +classes for friendly criticism and observation. He reports +improvement in the standard of teaching. How is his plan applicable +in your school?</li> +<li>A city high school principal states that it is not his custom +to visit his teachers’ classes; that he knows what is going +on and that he interferes only if something is wrong. What do you +think of his practice? How is the principle applicable in your +school?</li> +<li><span class="pagenum"><a id="page258" name= +"page258"></a>258</span>Do the duties of a superintendent have to +do only with curriculum and discipline, or have they to do also +with teaching power?</li> +<li>What are some of the ways in which you have known +superintendents successfully to increase the teaching power of the +teachers?</li> +<li>What things do we need to know about a child in order to +utilize his interests?</li> +<li>Distinguish three types of teachers.</li> +<li>What are the objections to teaching the book?</li> +<li>What are the objections to teaching the subject?</li> +<li>What are some items of school work upon which some teachers +spend time that they should devote to finding materials suited to +the child’s interests?</li> +<li>Can one teacher utilize all of the interests of a child within +a nine-month term? What is the measure of how far she should be +expected to do so?</li> +</ol> +<p><span class="pagenum"><a id="page259" name= +"page259"></a>259</span></p> +<h2 class="chapterHead"><a id="Ch_XXI" name="Ch_XXI"></a>CHAPTER +XXI</h2> +<h3>BEHAVIOR</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Behavior in retrospect.</span>—The +caption of this chapter implies the behavior of human beings, as a +matter of course, and the study of this subject is, at once, both +alluring and illusive. No sooner has the student arrived at +deductions that seem conclusive than exceptions begin to loom up on +his speculative horizon that disintegrate his theories and cause +him to retrace the steps of his reasoning. Such a study affords +large scope for introspection, but too few people incline to +examine their own behavior in any mental attitude that approaches +the scientific. The others seem to think that things just happen, +and that their own behavior is fortuitous. They seem not to be able +to reason from effect back to cause, or to realize that there may +be any possible connection between what they are doing at the +present moment and what they were doing twenty years ago.</p> +<p><span class="paraHead">Environment.</span>—In what measure +is a man the product of his environment? To what extent is +<span class="pagenum"><a id="page260" name= +"page260"></a>260</span>a man able to influence his environment? +These questions start us on a line of inquiry that leads toward the +realm of, at least, a hypothetical solution of the problem of +behavior. After we have reached the conclusion, by means of +concrete examples, that many men have influenced their environment, +it becomes pertinent, at once, to inquire still further whence +these men derived the power thus to modify their environment. We +may not be able to reach final or satisfactory answers to these +questions, but it will, none the less, prove a profitable exercise. +We need not trench upon the theological doctrine of predestination, +but we may, with impunity, speculate upon the possibility of a +doctrine of educational predestination.</p> +<p><span class="paraHead">Queries.</span>—Was Mr. George +Goethals predestined to become the engineer of the Panama Canal +from the foundation of the world, or might he have become a farmer, +a physician, or a poet? Could Julius Cæsar have turned back +from the Rubicon and refrained from saying, “The die is +cast”? Could Abraham Lincoln have withheld his pen from the +Emancipation Proclamation and permitted the negro race to continue +in slavery? Could any influence have deterred Walter Scott from +writing <span class="pagenum"><a id="page261" name= +"page261"></a>261</span>“Kenilworth”? Was Robert +Fulton’s invention of the steamboat inevitable? Could +Christopher Columbus possibly have done otherwise than discover +America? Does education have anything whatever to do in determining +what a man will or will not do?</p> +<p><span class="paraHead">Antecedent causes.</span>—Here sits +a man, let us say, who is writing a musical selection. He works in +a veritable frenzy, and all else seems negligible for the time. He +well-nigh disdains food and sleep in the intensity of his interest. +Is this particular episode in his life merely happening, or does +some causative influence lie back of this event somewhere in the +years? Did some influence of home, or school, or playground give +him an impulse and an impetus toward this event? Or, in other +words, are the activities of his earlier life functioning on the +bit of paper before him? If this is an effect, what and where was +the cause? In the case of any type of human behavior can we +postulate antecedent causes? If a hundred musicians were writing +musical compositions at the same moment, would they offer similar +explanations of their behavior?</p> +<p><span class="paraHead">Leadership.</span>—As a working +hypothesis, it may be averred that ability to influence environment +<span class="pagenum"><a id="page262" name= +"page262"></a>262</span>betokens leadership. With such a +measuring-rod in hand we may go out into the community and +determine, with some degree of accuracy, who are leaders and who +are mere followers. Then we should need to go further and discover +degrees of leadership, whether small or large, and, also, the +quality of the leadership, whether good or bad, wise or foolish, +selfish or altruistic, noisy or serene, and all the many other +variations. Having done all this, we are still only on the +threshold of our study, for we must reason back from our +accumulated facts to their antecedent causes. If we score one +man’s leadership fifty and another’s eighty, have we +any possible warrant for concluding that the influences in their +early life that tend to generate leadership were approximately as +five to eight?</p> +<p><span class="paraHead">Restricted concepts.</span>—This +question is certain to encounter incredulity, just as it is certain +to raise other questions. Both results will be gratifying as +showing an awakening of interest, which is the most and the best +that the present discussion can possibly hope to accomplish. Very +many, perhaps most, teachers in the traditional school do their +teaching with reference to the next examination. They remind their +pupils daily of the <span class="pagenum"><a id="page263" name= +"page263"></a>263</span>on-coming examination and remind them of +the dire consequences following their failure to attain the passing +grade of seventy. They ask what answer the pupil would give to a +certain question if it should appear in the examination. If they +can somehow get their pupils to surmount that barrier of seventy at +promotion time, they seem quite willing to turn their backs upon +them and let the teacher in the next grade make what she can of +such unprofitable baggage.</p> +<p><span class="paraHead">Each lesson a prophecy.</span>—And +we still call this education. It isn’t education at all, but +the merest hack work, and the tragedy of it is that the child is +the one to suffer. The teacher goes on her complacent way happy in +the consciousness that her pupils were promoted and, therefore, she +will retain her place on the pay roll. It were more logical to have +the same teacher continue with the pupil during his entire school +life of twelve years, for, in that case, her interest in him would +be continuous rather than temporary and spasmodic. But the present +plan of changing teachers would be even better than that if only +every teacher’s work could be made to project itself not only +to graduation day, but to the days of mature manhood and womanhood. +<span class="pagenum"><a id="page264" name= +"page264"></a>264</span>If only every teacher were able to make +each lesson a vital prophecy of what the pupil is to be and to do +twenty years hence, then that lesson would become a condition +precedent to the pupil’s future behavior.</p> +<p><span class="paraHead">Outlook.</span>—Groping about in +the twilight of possibilities we speculate in a mild and +superficial way as to the extent to which heredity, environment, +and education either singly or in combination are determining +factors in human behavior. But when no definite answer is +forthcoming we lose interest in the subject and have recourse to +the traditional methods of our grandfathers. We lose sight of the +fact that in our quest for the solution of this problem we are +coming nearer and nearer to the answer to the perennial question, +What is education? Hence, neither the time nor the effort is wasted +that we devote to this study. We may not understand heredity; we +may find ourselves bewildered by environment; we may not apprehend +what education is; but by keeping all these closely associated with +behavior in our thinking we shall be the gainers.</p> +<p><span class="paraHead">Long division ramified.</span>—We +are admonished so to organize the activities of the school that +they <span class="pagenum"><a id="page265" name= +"page265"></a>265</span>may function in behavior. That is an +admonition of stupendous import as we discover when we attempt to +compass the content of behavior. One of the activities of the +school is Long Division. This is relatively simple, but the +possible behavior in which it may function is far less simple. In +the past, this same Long Division has functioned in the Brooklyn +Bridge, in the Hoosac Tunnel, and Washington Monument, in the +Simplon Pass, and in Eiffel Tower. It has helped us to travel up +the mountain side on funicular railways, underneath rivers and +cities by means of subways, under the ocean in submarines, and in +the air by means of aircraft, and over the tops of cities on +elevated railways. Only the prophet would have the temerity to +predict what further achievements the future holds in store. But +all that has been done and all that will yet be done are only a +part of the behavior in which this activity functions.</p> +<p><span class="paraHead">Behavior amplified.</span>—Human +behavior runs the entire gamut, from the bestial to the sublime, +with all the gradations between. It has to do with the mean thief +who pilfers the petty treasures of the little child, and with the +high-minded philanthropist who walks and works in obedience to the +behests <span class="pagenum"><a id="page266" name= +"page266"></a>266</span>of altruism. It includes the frowzy +slattern who offends the sight and also the high-born lady of +quality whose presence exhales and, therefore, inspires to, +refinement and grace. It has to do with the coarse boor who defiles +with his person and his speech and the courtly, cultured gentleman +who becomes the exemplar of those who come under his influence. It +touches the depraved gamin of the alley and the celebrated scholar +whose pen and voice shed light and comfort. It concerns itself with +the dark lurking places of the prowlers of the night who prey upon +innocence, virtue, and prosperity and with the cultured home whose +members make and glorify civilization.</p> +<p><span class="paraHead">Its scope.</span>—It swings through +the mighty arc, from the anarchist plotting devastation and death +up to Socrates inciting his friends to good courage as he drinks +the hemlock. It takes cognizance of the slave in his cabin no less +than of Lincoln in his act of setting the slaves free. It touches +the extremes in Mrs. Grundy and Clara Barton. It concerns itself +with Medea scattering the limbs of her murdered brother along the +way to delay her pursuers and with Antigone performing the rites of +burial over the body of her brother that his soul <span class= +"pagenum"><a id="page267" name="page267"></a>267</span>might live +forever. It has to do with Circe, who transformed men into pigs, +and with Frances Willard, who sought to restore lost manhood. It +includes all that pertains to Lucrezia Borgia and Mary Magdalene; +Nero and Phillips Brooks; John Wilkes Booth and Nathan Hale; Becky +Sharp and Evangeline; Goneril and Cordelia; and Benedict Arnold and +George Washington.</p> +<p><span class="paraHead">Behavior in history.</span>—Before +the teacher can win a starting-point in her efforts to organize the +activities of her school in such a manner that they may function in +behavior, she must have a pretty clear notion as to what behavior +really is. To gain this comprehensive notion she must review in her +thinking the events that make up history. In the presence of each +one of these events she must realize that this is the behavior in +which antecedent activities functioned. Then she will be free to +speculate upon the character of those activities, what +modifications, accretions, or abrasions they experienced in passing +from the place of their origin to the event before her, and whether +like activities in another place or another age would function in a +similar event. She need not be discouraged if she finds no adequate +answer, for she will be the better teacher because of the +speculation, even lacking a definite answer.</p> +<p><span class="pagenum"><a id="page268" name= +"page268"></a>268</span><span class= +"paraHead">Machinery.</span>—She must challenge every piece +of machinery that meets her gaze with the question “Whence +camest thou?” She knows, in a vague way, that it is the +product of mind, but she needs to know more. She needs to know that +the machine upon which she is looking did not merely happen, but +that it has a history as fascinating as any romance if only she +cause it to give forth a revelation of itself. She may find in +tracing the evolution of the plow that the original was the +forefinger of some cave man, in the remote past. For a certainty, +she will find, lurking in some machine, in some form, the +multiplication table, and this fact will form an interesting nexus +between behavior in the form of the machine and the activities of +the school. She will be delighted to learn that no machine was ever +constructed without the aid of the multiplication table, and when +she is teaching this table thereafter she does the work with keener +zest, knowing that it may function in another machine.</p> +<p><span class="paraHead">Art.</span>—When she looks at the +“Captive Andromache” by Leighton she is involved in a +network of speculations. She wonders by what devious ways the mind +of the artist had traveled in reaching this type and example of +behavior. She wonders whether <span class="pagenum"><a id="page269" +name="page269"></a>269</span>the artistic impulse was born in him +or whether it was acquired. She sees that he knew his Homer and she +would be glad to know just how his reading of the +“Iliad” had come to function in this particular +picture. She further wonders what lessons in drawing and painting +the artist had had in the schools that finally culminated in this +masterpiece, and whether any of his classmates ever achieved +distinction as artists. She wonders, too, whether there is an +embryo artist in her class and what she ought to do in the face of +that possibility. Again she wonders how geography, grammar, and +spelling can be made to function in such a painting as Rosa +Bonheur’s “The Plough Oxen,” and her wonder +serves to invest these subjects with new meaning and power.</p> +<p><span class="paraHead">Shakespeare.</span>—In the school +at Stratford they pointed out to her the desk at which Shakespeare +sat as a lad, with all its boyish hieroglyphics, and her thought +instinctively leaped across the years to “The Tempest,” +“King Lear,” and “Hamlet.” She pondered +deeply the relation between the activities of the lad and the +behavior of the man, wondering how much the school had to do with +the plays that stand alone in literature, and whether he imbibed +the power <span class="pagenum"><a id="page270" name= +"page270"></a>270</span>from associations, from books, from people, +or from his ancestors. She wondered what magic ingredient had been +dropped into the activities of his life that had proven the +determining factor in the plays that set him apart among men. She +realizes that his behavior was distinctive, and she fain would +discover the talisman whose potent influence determined the bent +and power of his mind. And she wonders, again, whether any pupil in +her school may ever exemplify such behavior.</p> +<p><span class="paraHead">History.</span>—When she reads her +history she has a keener, deeper, and wider interest than ever +before, for she now realizes that every event of history is an +effect, whose inciting causes lie back in the years, and is not +fortuitous as she once imagined. She realizes that the historical +event may have been the convergence of many lines of thinking +emanating from widely divergent sources, and this conception serves +to make her interest more acute. In thus reasoning from effect back +to cause she gains the ability to reason from cause to effect and, +therefore, her teaching of history becomes far more vital. She is +studying the philosophy of history and not a mere catalogue of +isolated and unrelated facts. History is a great web, and in the +events she sees <span class="pagenum"><a id="page271" name= +"page271"></a>271</span>the pattern that minds have worked. She is +more concerned now with the reactions of her pupils to this pattern +than she is with mere names and dates, for these reactions give her +a clew to tendencies on the part of her pupils that may lead to +results of vast import.</p> +<p><span class="paraHead">Poetry.</span>—In every poem she +reads she finds an illustration of mental and spiritual behavior, +and she fain would find the key that will discover the mental +operations that conditioned the form of the poem. She would hark +back to the primal impulse of each bit of imagery, and she analyzes +and appraises each word and line with the zeal and skill of a +connoisseur. She would estimate justly and accurately the +activities that functioned in this sort of behavior. She seeks for +the influences of landscapes, of sky, of birds, of sunsets, of +clouds,—in short, of all nature, as well as of the +manifestations of the human soul. Thus the teacher gains access +into the very heart of nature and life and can thus cause the poem +to become a living thing to her pupils. In all literature she is +ever seeking for the inciting causes; for only so can she prove an +inspiring guide and counselor in pointing to them the way toward +worthy achievements.</p> +<p><span class="pagenum"><a id="page272" name= +"page272"></a>272</span><span class="paraHead">Attitude of +teacher.</span>—In conclusion, then, we may readily +distinguish the vitalized teacher from the traditional teacher by +her attitude toward the facts set down in the books. The +traditional teacher looks upon them as mere facts to be noted, +connoted, memorized, reproduced, and graded, whereas the vitalized +teacher regards them as types of behavior, as ultimate effects of +mental and spiritual activities. The traditional teacher knows that +seven times nine are sixty-three, and that is quite enough for her +purpose. If the pupil recites the fact correctly, she gives him a +perfect grade and recommends him for promotion. For the vitalized +teacher the bare fact is not enough. She does not disdain or +neglect the mechanics of her work, but she sees beyond the present. +She sees this same fact merging into the operations of algebra, +geometry, trigonometry, calculus, physics, and engineering, until +it finally functions in some enterprise that redounds to the +well-being of humanity.</p> +<p><span class="paraHead">Conclusion.</span>—To her every +event of history, every fact of mathematics and science, every line +of poetry, every passage of literature is pregnant with meaning, +dynamic, vibrant, dramatic, and prophetic. Nothing can be dull or +prosaic to her <span class="pagenum"><a id="page273" name= +"page273"></a>273</span>electric touch. All the facts of the books, +all the emotions of life, and all the beauties of nature she weaves +into the fabric of her dreams for her pupils. The goal of her +aspirations is far ahead, and around this goal she sees clustered +those who were her pupils. In every recitation this goal looms +large in her vision. She can envisage the viewpoint of her pupils, +and thus strives to have them envisage hers. She yearns to have +them join with her in looking down through the years when the +activities of the school will be functioning in worthy +behavior.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>Discuss the relative importance of environment as a factor in +the behavior of plants; animals; children; men.</li> +<li>How may an understanding of the mutual reaction of the child +and his environment assist the teacher in planning for character +building in pupils?</li> +<li>Make specific suggestions by which children may influence their +environment.</li> +<li>Discuss the vitalized teacher’s contribution to the +environment of the child.</li> +<li>After reading this chapter give your definition of +“behavior.”</li> +<li>Discuss the author’s idea of leadership.</li> +<li>Define education in terms of behavior, environment, and +heredity.</li> +<li><span class="pagenum"><a id="page274" name= +"page274"></a>274</span>Account for the difference in behavior of +some of the characters mentioned in the chapter.</li> +<li>How may the vitalized teacher be distinguished from the +traditional teacher in her attitude toward facts?</li> +<li>Discuss the doctrine of educational predestination.</li> +</ol> +<p><span class="pagenum"><a id="page275" name= +"page275"></a>275</span></p> +<h2 class="chapterHead"><a id="Ch_XXII" name="Ch_XXII"></a>CHAPTER +XXII</h2> +<h3>BOND AND FREE</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Spiritual freedom.</span>—There is +no slavery more abject than the bondage of ignorance. John Bunyan +was not greatly inconvenienced by being incarcerated in jail. His +spirit could not be imprisoned, but the imprisonment of his body +gave his mind and spirit freedom and opportunity to do work that, +otherwise, might not have been done. If he had lived a mere +physical life and had had no resources of the mind upon which to +draw, his experience in the jail would have been most irksome. But, +being equipped with mental and spiritual resources, he could smile +disdain at prison bars, and proceed with his work in spiritual +freedom. Had he been dependent solely, or even mainly, upon food, +sleep, drink, and other contributions to his physical being for his +definition of life, then his whole life would have been restricted +to the limits of his cell; but the more extensive and expansive +resources of his life rendered the jail virtually nonexistent.</p> +<p><span class="pagenum"><a id="page276" name= +"page276"></a>276</span> <span class= +"paraHead">Illustrations.</span>—It is possible, therefore, +so to furnish the mind that it can enjoy freedom in spite of any +bondage to which the body may be subjected. Indeed, the whole +process of education has as its large objective the freedom of the +mind and spirit. Knowledge of truth gives freedom; ignorance of +truth is bondage. A man’s knowledge may be measured by the +extent of his freedom; his ignorance, by the extent of his bondage. +In the presence of truth the man who knows stands free and +unabashed, while the man who does not know stands baffled and +embarrassed. In a chemical laboratory the man who knows chemistry +moves about with ease and freedom, while the man who does not know +chemistry stands fixed in one spot, fearing to move lest he may +cause an explosion. To the man who knows astronomy the sky at night +presents a marvelous panorama full of interest and inspiration, to +the man who is ignorant of astronomy the same sky is merely a dome +studded with dots of light.</p> +<p><span class="paraHead">Rome.</span>—The man who lacks +knowledge of history is utterly bewildered and ill at ease in the +Capitoline Museum at Rome. All about him are busts that represent +the men who made Roman history, but they have no meaning for him. +Nero <span class="pagenum"><a id="page277" name= +"page277"></a>277</span>and Julius Cæsar are mere names to +him and, as such, bear no relation to life. Cicero and Caligula +might exchange places and it would be all one to him. He takes a +fleeting glance at the statue of the Dying Gaul, but it conveys no +meaning to him. He has neither read nor heard of Byron’s poem +which this statue inspired. He sees near by the celebrated Marble +Faun, but he has not read Hawthorne’s romance and therefore +the statue evokes no interest. In short, he is bored and +uncomfortable, and importunes his companions to go elsewhere.</p> +<p>When he looks out upon the Forum he says it looks the same to +him as any other stone quarry, and he roundly berates the +shiftlessness of the Romans in permitting the Coliseum to remain +when the stone could be used for building purposes, for bridges, +and for paving. The Tiber impresses him not at all for, as he says, +he has seen much larger rivers and, certainly, many whose water is +more clear. In the Sistine Chapel he cannot be persuaded to give +more than a passing glance at the ceiling because it makes his neck +ache to look up. The Laocoön and Apollo Belvedere he will not +see, giving as a reason that he is more than tired of looking at +silly statuary. He feels it an imposition that he should be dragged +<span class="pagenum"><a id="page278" name= +"page278"></a>278</span>around to such places when he cares nothing +for them. His evident boredom is pathetic, and he repeatedly says +that he’d far rather be visiting in the corner grocery back +home, than to be spending his time in the Vatican.</p> +<p><span class="paraHead">Contrasts.</span>—In this, he +speaks but the simple truth. In the grocery he has comfort while, +in the Vatican, he is in bondage. His ignorance of art, +architecture, history, and literature reduces him to thralldom in +any place that exemplifies these. In the grocery he has comfort +because he can have a share in the small talk and gossip that +obtain there. His companions speak his language and he feels +himself to be one of them. Were they, by any chance, to begin a +discussion of history he would feel himself ostracized and would +leave them to their own devices. If they would retain him as a +companion they must keep within his range of interests and +thinking. To go outside his small circle is to offer an affront. He +cannot speak the language of history, or science, or art, and so +experiences a feeling of discomfort in any presence where this +language is spoken.</p> +<p><span class="paraHead">History.</span>—In this concrete +illustration we find ample justification for the teaching of +history in the <span class="pagenum"><a id="page279" name= +"page279"></a>279</span>schools. History is one of the large +strands in the web of life, and to neglect this study is to deny to +the pupil one of the elements of freedom. It is not easy to +conceive a situation that lacks the element of history in one or +another of its phases or manifestations. Whether the pupil travels, +or embarks upon a professional life, or associates, in any +relation, with cultivated people, he will find a knowledge of +history not only a convenience but a real necessity, if he is to +escape the feeling of thralldom. The utilitarian value of school +studies has been much exploited, and that phase is not to be +neglected; but we need to go further in estimating the influence of +any study. We need to inquire not only how a knowledge of the study +will aid the pupil in his work, but also how it will contribute to +his life.</p> +<p><span class="paraHead">Restricted concepts.</span>—We +lustily proclaim our country to be the land of the free, but our +notion of freedom is much restricted. In the popular conception +freedom has reference to the body. A man can walk the streets +without molestation and can vote his sentiments at the polls, but +he may not be able to take a day’s ride about Concord and +Lexington with any appreciable sense of freedom. He may walk about +the Congressional Library and feel <span class="pagenum"><a id= +"page280" name="page280"></a>280</span>himself in prison. He may +desert a lecture for the saloon in the interests of his own +comfort. He may find the livery stable more congenial than the +drawing-room. His body may experience a sort of freedom while his +mind and spirit are held fast in the shackles of ignorance. A +Burroughs, an Edison, a Thoreau, might have his feet in the stocks +and still have more freedom than such a man as this. He walks about +amid historic scenes with his spiritual eyes blindfolded, and that +condition of mind precludes freedom.</p> +<p><span class="paraHead">Real freedom.</span>—We shall not +attain our high privileges as a free people until freedom comes to +mean more than the absence of physical restraint. Our conception of +freedom must reach out into the world of mind and spirit, and our +educational processes must esteem it their chief function to set +mental and spiritual prisoners free. We have only to read history, +science, and literature to realize what sublime heights mind can +attain in its explorations of the realms of truth, and, since the +boys and girls of our schools are to pass this way but once, every +effort possible should be made to accord to them full freedom to +emulate the mental achievements of those who have gone before. They +have a <span class="pagenum"><a id="page281" name= +"page281"></a>281</span>right to become the equals of their +predecessors, and only freedom of mind and spirit can make them +such. Every man should be larger than his task, and only freedom of +mind and spirit can make him so. The man who works in the ditch can +revel among the sublime manifestations of truth if only his mind is +rightly furnished.</p> +<p><span class="paraHead">Spelling.</span>—The man who is +deficient in spelling inevitably confines his vocabulary to narrow +limits and so lacks facility of expression and nicety of diction. +Accordingly, he suffers by comparison with others whose vocabulary +is more extensive and whose diction is, therefore, more elegant. +The consciousness of his shortcomings restricts the exuberance of +his life, and he fails of that sense of large freedom that a +knowledge of spelling would certainly give. So that even in such an +elementary study as spelling the school has an opportunity to +generate in the pupils a feeling of freedom, and this feeling is +quite as important in the scheme of life as the ability to spell +correctly. In this statement, there is no straining for effects. On +the contrary, many illustrations might be adduced to prove that it +is but a plain statement of fact. A cultured lady confesses that +she is thrown into a panic whenever <span class="pagenum"><a id= +"page282" name="page282"></a>282</span>she has occasion to use the +word <em>Tuesday</em> because she is never certain of the +spelling.</p> +<p><span class="paraHead">The switchboard.</span>—Life may be +likened to an extensive electric switchboard, and only that man or +woman has complete freedom who can press the right button without +hesitation or trepidation. The ignorant man stands paralyzed in the +presence of this mystery and knows not how to proceed to evoke the +correct response to his desires. It has been said that everything +is infinitely high that we cannot see over. Hence, to the man who +does not know, cube root is infinitely high and, as such, is as far +away from his comprehension as the fourth dimension or the +precession of the equinoxes. In the presence of even such a simple +truth as cube root he stands helpless and enthralled. He lives in a +small circle and cannot know the joy of the man whose mind +forgathers with the big truths of life.</p> +<p><span class="paraHead">Comparisons.</span>—The ignorant +man cannot accompany this man upon his mighty excursions, but must +remain behind to make what he can of his feeble resources. The one +can penetrate the mysteries of the planets and bring back their +secrets; the other must confine his thinking to the weather and the +crops. The one can find entertainment in <span class= +"pagenum"><a id="page283" name="page283"></a>283</span>the Bible +and Shakespeare; the other seeks companionship among the cowboys +and Indians of the picture-films. The one sits in rapt delight +through an evening of grand opera, reveling on the sunlit summits +of harmony; the other can rise no higher in the scale of music than +the raucous hand organ. The one finds keen delight among the +masterpieces of art; the other finds his definition of art in the +colored supplement. The one experiences the acme of pleasure in +communing with historians, musicians, artists, scientists, and +philologists; the other finds such associations the very acme of +boredom. The one finds freedom among the big things of life; the +other finds galling bondage.</p> +<p><span class="paraHead">Three elements of +freedom.</span>—There are three elements of freedom that are +worthy of emphasis. These are self-reliance, self-support, and +self-respect. These elements are the trinity that constitute one of +the major ultimate aims of the vitalized school. The school that +inculcates these qualities must prove a vital force in the life of +the pupil; and the pupil who wins these qualities is well equipped +for the work of real living. These qualities are the golden +gateways to freedom, nor can there be a full measure of freedom if +either of these qualities <span class="pagenum"><a id="page284" +name="page284"></a>284</span>be lacking. Moreover, these qualities +are cumulative in their relations to one another. Self-reliance +leads to and engenders self-support, and both these underlie and +condition self-respect. Or, to put the case conversely, there +cannot be self-respect in the absence of self-reliance and +self-support.</p> +<p><span class="paraHead">Self-reliance.</span>—It would not +be easy to over-magnify the influence of the school that is rightly +conducted in the way of inculcating the quality of self-reliance +and in causing it to grow into a habit. Every problem that the boy +solves by his own efforts, every obstacle that he surmounts, every +failure that he transforms into a success, and every advance he +makes towards mastery gives him a greater degree of self-reliance, +greater confidence in his powers, and greater courage to persevere. +It is the high privilege of the teacher to cause a boy to believe +in himself, to have confidence in his ability to win through. To +this end, she adds gradually to the difficulties of his work, +always keeping inside the limits of discouragement, and never fails +to give recognition to successful achievements. In this way the boy +gains self-reliance and so plumes himself for still loftier +flights. Day after day he moves upward and onward, until at length +he exemplifies <span class="pagenum"><a id="page285" name= +"page285"></a>285</span>the sentiment of Virgil, “They can +because they think they can.”</p> +<p><span class="paraHead">This quality in +practice.</span>—The self-reliance that becomes ingrained in +a boy’s habits of life will not evaporate in the heat of the +activities and competition of the after-school life. On the +contrary, it will be reënforced and crystallized by the +opportunities of business or professional life, and, in calm +reliance upon his own powers, he will welcome competition as an +opportunity to put himself to the test. He is no weakling, for in +school he made his independent way in spite of the lions in his +path, and so gained fiber and courage for the contests of daily +life. And because he has industry, thrift, perseverance, and +self-reliance the gates of success swing wide open and he enters +into the heritage which he himself has won.</p> +<p><span class="paraHead">The sterling man.</span>—His career +offers an emphatic negation to the notion that obtains here and +there to the effect that education makes a boy weak and +ineffective, robbing him of the quality of sterling elemental +manhood, and fitting him only for the dance-hall and inane social +functions. The man who is rightly trained has resources that enable +him to add dignity and character to social functions in that +<span class="pagenum"><a id="page286" name= +"page286"></a>286</span>he exhales power and bigness. People +recognize in him a real man, capable, alert, and potential, and +gladly pay him the silent tribute that manhood never fails to win. +He can hold his own among the best, and only the best appeal to +him.</p> +<p><span class="paraHead">Self-respect.</span>—And, just as +he wins the respect of others, so he wins the respect of himself, +and so the triumvirate of virtues is complete. Having achieved +self-respect he disdains the cheap, the bizarre, the gaudy, and the +superficial. He knows that there are real values in life that are +worthy of his powers and best efforts, and these real values are +the goal of his endeavors. Moreover, he has achieved freedom, and +so is not fettered by precedent, convention, or fads. He is free to +establish precedents, to violate the conventions when a great +principle is at stake, and to ignore fads. He can stand unabashed +in the presence of the learned of the earth, and can understand the +heartbeats of life, because he has had experience both of learning +and of life. And being a free man his life is fuller and richer, +and he knows when and how to bestow the help that will give to +others a sense of freedom and make life for them a greater +boon.</p> +<p><span class="pagenum"><a id="page287" name= +"page287"></a>287</span></p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>Account for the production of some of our greatest religious +literature in prison or in exile. Give other instances than the one +mentioned by the author.</li> +<li>Give your idea of the author’s concept of the terms +“bondage” and “freedom.”</li> +<li>Add to the instances noted in this chapter where ignorance has +produced bondage.</li> +<li>Defend the assertion that the cost of ignorance in our country +exceeds the cost of education. The total amount spent for public +education in 1915 slightly exceeded $500,000,000.</li> +<li>How do the typical recitations of your school contribute to the +happiness of your pupils? Be specific.</li> +<li>How may lack of thoroughness limit freedom? Illustrate.</li> +<li>How may education give rise to self-reliance? +Self-respect?</li> +<li>Show that national and religious freedom depend upon +education.</li> +</ol> +<p><span class="pagenum"><a id="page288" name= +"page288"></a>288</span></p> +<h2 class="chapterHead"><a id="Ch_XXIII" name= +"Ch_XXIII"></a>CHAPTER XXIII</h2> +<h3>EXAMINATIONS</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">Prelude.</span>—When the vitalized +school has finally been achieved there will result a radical +departure from the present procedure in the matter of examinations. +A teacher in the act of preparing a list of examination questions +of the traditional type is not an edifying spectacle. He has a +text-book open before him from which he extracts nuts for his +pupils to crack. It is a purely mechanical process and only a +mechanician could possibly debase intelligence and manhood to such +unworthy uses. Were it not so pathetic it would excite laughter. +But this teacher is the victim of tradition. He knows no other way. +He made out examination questions in accordance with this plan +fifteen years ago and the heavens didn’t fall; then why, +pray, change the method? Besides, men and women who were thus +examined when they were children in school have achieved +distinction in the world’s affairs, and that, of itself, +proves the validity of the method, according to his way of +thinking.</p> +<p><span class="pagenum"><a id="page289" name= +"page289"></a>289</span> <span class="paraHead">Mental +atrophy.</span>—It seems never to occur to him that children +have large powers of resistance and that some of his pupils may +have won distinction in spite of his teaching and his methods of +examination and not because of them. His trouble is mental and +spiritual atrophy. He thinks and feels by rule of thumb, +“without variableness or shadow of turning.” In the +matter of new methods he is quite immune. He settled things to his +complete satisfaction years ago, and what was good enough for his +father, in school methods, is quite good enough for him. His +self-satisfaction would approach sublimity, were it not so +extremely ludicrous. He has a supercilious sneer for innovations. +How he can bring himself to make concessions to modernity to the +extent of riding in an automobile is one of the mysteries.</p> +<p><span class="paraHead">Self-complacency.</span>—His +complacency would excite profound admiration did it not betoken +deadline inaction. He became becalmed on the sea of life years ago, +but does not know it. When the procession of life moves past him he +thinks he is the one who is in motion, and takes great unction to +himself for his progressiveness—“and not a wave of +trouble rolls across his peaceful breast.” So <span class= +"pagenum"><a id="page290" name="page290"></a>290</span>he proceeds +to copy another question from the text-book, solemnly writing it on +a bit of paper, and later copying on the blackboard with such a +show of bravery and gusto as would indicate that some great truth +had been revealed to him alone. In an orotund voice he declaims to +his pupils the mighty revelations that he copied from the book. His +examination régime is the old offer of a mess of pottage for +a birthright.</p> +<p><span class="paraHead">Remembering and knowing.</span>—In +our school practices we have become so inured to the +question-and-answer method of the recitation that we have made the +examination its counterpart. As teachers we are constantly +admonishing our pupils to remember, as if that were the basic +principle in the educational process. In reality we do not want +them to remember—we want them to know; and the distinction is +all-important. The child does not remember which is his right hand; +he knows. He does not remember the face of his mother; he knows +her. He does not remember which is the sun and which is the moon; +he knows. He does not remember snow, and rain, and ice, and mud; he +knows.</p> +<p><span class="paraHead">Questions and answers.</span>—But, +none the less, <span class="pagenum"><a id="page291" name= +"page291"></a>291</span>we proceed upon the agreeable assumption +that education is the process of memorizing, and so reduce our +pupils to the plane of parrots; for a parrot has a prodigious +memory. Hence, it comes to pass that, in the so-called preparation +of their lessons, the pupils con the words of the book, again and +again, and when they can repeat the words of the book we smile +approval and give a perfect grade. It matters not at all that they +display no intelligent understanding of the subject so long as they +can repeat the statements of the book. It never seems to occur to +the teacher that the pupil of the third grade might give the words +of the binomial theorem without the slightest apprehension of its +meaning. We grade for the repetition of words, not for +intelligence.</p> +<p><span class="paraHead">Court procedure.</span>—In our +school practices we seem to take our cue from court procedure and +make each pupil who recites feel that he is on the witness stand +experiencing all its attendant discomforts, instead of being a +coöperating agent in an agreeable enterprise. We suspend the +sword of Damocles above his head and demand from him such answers +as will fill the measure of our preconceived notions. He may know +more of the subject, <span class="pagenum"><a id="page292" name= +"page292"></a>292</span>in reality, than the teacher, but this will +not avail. In fact, this may militate against him. She demands to +know what the book says, with small concern for his own knowledge +of the subject. We proclaim loudly that we must encourage the open +mind, and then by our witness-stand ordeal forestall the +possibility of open-mindedness.</p> +<p><span class="paraHead">Rational methods.</span>—When we +have learned wisdom enough, and humanity enough, and pedagogy +enough to dispense with the quasi-inquisition type of recitation, +the transition to a more rational method of examination will be +well-nigh automatic. Let it not be inferred that to inveigh against +the question-and-answer type of recitation is to advocate any +abatement of thoroughness. On the contrary, the thought is to +insure greater thoroughness, and to make evident the patent truth +that thoroughness and agreeableness are not incompatible. +Experience ought to teach us that we find it no hardship to work +with supreme intensity at any task that lures us; and, in that +respect, we are but grown-up children. We have only to generate a +white-heat of interest in order to have our pupils work with +intensity. But this sort of interest does not thrive under +compulsion.</p> +<p><span class="pagenum"><a id="page293" name= +"page293"></a>293</span> <span class="paraHead">Analysis and +synthesis.</span>—The question-and-answer method evermore +implies analysis. But children are inclined to synthesis, which +shows at once that the analytic method runs counter to their +natural bent. They like to make things, to put things together, to +experiment along the lines of synthesis. Hence the industrial arts +appeal to them. But constructing problems satisfies their +inclination to synthesis quite as well as constructing coat-hangers +or culinary compounds, if only the incitement is rational. The +writers of our text-books are coming to recognize this fact, and it +does them credit. In time, we may hope to have books that will take +into account the child’s natural inclinations, and the +schools will be the beneficiaries.</p> +<p><span class="paraHead">Thinking.</span>—In the process of +synthesis the pupil is free to draw upon the entire stock of his +accumulated resources, whereas in the question-and-answer method he +is circumscribed. In the question-and-answer plan he is encouraged +to remember; in the other he is encouraged to think. In our +theories we exalt thinking to the highest pinnacle, but in our +practice we repress thinking and exalt memory. We admonish our +pupils to think, sometimes with a degree of emphasis that weakens +our admonition, <span class="pagenum"><a id="page294" name= +"page294"></a>294</span>and then bestow our laurel wreaths upon +those who think little but remember much. Our inconsistency in this +respect would be amusing if the child’s interests could be +ignored. But seeing that the child pays the penalty, our +inconsistency is inexcusable.</p> +<p><span class="paraHead">Penalizing.</span>—The +question-and-answer régime, in its full application, is not +wholly unlike a punitive expedition, in that the teacher asks the +question and sits with pencil poised in air ready to blacklist the +unfortunate pupil whose memory fails him for the moment. The child +is embarrassed, if not panic-stricken, and the teacher seems more +like an avenging nemesis than a friend and helper. Just when he +needs help he receives epithets and a condemning zero. He sinks +into himself, disgusted and outraged, and becomes wholly +indifferent to the subsequent phases of the lesson. He feels that +he has been trapped and betrayed, and days are required for his +redemption from discouragement.</p> +<p><span class="paraHead">Traditional method.</span>—In the +school where this method is in vogue the examination takes on the +color and character of the recitation. At the close of the term, or +semester, the teacher makes out the proverbial ten questions which +very often reflect her own bias, or predilections, and in these ten +questions <span class="pagenum"><a id="page295" name= +"page295"></a>295</span>are the issues of life and death. A hundred +questions might be asked upon the subjects upon which the pupils +are to be tested, but these ten are the only ones +offered—with no options. Then the grading of the papers +ensues, and, in this ordeal, the teacher thinks herself another +Atlas carrying the world upon her shoulders. The boy who receives +sixty-seven and the one who receives twenty-seven are both banished +into outer darkness without recourse. The teacher may know that the +former boy is able to do the work of the next grade, but the marks +she has made on the paper are sacred things, and he has fallen +below the requisite seventy. Hence, he is banished to the limbo of +the lost, for she is the supreme arbiter of his fate.</p> +<p>No allowance is made for nervousness, illness, or temperamental +conditions, but the same measuring-rod is applied to all with no +discrimination, and she has the marks on the papers to prove her +infallibility. If a pupil should dare to question the correctness +of her grades, he would be punished or penalized for impertinence. +Her grades are oracular, inviolable, and therefore not subject to +review. She may have been quite able to grade the pupils justly +without any such ordeal, but the <span class="pagenum"><a id= +"page296" name="page296"></a>296</span>school has the examination +habit, and all the sacred rites must be observed. In that school +there is but one way of salvation, and that way is not subject +either to repeal or amendment. It is <i>via sacra</i> and must not +be profaned. Time and long usage have set the seal of their +approval upon it and woe betide the vandal who would dare tamper +with it.</p> +<p><span class="paraHead">Testing for +intelligence.</span>—This emphatic, albeit true, +representation of the type of examinations that still obtains in +some schools has been set out thus in some detail that we may have +a basis of comparison with the other type of examinations that +tests for intelligence rather than for memory. For children, not +unlike their elders, are glad to have people proceed upon the +assumption that they are endowed with a modicum of intelligence. +They will strive earnestly to meet the expectations of their +parents and teachers. Many wise mothers and teachers have incited +children to their best efforts by giving them to know that much is +expected of them. It is always far better to expect rather than to +demand. Coercion may be necessary at times, but coercion frowns +while expectation smiles. Hence, in every school exercise the +teacher does well to concede to the pupils a reasonable degree of +intelligence and <span class="pagenum"><a id="page297" name= +"page297"></a>297</span>then let her expectations be commensurate +with their intelligence.</p> +<p><span class="paraHead">Concessions.</span>—It is an +affront to the intelligence of a child not to concede that he knows +that the days are longer in the summer than in winter. We may fully +expect such a degree of intelligence, and base our teaching upon +this assumption. In our examinations we pay a delicate compliment +to the child by giving him occasion for thinking. We may ask him +why the days are longer in summer than in winter and thus give him +the feeling that we respect his intelligence. Our examinations may +always assume observed facts. Even if he has never noted the fact +that his shadow is shorter in summer than in winter, if we assume +such knowledge on his part and ask him why such is the case, we +shall stimulate his powers of observation along with his thinking. +If the teacher asks a boy when and by whom America was discovered, +he resents the implication of crass ignorance; but if she asks how +Columbus came to discover America in 1492, he feels that it is +conceded that there are some things he knows.</p> +<p><span class="paraHead">Illustrations.</span>—If we ask for +the width of the zones, we are placing the emphasis upon memory; +<span class="pagenum"><a id="page298" name= +"page298"></a>298</span>but, if we ask them to account for the +width of the zones, we are assuming some knowledge and are testing +for intelligent thinking. If we ask why the sun rises in the east +and sets in the west we are, once again, assuming a knowledge of +the facts and testing for intelligence. If we ask for the location +of the Suez, Kiel, and Welland canals, we are testing for mere +memory; but, if we ask what useful purpose these canals serve, we +are testing for intelligence. When we ask pupils to give the rule +for division of fractions, we are testing again for mere memory; +but when we ask why we invert the terms of the divisor, we are +treating our pupils as rational beings. Our pedagogical sins bulk +large in geography when we continually ask pupils to locate places +that have no interest for them. Such teaching is a travesty on +pedagogy and a sin against childhood.</p> +<p><span class="paraHead">Intelligence of teacher.</span>—If +the teacher is consulting her own ease and comfort, then she will +conduct the examination as a test for memory. It requires but +little work and less thinking to formulate a set of examination +questions on this basis. She has only to turn the pages of the +text-book and make a check-mark here and there till she has +accumulated ten questions, and the trick is done. <span class= +"pagenum"><a id="page299" name="page299"></a>299</span>But if she +is testing for intelligence, the matter is not so simple. To test +for intelligence requires intelligence and a careful thinking over +the whole scope of the subject under consideration. To do this +effectively the teacher must keep within the range of the +pupil’s powers and still stimulate him to his best +efforts.</p> +<p><span class="paraHead">Major and minor.</span>—She must +distinguish between major and minor, and this is no slight task. +Her own bias may tend to elevate a minor into a major rank, and +this disturbs the balance. Again, she must see things in their +right relations and proportions, and this requires deliberate +thinking. In “King Lear” she may regard the Fool as a +negligible minor, but some pupil may have discovered that +Shakespeare intended this character to serve a great dramatic +purpose, and the teacher suffers humiliation before her class. If +she were testing for memory, she would ask the class to name ten +characters of the play and like hackneyed questions, so that her +own intelligence would not be put to the test. Accurate scholarship +and broad general intelligence may be combined in the same person +and, certainly, we are striving to inculcate and foster these +qualities in our pupils.</p> +<p><span class="pagenum"><a id="page300" name= +"page300"></a>300</span><span class="paraHead">Books of questions +and answers.</span>—When the examinations for teachers shall +become tests for intelligence and not for memory, we may fully +expect to find the same principle filtering into our school +practices. It is a sad travesty upon education that teachers, even +in this enlightened age, still try to prepare for examinations by +committing to memory questions and answers from some book or +educational paper. But the fault lies not so much with the teachers +themselves as with those who prepare the questions. The teachers +have been led to believe that to be able to recall memorized facts +is education. There are those, of course, who will commercialize +this misconception of education by publishing books of questions +and answers. Of course weak teachers will purchase these books, +thinking them a passport into the promised land.</p> +<p>The reform must come at the source of the questions that +constitute the examination. When examiners have grown broad enough +in their conception of education to construct questions that will +test for intelligence, we shall soon be rid of such an incubus upon +educational progress as a book of questions and answers. The field +is wide and alluring. History, literature, the sciences, and the +<span class="pagenum"><a id="page301" name= +"page301"></a>301</span>languages are rich in material that can be +used in testing for intelligence, and we need not resort to petty +chit-chat in preparing for examinations.</p> +<p><span class="paraHead">The way of reform.</span>—We must +take this broader view of the whole subject of examinations before +we can hope to emerge from our beclouded and restricted conceptions +of education. And it can be done, as we know from the fact that it +is being done. Here and there we find superintendents, principals, +and teachers who are shuddering away from the question-and-answer +method both in the recitation and in the examination. They have +outgrown the swaddling-clothes and have risen to the estate of +broad-minded, intelligent manhood and womanhood. They have enlarged +their concept of education and have become too generous in their +impulses to subject either teachers or pupils to an ordeal that is +a drag upon their mental and spiritual freedom.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>What purposes are actually achieved by examinations?</li> +<li>What evils necessarily accompany examinations? What evils +usually accompany them?</li> +<li>Outline a plan by which these purposes may be achieved +unaccompanied by the usual evils.</li> +<li><span class="pagenum"><a id="page302" name= +"page302"></a>302</span>Is memory of facts the best test of +knowledge? Suggest other tests by which the value of a +pupil’s knowledge may be judged.</li> +<li>Experts sometimes vary more than 70 per cent in grading the +same manuscript. The same person often varies 20 per cent or more +in grading the same manuscript at different times. An experiment +with your own grading might prove interesting.</li> +<li>Do you and your pupils in actual practice regard examinations +as an end or as a means to an end? As corroborating evidence or as +a final proof of competence?</li> +<li>How may examinations test intelligence?</li> +<li>Suggest methods by which pupils may be led to distinguish major +from minor and to see things in their right relations.</li> +<li>Is it more desirable to have the pupils develop these powers or +to memorize facts? Why?</li> +<li>Why are “question and answer” publications +antagonistic to modern educational practice? Why harmful to +students?</li> +</ol> +<p><span class="pagenum"><a id="page303" name= +"page303"></a>303</span></p> +<h2 class="chapterHead"><a id="Ch_XXIV" name="Ch_XXIV"></a>CHAPTER +XXIV</h2> +<h3>WORLD-BUILDING</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">An outline.</span>—Education is the +process of world-building. Every man builds his own world and is +confined, throughout life, to the world which he himself builds. He +cannot build for another, nor can another build for him. Neither +can there be an exchange of worlds. Moreover, the process of +building continues to the end of life. In building their respective +worlds all men have access to the same materials, and the character +of each man’s world, then, is conditioned by his choice and +use of these materials. If one man elects to build a small world +for himself, he will find, at hand, an abundant supply of petty +materials that he is free to use in its construction. But, if he +elects to build a large world, the big things of life are his to +use. If he chooses to spend his life in an ugly world, he will find +ample materials for his purpose. If, however, he prefers a +beautiful world, the materials will not be lacking, and he will +have the joy and inspiration <span class="pagenum"><a id="page304" +name="page304"></a>304</span>that come from spending a lifetime +amid things that are fraught with beauty.</p> +<p><span class="paraHead">Exemplifications.</span>—This +conception of education is not a figment of fancy but a reality +whose verification can be attested by a thousand examples. We have +only to look about us to see people who are living among things +that are unbeautiful and who might be living in beautiful worlds +had they elected to do so. Others are spending their lives among +things that are trivial and inconsequential, apparently blind to +the great and significant things that lie all about them. Some +build their worlds with the minor materials, while others select +the majors. Some select the husks, while others choose the grain. +Some build their worlds from the materials that others disdain and +seem not to realize the inferiority of their worlds as compared +with others. Their supreme complacency in the midst of the ugliness +or pettiness of their worlds seems to accentuate the conclusion +that they have not been able to see, or else have not been able to +use, the other materials that are available.</p> +<p><span class="paraHead">Flowers.</span>—To the man who +would live in a beautiful world flowers will be a necessity. To +such a man life would be robbed of some of its charm if his +<span class="pagenum"><a id="page305" name= +"page305"></a>305</span>world should lack flowers. But unless he +has subjective flowers he cannot have objective ones. He must have +a sensory foundation that will react to flowers or there can be no +flowers in his world. There may be flowers upon his breakfast +table, but unless he has a sensory foundation that will react to +them they will be nonexistent to him. He can react to the bacon, +eggs, and potatoes, but not to the flowers, unless he has +cultivated flowers in his spirit before coming to the table.</p> +<p><span class="paraHead">Lily-of-the-valley +civilization.</span>—All the flowers that grow may adorn his +world if he so elects. He may be content with dandelions and +sunflowers if he so wills, or he may reach forth and gather about +him for his delight the entire gamut of roses from the Maryland to +the American Beauty, the violet and its college-bred descendant the +pansy, the heliotrope, the gladiolus, the carnation, the primrose, +the chrysanthemum, the sweet pea, the aster, and the orchid. But, +if he can reach the high plane of the lily-of-the-valley, in all +its daintiness, delicacy, chastity, and fragrance, he will have +achieved distinction. When society shall have attained to the +lily-of-the-valley plane, life will be fine, fragrant, and +beautiful. Intemperance will <span class="pagenum"><a id="page306" +name="page306"></a>306</span>be no more, and profanity, vulgarity, +and coarseness will disappear. Such things cannot thrive in a +lily-of-the-valley world, but shrink away from the presence of +beauty and purity.</p> +<p><span class="paraHead">Music.</span>—Again, the man who is +building such a world will elect to have music as one of the +elements. But here, again, we find that he must have a sensory +foundation or there will be no music for him. Moreover, the nature +of this sensory foundation will determine the character of the +music to be found in his world. He may be satisfied with +“Tipperary” or he may yearn for Handel, Haydn, Mozart, +Beethoven, Melba, and Schumann-Heink. He may not be able to rise +above the plane of ragtime, or he may attain to the sublime plane +of “The Dead March in Saul.” He has access to all the +music from the discordant hand organ to the oratorio and grand +opera. In his introduction of a concert company, the chairman said: +“Ladies and gentlemen, the artists who are to favor us this +evening will render nothing but high-grade selections. If any of +you are inclined to be critical and to say that their music is +above your heads, I beg to remind you that it will not be above the +place where your heads ought to be.” In substance he was +saying that the <span class="pagenum"><a id="page307" name= +"page307"></a>307</span>nature of the music depended not so much +upon the singers as upon the sensory foundation of the +auditors.</p> +<p><span class="paraHead">Music and life.</span>—Having a +sensory foundation capable of reacting to the best music, this man +opens wide the portals of his world for the reception of the +orchestra, the concert, the opera, and the choir, and his spirit +revels in the “concord of sweet sounds.” Through the +toil of the day he anticipates the music of the evening, and the +next day he goes to his work buoyant and rejuvenated by reason of +the musical refreshment. He has music in anticipation and music in +retrospect, and thus his world is regaled with harmony. His world +cannot be a dead level or a desert, for it is diversified by the +alluring undulations of music and made fertile by the perennial +fountains of inspiring harmony, and his world</p> +<div class="poem"> +<div class="stanza"> +<p class="i10">“shall be filled with music</p> +<p>And the cares that infest the day</p> +<p>Shall fold their tents like the Arabs,</p> +<p>And as silently steal away.”</p> +</div> +</div> +<p><span class="paraHead">Children.</span>—Again, this man +elects to have children in his world, for he has come to know that +there is no sweeter music on earth than the laughter <span class= +"pagenum"><a id="page308" name="page308"></a>308</span>of a child. +Were he sojourning five hundred miles away from the abode of +children he would soon be glad to walk the entire distance that he +might again hear the prattle, the laughter, or even the crying of a +child. Cowboys on the plains have been thrown into a frenzy of +delight at the sight of a little child. Full well the man knows +that, if he would have children in his world, he must find these +children for himself; for this task may not be delegated. If he +would bring Paul and Florence Dombey into his world, he must win +them to himself by living with them throughout all the pages of the +book. In order to lure Pollyanna into his world to imbue it with +the spirit of gladness, he must establish a community of interests +with her by imbibing her spirit as revealed in the book.</p> +<p><span class="paraHead">Characterizations.</span>—He may +not have Little Joe in his world unless his spirit becomes attuned +to the pathos of <i>Bleak House</i>. And he both wants and needs +Little Joe. Echoing and reëchoing through his soul each day +are the words of the little chap, “He wuz good to me, he +wuz,” and acting vicariously for the little fellow he touches +the lives of other unfortunates as the hours go by and brings to +them sunshine and hope and courage. And he <span class= +"pagenum"><a id="page309" name="page309"></a>309</span>must needs +have Tiny Tim, also, to banish the cobwebs from his soul with his +fervent “God bless us every one.” The day cannot go far +wrong with this simple prayer clinging in his memory. It permeates +the perplexities of the day, gives resiliency to his spirit, and +encourages and reënforces all the noble impulses that come +into his consciousness. Wherever he goes and whatever he is doing +he feels that Tiny Tim is present to bestow his childish +benediction.</p> +<p><span class="paraHead">Lessons from childhood.</span>—In +<i>Laddie</i> he finds a whole family of children to his liking and +feels that his world is the better for their presence. To <i>Old +Curiosity Shop</i> and <i>Silas Marner</i> he goes and brings +thence Little Nell and Eppie, feeling that in their boon +companionship they will make his world more attractive to himself +and others by their gentle graces of kindness and helpfulness. In +his quest for children of the right sort he lingers long with +Dickens, the apostle and benefactor of childhood, but passes by the +colored supplement. For all the children in his world he would have +the approval and blessing of the Master. He would know, when he +hears the words “Except ye become as little children,” +that reference is made to such children <span class= +"pagenum"><a id="page310" name="page310"></a>310</span>as he has +about him. At the feet of these children he sits and learns the +lessons of sincerity, guilelessness, simplicity, and faith, and +through their eyes he sees life glorified.</p> +<p><span class="paraHead">Stars</span>.—Nor must his world +lack stars. He needs these to draw his thoughts away from sordid +things out into the far spaces. He would not spend a lifetime +thinking of nothing beyond the weather, the ball-score, his +clothes, and his ailments. He wants to think big thoughts, and he +would have stars to guide him. He knows that a man is as high, as +broad, and as deep as his thoughts, and that if he would grow big +in his thinking he must have big objects to engage his thoughts. He +would explore the infinite spaces, commune with the planets in +their courses, attain the sublime heights where the masters have +wrought, and discover, if possible, the sources of power, genius, +and inspiration. He would find delight in the colors of the +rainbow, the glory of the morning, and the iridescence of the +dewdrop. He would train his thoughts to scan the spaces behind the +clouds, to transcend the snow-capped mountain, and to penetrate the +depths of the sea. He would visualize creation, evolution, and the +intricate processes of life. So he must have stars in his +world.</p> +<p><span class="pagenum"><a id="page311" name= +"page311"></a>311</span><span class= +"paraHead">Books.</span>—In addition to all these he must +have books in his world, and he is cognizant of the fact that his +neighbors judge both himself and his world by the character of the +books he selects. He may select <i>Mrs. Wiggs</i> or <i>Les +Miserables</i>. If he elects to have about him books of the cabbage +patch variety, he condemns himself to that sort of reading for a +whole lifetime. Nor is any redemption possible from such standards +save by his own efforts. Neither men nor angels can draw him up to +the plane of Victor Hugo if he elects to abide in the cabbage +patch. If he prefers <i>Graustark</i> to <i>Macbeth</i>, all +people, including his dearest friends, will go on their way and +leave him to his choice. If he says he cannot read Shakespeare, +Massinger, Milton, or Wordsworth, he does no violence to the +reputation of these writers, but merely defines and classifies +himself.</p> +<p><span class="paraHead">Authors as +companions.</span>—Having learned or sensed these +distinctions, he elects to consort with Burns, Keats, Shelley, +Southey, Homer, Dante, Virgil, Hawthorne, Scott, Maupassant, +Goethe, Schiller, and George Eliot. In such society he never has +occasion to explain or apologize for his companions. He reads their +books in the open and gains a feeling of elation and exaltation. +When he would <span class="pagenum"><a id="page312" name= +"page312"></a>312</span>see life in the large, he sits before the +picture of Jean Valjean. When he would see integrity and fidelity +in spite of suffering, he sits before the portrait of Job. When he +would see men of heroic size, he has the characters of Homer file +by. If he would see the panorama of the emotions of the human soul, +he selects Hugo as his guide. If he would laugh, he reads <i>Tam +O’Shanter</i>; if he would weep, he reads of the death of +Little Nell. If he would see real heroism, he follows Sidney Carton +to the scaffold, or Esther into the presence of the King. He goes +to Shelley’s <i>Skylark</i> to find beauty, Burns’s +<i>Highland Mary</i> to find tenderness, Hawthorne’s +<i>Scarlet Letter</i> to find tragedy, and the <i>Book of Job</i> +to find sublimity. Through his books he comes to know Quasimodo and +Sir Galahad; Becky Sharp and Penelope; Aaron Burr and Enoch Arden; +and Herodias and Florence Nightingale.</p> +<p><span class="paraHead">People.</span>—But his world would +be incomplete without people, and here, again, he is free to +choose. And, since he wants people in his world who will be +constant reminders to him of qualities that he himself would +cultivate, he selects Ruth and Jephthah’s daughter to +represent fidelity. When temptation assails him he finds them ready +to lead him back <span class="pagenum"><a id="page313" name= +"page313"></a>313</span>and up to the plane of high resolves. To +remind him of indomitable courage and perseverance he selects +William the Silent, Christopher Columbus, and Moses. When his +courage is waning and he is becoming flaccid and indolent, their +very presence is a rebuke, and a survey of their achievements +restores him to himself. As examples of patriotic thinking and +action he invites into his world Samuel Adams, Thomas Jefferson, +and Alexander Hamilton. They remind him that he is a product of the +past and that it devolves upon him to pass on to posterity without +spot or blemish the heritage that has come to him through the +patriotic service and sacrifice of his progenitors.</p> +<p><span class="paraHead">Influence of people.</span>—That he +may never lose sight of the fact that it is cowardly and degrading +to recede from high ideals he opens the doors of his world for +Milton, Beethoven, and Michael Angelo. Their superb achievements, +considered in connection with their afflictions and hardships, are +a source of inspiration to him and keep him up to his best. As a +token of his appreciation of these exemplars he strives to excel +himself, thus proving himself a worthy disciple. They need not +chide him, for in their presence he cannot do otherwise than hold +<span class="pagenum"><a id="page314" name= +"page314"></a>314</span>fast to his ideals and struggle upward with +a courage born of inspiration. Living among such goodly people, he +finds his world resplendent with the virtues that prove a halo to +life. With such people about him he can be neither lonely nor +despondent. If the cares of life fret him for the moment, he takes +counsel with them and his equilibrium is restored. In their company +he finds life a joyous experience, for their very presence exhales +the qualities that make life worth while.</p> +<p>As an inevitable result of all the influences that constitute +his world he finds himself yearning for meliorism as the +crownpiece. Drinking from the fount of inspiration that gushes +forth at the behest of all these wholesome influences, he longs for +betterment. Good as he finds the things about him, he feels that +they are not yet good enough. So he becomes the eloquent apostle of +meliorism, proclaiming his gospel without abatement. The roads are +not good enough, and he would have better ones. Our houses are not +good enough, and he would have people design and build better ones. +Our music is not good enough as yet, and he would encourage men and +women to write better. Our books are not good enough, and he would +incite people to <span class="pagenum"><a id="page315" name= +"page315"></a>315</span>write better ones. Our conduct of civic +affairs is not good enough, and he would stimulate society to +strive for civic betterment. Our municipal government is not good +enough, and he proclaims the need to make improvement. Our national +government is not all that it might be, and he would have all +people join in a benevolent conspiracy to make it better.</p> +<p><span class="paraHead">Influence of the +school.</span>—Thus day by day this man continues the +building of a world for himself. And day by day he strives to make +his world better, not only as an abiding place for himself but also +as an example for others. In short, this man is a product of the +vitalized school, and is weaving into the pattern of his life the +teachings of the school. In exuberance of spirit and in fervent +gratitude he looks back to the school that taught him to know that +education is the process of world-building. And to the school he +gives the credit for the large and beautiful world in which he +lives.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>Show how the world that one builds depends upon one’s own +choosing.</li> +<li>Do people seem to realize this truth when they do not build +their world as they might? If pupils fail to realize it, what can +the teacher do to help them?</li> +<li><span class="pagenum"><a id="page316" name= +"page316"></a>316</span>Suppose a pupil is interested in petty +things; the school must utilize his interests. How can this be +done? How can he be led to larger aims?</li> +<li>To what extent does the richness of our lives depend on the way +we react to stimuli?</li> +<li>Explain how each of the influences alluded to in this chapter +helps the teacher.</li> +<li>Why does the character of the books one reads most serve as an +index of one’s own character?</li> +<li>What do you think of a person who prefers new books?</li> +<li>What do you think of one who prefers sensational books?</li> +<li>Why is it especially important for a teacher to be thoroughly +acquainted with the great characters of history?</li> +<li>Does acquaintance with the great in history tend to produce +merely a good static character, or does it do more?</li> +</ol> +<p><span class="pagenum"><a id="page317" name= +"page317"></a>317</span></p> +<h2 class="chapterHead"><a id="Ch_XXV" name="Ch_XXV"></a>CHAPTER +XXV</h2> +<h3>A TYPICAL VITALIZED SCHOOL</h3> +<p class="returnTOC"><a href="#Contents">Return to Table of +Contents</a></p> +<p><span class="paraHead">The school an expression of the +teacher.</span>—The vitalized school may be a school of one +room or of forty rooms; it may be in the city, in the village, in +the hamlet, or in the heart of the country; it may be a +kindergarten, a grade school, a high school, or a college. The size +or the location of the school does not determine its vital quality. +This, on the contrary, is determined by the character of its work +and the spirit that obtains. In general it may be said that the +vitalized teacher renders the school vital. This places upon her a +large measure of responsibility, but she accepts it with +equanimity, and rejoices in the opportunity to test out her powers. +It needs to be oft repeated that if the teacher is static, the +school will be static; but if the teacher is dynamic, the school +will be dynamic. The teacher can neither delegate, abrogate, abate, +nor abridge her responsibility. The school is either vitalized or +it is not, according to what the teacher <span class= +"pagenum"><a id="page318" name="page318"></a>318</span>is and does, +and what the teacher does depends upon what she is. In short, the +school is an expression of the teacher, and, if the school is not +vitalized, the reason is not far to seek.</p> +<p><span class="paraHead">A centralized school.</span>—For +the purpose of illustration we may assume that the typical +vitalized school is located in the country, and is what is known as +a centralized school. The grounds comprise about ten acres, and the +building contains, all told, not fewer than twenty rooms, large and +small. This building was designed by a student of school problems, +and is not merely a theory of the architect. Each room, and each +detail, articulates with every other room in harmony with a general +scheme of which the child and his interests are the prime +considerations. The well-being of the child takes precedence over +the reputation of the architect. Every nook of the building has its +specific function, and this function has vital reference to the +child. The location of each piece of furniture can be explained +from the viewpoint of the child, and the architectural scheme is +considered subsidiary. The seats conform to the child, and not the +reverse. The scheme of lighting concerns itself with the +child’s welfare rather than with the external appearance.</p> +<p><span class="pagenum"><a id="page319" name= +"page319"></a>319</span><span class="paraHead">Integrity in +construction and decoration.</span>—The decorations +throughout the building are all chaste and artistic. Nothing below +this standard can win admission. No picture is admitted that does +not represent art. The theory is that the school has a reflex +influence upon the homes that attracts them to its standards, and +experience reveals the fact that the decorations in the homes are +constantly rising in artistic tone. The standards of the school +become the standards of the pupils, and the pupils, in turn, modify +and improve the standards of the homes. There is a degree of +simplicity and dignity throughout the building that banishes from +the homes the ornate and the bizarre. There is integrity in every +detail of construction, and the absence of veneer gives to the +pupils a definition of honesty and sincerity. There is nothing +either in the building or in the work of the school that savors of +the show element. The teachers of history and mathematics cannot +display the products of their teaching and, therefore, there is no +display of her products by the teacher of drawing. This school +believes in education but not in exhibition. Words of commendation +may be dispensed in the classrooms, but there is no exhibit of any +department in the <span class="pagenum"><a id="page320" name= +"page320"></a>320</span>halls. The teachers are too polite and too +considerate to sanction any such display.</p> +<p><span class="paraHead">Simplicity and +sincerity.</span>—The library is notable for the character of +the books, but not for the number. The teachers and pupils are too +genuine ever to become thrasonical, and no teacher or pupil is ever +heard to boast of anything pertaining to the school. They neither +boast nor apologize, but leave every visitor free to make his own +appraisement of their school and its belongings. The teachers are +too truly cultured and the pupils are too well trained ever to +exploit themselves, their school, or their work. The pictures, the +statuary, the fittings, and the equipment are all of the best, and, +hence, show for themselves without exploitation. To teachers and +pupils it would seem a mark of ill-breeding to expatiate upon their +own things. Such a thing is simply not done in this school. The +auditorium is a stately, commodious, and beautiful room, and +everybody connected with the school accepts it as a matter of +course with no boastful comment. Anything approaching braggadocio +would prove a discordant note in this school, and, in this respect, +it represents the American ideal that is to be.</p> +<p><span class="paraHead">Rooms are phases of +life.</span>—The home economics <span class="pagenum"><a id= +"page321" name="page321"></a>321</span>room, the industrial arts +room, the laboratories, the dining room, the rest rooms, and the +hospital room are all supplied with suitable fittings and equipment +and all represent phases of life. At luncheon each pupil is served +a bowl of soup or other hot dish to supplement his own private +lunch, and this food is supplied at public expense. The school +authorities have the wisdom to realize that health is an asset of +the community and is fundamental in effective school work. The +pupils serve their schoolmates in relays, wash the dishes, and +restore them to their places. The boys do not think they demean +themselves by such service, but enter into it in the true spirit of +democracy. A teacher is present to modify and chasten the hurry and +heedlessness of childhood, and there is decorum without apparent +repression.</p> +<p><span class="paraHead">Industrial work.</span>—In +connection with the industrial arts department there is a repair +shop where all the implements that are used in caring for the +school farm, gardens, orchards, and lawns are kept in repair. Here +the auto trucks in which the pupils are brought to the school are +repaired by the drivers, assisted by the boys. In this shop the +boys gain the practical knowledge that enables them to keep +<span class="pagenum"><a id="page322" name= +"page322"></a>322</span>in repair the tools and machinery, +including automobiles, at their homes. The farmers who have no sons +in school avail themselves of the skill and fidelity that obtain in +the shop, bringing in their tools, their harness, and their +automobiles for needed repairs. The money thus earned is expended +for school equipment. The products of the orchards, farm, and +garden are the property of the school and are all preserved for use +in the home economics department for school lunches. The man in +charge of the farm is employed by the year and is a member of the +teaching staff. The farm, gardens, orchard, and lawn are integral +parts of the school, and perform the functions of laboratories.</p> +<p><span class="paraHead">School a life +enterprise.</span>—There are all grades in the school, from +the kindergarten through the high school. There is but slight +disparity in the size of the classes, for the parents instinctively +set apart thirteen years of the time of their children for life in +the school. To these parents school and life are synonymous, and +when a child enters the kindergarten he enlists in the enterprise +for a term of thirteen years. The homes as well as the school are +arranged on this basis, and this plan of procedure is ingrained in +the social consciousness. <span class="pagenum"><a id="page323" +name="page323"></a>323</span>Deserting the school is no more +thought of than any other form of suicide. If, by any chance, a boy +should desert the school, he would be a pariah in that community +and could not live among the people in any degree of comfort. He +would be made to feel that he had debased himself and cast +aspersion upon society. The looks that the people would bestow upon +him would sting more than flagellation. He would be made to feel +that he had expatriated himself, and neither himself nor his +parents would be in good standing in the community. They would be +made to feel that their conduct was nothing short of sacrilege.</p> +<p><span class="paraHead">Public sentiment.</span>—In view of +the school sentiment that obtains in the community the eighth grade +is practically as populous as the first grade. Attendance upon +school work is a habit of thinking both with the children and with +their parents, and school is taken for granted the same as eating +and sleeping. If a boy should, for any cause, fail to graduate from +the high school, every patron of the school would regard it as a +personal calamity. They would feel that he had, somehow, been +dropped off the train before he reached his destination, and the +whole community would be inclined to wear <span class= +"pagenum"><a id="page324" name="page324"></a>324</span>badges of +mourning. Every parent is vitally interested in each child of the +community, whether he has children in school or not, and thus +school taxes are paid with pride and elation. The school is +regarded as a safe investment that pays large dividends. Patrons +rally to the calls of the school with rare unanimity and +heartiness. Differences in politics and religion evaporate in their +school, for the school is the high plane upon which they meet in +fraternal concord.</p> +<p><span class="paraHead">The course of study.</span>—The +course of study is flexible, and because of its resiliency it +adapts itself easily and gracefully to the native dispositions and +the aptitudes of the various pupils. If the boy has a penchant for +agriculture, provision is made for him, both in the theory and in +the practical applications of the subject. If he inclines to +science, the laboratories accord him a gracious welcome. The +studies are adapted to the boy and not the boy to the studies. No +boy need discontinue school to find on the outside something that +is congenial, for, within the school, he may find work that +represents life in all its phases. If he yearns for horticulture, +then this study is made his major and, all in good time, he is made +foreman of the group <span class="pagenum"><a id="page325" name= +"page325"></a>325</span>who care for the gardens. If the course of +study lacks the element which he craves and for which he has a +natural aptitude, this branch is added to the course. The economy +of life demands the conservation of childhood and youth and the +school deems it the part of wisdom as well as civic and social +economy to provide special instruction for this boy, as was done in +the case of Helen Keller. This school, in theory and in practice, +is firm in its opposition to wasting boys and girls. Hence, ample +provision is made for the child of unusual inclinations.</p> +<p><span class="paraHead">Electives.</span>—The pupils do not +elect a study because it is easy, but because their inclinations +run in that direction. Indeed, there are no easy courses, no snap +courses in the school. Diligent, careful, thorough work is the +rule, and there can be found no semblance of approval for loafing +or dawdling. The school stands for purposes that are clear in +definition and for work that is intense. There are no prizes +offered for excellent work, but the approbation of parents, +teachers, and schoolmates, in the estimation of the pupils, far +transcends any material or symbolic prizes that could be offered. +In school work and in conduct the pupils all strive to win this +<span class="pagenum"><a id="page326" name= +"page326"></a>326</span>approval. There is no coarseness nor +boorishness, for that would forfeit this approval. The cigarette is +under ban, for public sentiment is against it; and, after all, +public sentiment is the final arbiter of conduct. Hence, no boy +will demean himself by flying in the face of public sentiment +through indulging in any practice that this sentiment proclaims +unclean or enervating.</p> +<p><span class="paraHead">The school the focus of community +life.</span>—This school is the focus of the community. +Hither come the patrons for music, for lectures, for art, for books +and magazines, for social stimulus, and, in short, for all the +elements of their avocational life. Indeed, in educational matters, +the community is a big wholesome family and the school is the +shrine about which they assemble for educational and cultural +communion. It is quite a common practice for mothers to sit in the +classrooms engaged in knitting or sewing while their children are +busy with their lessons. For, in their conception of life, +geography and sewing are coördinate elements, and so blend in +perfect harmony in the school régime. At the luncheon period +these mothers go to the dining room with their children in the same +spirit of coöperation that gives distinction to the school and +<span class="pagenum"><a id="page327" name= +"page327"></a>327</span>to the community. There is an interflow of +interests between the school and the homes that makes for unity of +purpose and practice. There is freedom in the school but not +license. People move about in a natural way but with delicate +consideration for the rights and sentiments of others. The +atmosphere of the school interdicts rudeness. There is a quiet +dignity, serenity, and intensity, with no abatement of freedom. In +this school it is not good form for a boy to be less than a +gentleman or for a girl to be less than a lady.</p> +<p><span class="paraHead">The teachers.</span>—The atmosphere +in which the pupils live is, mainly, an exhalation from the spirit +of the teachers. They live and work together in a delightful spirit +of concord and coöperation. They are magnanimous and would +refuse to be a part of any life that would decline from this high +plane. In this corps there are no hysterics, no heroics, no strain, +no stress. They are, first of all, successful human beings; and +their expert teaching is an expression of their human qualities. +Their teaching is borne along on the tones of conversation. They +know that well-modulated tones of voice contribute to the culture +and well-being of the school. Should a teacher ever indulge in +screeching, nagging, <span class="pagenum"><a id="page328" name= +"page328"></a>328</span>hectoring, badgering, or sarcasm, she would +find herself ostracized. Such things are simply not done in this +school. Hence, she would soon realize that this school is no place +for her and would voluntarily resign. The school is simply above +and beyond her kind.</p> +<p><span class="paraHead">Unity of purpose.</span>—Among the +teachers there are no jealousies, because each one is striving to +exalt the others. They are so generous in their impulses, and have +such exalted conceptions of life, that they incline to catalogue +their colleagues among the very elect. The teacher in the high +school and the teacher in the primary grade hold frequent +conversations concerning each other’s work, and no teacher +ever loses interest in the pupils when they advance to the next +grade. To such teachers, education is not parceled out in terms of +years but is a continuous process, even as life itself. They use +the text-book merely as a convenience, but never as a necessity. If +all the text-books in the school should be destroyed overnight, the +work would proceed as usual the next day, barring mere +inconvenience. They respect themselves and others too highly ever +to assume a patronizing air toward their pupils. On the contrary, +they treat them as coördinates <span class="pagenum"><a id= +"page329" name="page329"></a>329</span>and confederates in the +noble and exhilarating game of life.</p> +<p><span class="paraHead">The vitalized school.</span>—They +have due regard to their personal appearance, but, once they have +decided for the day, they dismiss the matter from their thinking +and devote their attention to major considerations. Neither in +dress, in manner, nor in conversation do they ever bring into the +school a discordant note. School hours are not a detached portion +of life but, rather, an integral part of life, and to them life is +quite as agreeable during these hours as before and after. Such as +they cannot do otherwise than render the school vital. And when +such teachers and patrons as these join in such a benevolent +conspiracy, then shall we realize not only a typical school but the +vitalized school.</p> +<h3 class="questions">Questions and Exercises</h3> +<ol class="questionList"> +<li>Upon what does the vitalization of a school mainly depend? Upon +what else does it depend in part?</li> +<li>What suggestion is made in this chapter in regard to the +planning of school buildings?</li> +<li>Why should care be taken in choosing the decorations of a +school?</li> +<li>Why is it unwise for teacher or pupils to boast of the +achievements of the school?</li> +<li><span class="pagenum"><a id="page330" name= +"page330"></a>330</span>Why has the question of school lunches +gained so much prominence recently?</li> +<li>How should the industrial work in a school be linked with that +in the community?</li> +<li>Why are there fewer students in the higher than in the lower +grades of most schools? Make a careful analysis of the situation in +this respect in your school.</li> +<li>Why is it a calamity to a community for a boy to fail to +graduate from the high school?</li> +<li>What may be done to prevent a child going outside the school to +find something congenial?</li> +<li>What should be a student’s motive in choosing a +course?</li> +<li>How do you make your school a center for community life? How +can you make it more of a center than it is?</li> +<li>How is the spirit of jealousy among teachers injurious to our +school system? What usually makes one teacher disparage the work of +another?</li> +<li>What is essential in vitalizing a school?</li> +</ol> +<h2>INDEX</h2> +<div class="indexKey"><a href="#indexA">A</a> <a href= +"#indexB">B</a> <a href="#indexC">C</a> <a href="#indexD">D</a> +<a href="#indexE">E</a> <a href="#indexF">F</a> <a href= +"#indexG">G</a> <a href="#indexH">H</a> <a href="#indexI">I</a> +<a href="#indexJ">J</a> <a href="#indexL">L</a> <a href= +"#indexM">M</a> <a href="#indexN">N</a> <a href="#indexO">O</a> +<a href="#indexP">P</a> <a href="#indexQ">Q</a> <a href= +"#indexR">R</a> <a href="#indexS">S</a> <a href="#indexT">T</a> +<a href="#indexU">U</a> <a href="#indexV">V</a> <a href= +"#indexW">W</a></div> +<ul class="index" id="indexA"> +<li>Absorbing standards, <a href="#page160">160</a>.</li> +<li>Acquisitiveness, <a href="#page52">52</a>.</li> +<li>Advantages of socialized recitation, <a href= +"#page178">178</a>.</li> +<li>Agriculture; a typical study, <a href="#page192">192</a>; +<ul> +<li>its rapid development, <a href="#page193">193</a>;</li> +<li>relation to geology, <a href="#page194">194</a>;</li> +<li>the source of life, <a href="#page202">202</a>.</li> +</ul> +</li> +<li>Altruism, <a href="#page124">124</a>.</li> +<li>Ambition, <a href="#page226">226</a>.</li> +<li>American restaurants, <a href="#page86">86</a>.</li> +<li>American story, <a href="#page231">231</a>.</li> +<li>Analysis and synthesis, <a href="#page293">293</a>.</li> +<li>Anarchy, <a href="#page73">73</a>.</li> +<li>Ancestor, child as a future, <a href="#page34">34</a>.</li> +<li>Ancestors, attitude of, <a href="#page31">31</a>.</li> +<li>Answers, repetition of, <a href="#page139">139</a>.</li> +<li>Antecedent causes, <a href="#page261">261</a>.</li> +<li>Art, <a href="#page197">197</a>, <a href="#page268">268</a>; +<ul> +<li>teaching as an, <a href="#page143">143</a>.</li> +</ul> +</li> +<li>Aspiration, <a href="#page224">224</a>; +<ul> +<li>and worship, <a href="#page149">149</a>.</li> +</ul> +</li> +<li>Aspirations, <a href="#page59">59</a>.</li> +<li>Attitude of teacher, <a href="#page11">11</a>, <a href= +"#page272">272</a>.</li> +<li>Attitude towards work, <a href="#page148">148</a>.</li> +<li>Authors, <a href="#page311">311</a>.</li> +<li>Automobile, <a href="#page105">105</a>; +<ul> +<li>factory, <a href="#page47">47</a>.</li> +</ul> +</li> +</ul> +<ul class="index" id="indexB"> +<li>Beauty, desire for pastoral, <a href="#page58">58</a>.</li> +<li>Behavior, amplified, <a href="#page265">265</a>; +<ul> +<li>in history, <a href="#page267">267</a>;</li> +<li>in retrospect, <a href="#page259">259</a>;</li> +<li>scope of, <a href="#page256">256</a>.</li> +</ul> +</li> +<li>Betterment, <a href="#page244">244</a>.</li> +<li>Body subject to the mind, <a href="#page120">120</a>.</li> +<li>Books, <a href="#page311">311</a>; +<ul> +<li>as exponents of life, <a href="#page14">14</a>;</li> +<li>of questions and answers, <a href="#page300">300</a>;</li> +<li>of life, <a href="#page228">228</a>;</li> +<li>supreme, <a href="#page252">252</a>.</li> +</ul> +</li> +<li>Botany, importance of, <a href="#page195">195</a>.</li> +<li>Boy, story of a, <a href="#page236">236</a>.</li> +<li>Bread, <a href="#page200">200</a>.</li> +</ul> +<ul class="index" id="indexC"> +<li>Centralized school, <a href="#page318">318</a>.</li> +<li>Characterizations, <a href="#page308">308</a>.</li> +<li>Child; as a future ancestor, <a href="#page34">34</a>; +<ul> +<li>as a whole, <a href="#page250">250</a>;</li> +<li>as the objective, <a href="#page200">200</a>;</li> +<li>and teacher, quest of, <a href="#page104">104</a>;</li> +<li>as the center in school procedure, <a href= +"#page18">18</a>;</li> +<li>imagination of, <a href="#page26">26</a>;</li> +<li>supreme, <a href="#page252">252</a>;</li> +<li>right to express himself, <a href="#page25">25</a>;</li> +<li>play instinct of, <a href="#page24">24</a>;</li> +<li>relation of to school work, <a href="#page27">27</a>;</li> +<li>life, <a href="#page21">21</a>;</li> +<li>rights of, <a href="#page20">20</a>.</li> +</ul> +</li> +<li>Child’s; conception of truth, <a href="#page109">109</a>; +<ul> +<li>conception, <a href="#page103">103</a>;</li> +<li>need of ideals, <a href="#page169">169</a>;</li> +<li>viewpoint of teacher, <a href="#page168">168</a>;</li> +<li>experiences, <a href="#page27">27</a>;</li> +<li>native tendencies, <a href="#page24">24</a>;</li> +<li>right to the best, <a href="#page23">23</a>;</li> +<li>native interests, <a href="#page255">255</a>;</li> +<li>imagination, <a href="#page236">236</a>.</li> +</ul> +</li> +<li>Childhood curtailed, <a href="#page22">22</a>.</li> +<li>Children, <a href="#page307">307</a>; +<ul> +<li>parental attitude towards, <a href="#page19">19</a>;</li> +<li>common interests, <a href="#page216">216</a>;</li> +<li>should have school privileges, <a href="#page19">19</a>;</li> +<li>real interests, <a href="#page217">217</a>;</li> +<li><em>vs.</em> statistics, <a href="#page247">247</a>.</li> +</ul> +</li> +<li>Cigarettes, <a href="#page117">117</a>.</li> +<li>Circus day, <a href="#page118">118</a>.</li> +<li>Civilization, <a href="#page305">305</a>.</li> +<li>Clean living, <a href="#page37">37</a>.</li> +<li>College influences, <a href="#page11">11</a>.</li> +<li>Columbus, voyage of, <a href="#page152">152</a>.</li> +<li>Commerce, <a href="#page55">55</a>.</li> +<li>Common from commonplace, <a href="#page151">151</a>.</li> +<li>Comparison of life and living, <a href="#page1">1</a>.</li> +<li>Comparison of two teachers, <a href="#page129">129</a>.</li> +<li>Complacency of teacher, <a href="#page135">135</a>.</li> +<li>Complete living defined, <a href="#page112">112</a>.</li> +<li>Complexity of life, <a href="#page4">4</a>.</li> +<li>Concepts restricted, <a href="#page262">262</a>, <a href= +"#page279">279</a>.</li> +<li>Concessions, <a href="#page297">297</a>.</li> +<li>Conclusion, <a href="#page272">272</a>.</li> +<li>Conduct of teacher, <a href="#page171">171</a>.</li> +<li>Conflict, <a href="#page65">65</a>.</li> +<li>Conservation, <a href="#page245">245</a>.</li> +<li>Contrasted methods, <a href="#page44">44</a>.</li> +<li>Contrasts, <a href="#page278">278</a>.</li> +<li>Coöperation, <a href="#page75">75</a>.</li> +<li>Course of study, <a href="#page324">324</a>.</li> +<li>Court procedure, <a href="#page291">291</a>.</li> +<li>Curtailment of childhood, <a href="#page22">22</a>.</li> +</ul> +<ul class="index" id="indexD"> +<li>Definition; of complete living, <a href="#page112">112</a>; +<ul> +<li>of poetry, <a href="#page222">222</a>;</li> +<li>of politician, <a href="#page40">40</a>;</li> +<li>of socialized recitation, <a href="#page176">176</a>;</li> +<li>of teaching, <a href="#page2">2</a>.</li> +</ul> +</li> +<li>Degrees and human qualities, <a href="#page248">248</a>.</li> +<li>Democracy; foreign concept of, <a href="#page66">66</a>; +<ul> +<li>the vitalized school a, <a href="#page69">69</a>.</li> +</ul> +</li> +<li>Democratic spirit, manifestations of, <a href= +"#page71">71</a>.</li> +<li>Democratic teacher, <a href="#page75">75</a>.</li> +<li>Desire is fundamental, <a href="#page60">60</a>.</li> +<li>Desires for things intangible, <a href="#page53">53</a>.</li> +<li>Domestic science, <a href="#page199">199</a>.</li> +<li>Dynamic qualities, <a href="#page146">146</a>.</li> +</ul> +<ul class="index" id="indexE"> +<li>Economic articulation, <a href="#page59">59</a>.</li> +<li>Education, <a href="#page101">101</a>, <a href= +"#page303">303</a>; +<ul> +<li>and substitution, <a href="#page43">43</a>;</li> +<li>by absorption, <a href="#page160">160</a>;</li> +<li>schools of, <a href="#page246">246</a>;</li> +<li>unconsciously gained, <a href="#page164">164</a>.</li> +</ul> +</li> +<li>Efficiency, <a href="#page80">80</a>.</li> +<li>Electives, <a href="#page325">325</a>.</li> +<li>English, teacher of, <a href="#page239">239</a>.</li> +<li>Enthusiasm, element of, <a href="#page150">150</a>.</li> +<li>Environment, <a href="#page259">259</a>.</li> +<li>Etymology, <a href="#page106">106</a>.</li> +<li>Examinations, <a href="#page288">288</a>; +<ul> +<li>traditional method, <a href="#page294">294</a>;</li> +<li>testing for intelligence, <a href="#page296">296</a>;</li> +<li>way of reform, <a href="#page301">301</a>.</li> +</ul> +</li> +<li>Expertness, appraisal of teaching, <a href= +"#page131">131</a>.</li> +</ul> +<ul class="index" id="indexF"> +<li>Faith, <a href="#page203">203</a>, <a href= +"#page227">227</a>.</li> +<li>Filtration plant and a vitalized school, <a href= +"#page206">206</a>.</li> +<li>Flowers, <a href="#page304">304</a>.</li> +<li>Food and life, <a href="#page201">201</a>.</li> +<li>Foreign concept of democracy, <a href="#page66">66</a>.</li> +<li>Formalities, meaningless, <a href="#page128">128</a>.</li> +<li>Freedom, <a href="#page120">120</a>, <a href= +"#page275">275</a>; +<ul> +<li>elements of, <a href="#page283">283</a>;</li> +<li>real, <a href="#page280">280</a>.</li> +</ul> +</li> +<li>Function of the school, <a href="#page70">70</a>, <a href= +"#page210">210</a>.</li> +</ul> +<ul class="index" id="indexG"> +<li>Gang element, <a href="#page179">179</a>.</li> +<li>Generations, rights of the coming, <a href= +"#page30">30</a>.</li> +<li>Girl and her elders, <a href="#page237">237</a>.</li> +<li>Grammar, <a href="#page212">212</a>.</li> +<li>Great Stone Face, <a href="#page162">162</a>.</li> +</ul> +<ul class="index" id="indexH"> +<li>Habit, persistency of, <a href="#page92">92</a>.</li> +<li>History, <a href="#page79">79</a>, <a href="#page254">254</a>, +<a href="#page270">270</a>, <a href="#page278">278</a>; +<ul> +<li>behavior in, <a href="#page267">267</a>;</li> +<li>meaning of, <a href="#page14">14</a>.</li> +</ul> +</li> +<li>Home and the school, <a href="#page255">255</a>.</li> +<li>Hospitals cited, <a href="#page32">32</a>.</li> +<li>House of Parliament, <a href="#page55">55</a>.</li> +<li>Human interest, <a href="#page155">155</a>.</li> +<li>Human qualities, degrees of, <a href="#page248">248</a>.</li> +<li>Humor, <a href="#page232">232</a>; +<ul> +<li>betokens deep feeling, <a href="#page239">239</a>;</li> +<li>defies explanation, <a href="#page242">242</a>;</li> +<li>lack of, <a href="#page235">235</a>;</li> +<li>of Lincoln, <a href="#page238">238</a>.</li> +</ul> +</li> +</ul> +<ul class="index" id="indexI"> +<li>Ideal; of the school, <a href="#page215">215</a>; +<ul> +<li>rôle of, <a href="#page166">166</a>.</li> +</ul> +</li> +<li>Idealist, <a href="#page49">49</a>.</li> +<li>Ideals, a perpetual influence, <a href="#page169">169</a>.</li> +<li>Imagination of children, <a href="#page26">26</a>, <a href= +"#page236">236</a>.</li> +<li>Imitation, politician worthy of, <a href="#page43">43</a>.</li> +<li>Incomplete living, <a href="#page113">113</a>.</li> +<li>Individual, responsibility of the, <a href= +"#page69">69</a>.</li> +<li>Industrial work, <a href="#page321">321</a>.</li> +<li>Influence; of people, <a href="#page313">313</a>; +<ul> +<li>of the school, <a href="#page315">315</a>;</li> +<li>upon pupils, <a href="#page185">185</a>.</li> +</ul> +</li> +<li>Influences of college, <a href="#page11">11</a>.</li> +<li>Initial statement, <a href="#page100">100</a>.</li> +<li>Innate tendencies, <a href="#page61">61</a>.</li> +<li>Intelligence of teacher, <a href="#page298">298</a>.</li> +<li>Intensity, life measured by, <a href="#page2">2</a>.</li> +<li>Interest in practice, <a href="#page180">180</a>.</li> +<li>Interest, life the great human, <a href= +"#page249">249</a>.</li> +</ul> +<ul class="index" id="indexJ"> +<li>Joy in work of artist teacher, <a href="#page145">145</a>.</li> +</ul> +<ul class="index" id="indexL"> +<li>Language, <a href="#page211">211</a>; +<ul> +<li>a social study, <a href="#page211">211</a>;</li> +<li>and vitality, <a href="#page15">15</a>.</li> +</ul> +</li> +<li>Leadership, <a href="#page42">42</a>, <a href= +"#page261">261</a>.</li> +<li>Learning democracy, <a href="#page268">268</a>.</li> +<li>Lesson a prophecy, <a href="#page263">263</a>.</li> +<li>Lessons from childhood, <a href="#page309">309</a>.</li> +<li>Life; and living compared, <a href="#page1">1</a>; +<ul> +<li>and music, <a href="#page307">307</a>;</li> +<li>and reading, <a href="#page12">12</a>;</li> +<li>as subject matter in teaching, <a href="#page6">6</a>;</li> +<li>books as exponents of, <a href="#page14">14</a>;</li> +<li>book of, <a href="#page228">228</a>;</li> +<li>complexity of, <a href="#page4">4</a>;</li> +<li>every subject invested with, <a href="#page155">155</a>;</li> +<li>how the poet learns, <a href="#page223">223</a>;</li> +<li>in literature, <a href="#page6">6</a>;</li> +<li>quality of, <a href="#page219">219</a>;</li> +<li>manifestations of, <a href="#page5">5</a>;</li> +<li>measured by intensity, <a href="#page2">2</a>;</li> +<li>sea as, <a href="#page104">104</a>;</li> +<li>teachers’ influx of, <a href="#page228">228</a>;</li> +<li>the great human interest, <a href="#page249">249</a>;</li> +<li>transfusion of, <a href="#page224">224</a>.</li> +</ul> +</li> +<li>Life and food, <a href="#page201">201</a>.</li> +<li>Lincoln’s humor, <a href="#page238">238</a>.</li> +<li>Literature; life in, <a href="#page6">6</a>; +<ul> +<li>pedagogy in, <a href="#page163">163</a>.</li> +</ul> +</li> +<li>Long division ramified, <a href="#page264">264</a>.</li> +</ul> +<ul class="index" id="indexM"> +<li>Machine teacher, <a href="#page246">246</a>.</li> +<li>Machinery, <a href="#page268">268</a>.</li> +<li>Major and minor, <a href="#page299">299</a>.</li> +<li>Man, <a href="#page285">285</a>.</li> +<li>Manifestations of life, <a href="#page5">5</a>.</li> +<li>Mark Twain as a philosopher, <a href="#page240">240</a>.</li> +<li>Mathematics vitalized, <a href="#page10">10</a>.</li> +<li>Meanderings, <a href="#page139">139</a>.</li> +<li>Melting pot, <a href="#page67">67</a>.</li> +<li>Mental atrophy, <a href="#page289">289</a>.</li> +<li>Methods, <a href="#page292">292</a>; +<ul> +<li>contrasted, <a href="#page44">44</a>;</li> +<li>potency of right, <a href="#page132">132</a>;</li> +<li>of the politician, <a href="#page41">41</a>.</li> +</ul> +</li> +<li>Michael Angelo, <a href="#page108">108</a>.</li> +<li>Military training, <a href="#page118">118</a>.</li> +<li>Minor and major, <a href="#page299">299</a>.</li> +<li>Misconceptions, <a href="#page35">35</a>, <a href= +"#page66">66</a>.</li> +<li>Misfits, <a href="#page216">216</a>.</li> +<li>Mistakes, <a href="#page214">214</a>.</li> +<li>Monuments, <a href="#page58">58</a>.</li> +<li>Mulberry Bend, <a href="#page83">83</a>.</li> +<li>Music, <a href="#page306">306</a>; +<ul> +<li>and life, <a href="#page307">307</a>.</li> +</ul> +</li> +</ul> +<ul class="index" id="indexN"> +<li>Native land, <a href="#page226">226</a>.</li> +<li>Needs of society, <a href="#page212">212</a>.</li> +</ul> +<ul class="index" id="indexO"> +<li>Outlook, <a href="#page264">264</a>.</li> +<li>Ownership, potency of, <a href="#page181">181</a>.</li> +</ul> +<ul class="index" id="indexP"> +<li>Parental attitude towards children, <a href= +"#page19">19</a>.</li> +<li>Parliament, House of, <a href="#page55">55</a>.</li> +<li>Patriot, a typical, <a href="#page82">82</a>.</li> +<li>Patriotism; a determining motive, <a href="#page78">78</a>; +<ul> +<li>as a working principle, <a href="#page77">77</a>;</li> +<li>conclusions, <a href="#page89">89</a>;</li> +<li>in daily life, <a href="#page85">85</a>;</li> +<li>thrift as, <a href="#page87">87</a>.</li> +</ul> +</li> +<li>Pedagogy in literature, <a href="#page163">163</a>.</li> +<li>Penalizing, <a href="#page294">294</a>.</li> +<li>People, <a href="#page312">312</a>; +<ul> +<li>influence of, <a href="#page313">313</a>.</li> +</ul> +</li> +<li>Perseverance, <a href="#page225">225</a>.</li> +<li>Personal efficiency, <a href="#page115">115</a>.</li> +<li>Physical training, <a href="#page116">116</a>.</li> +<li>Physics and Chemistry, <a href="#page196">196</a>.</li> +<li>Physiology, <a href="#page196">196</a>.</li> +<li>Poetry, <a href="#page271">271</a>; +<ul> +<li>defined, <a href="#page222">222</a>.</li> +</ul> +</li> +<li>Poet learns life how, <a href="#page223">223</a>.</li> +<li>Politician defined, <a href="#page40">40</a>; +<ul> +<li>methods of, <a href="#page41">41</a>;</li> +<li>worthy of imitation, <a href="#page43">43</a>.</li> +</ul> +</li> +<li>Possibilities, <a href="#page134">134</a>.</li> +<li>Potency of right methods, <a href="#page132">132</a>.</li> +<li>Power of understanding, <a href="#page13">13</a>.</li> +<li>Problem of the teacher, <a href="#page98">98</a>.</li> +<li>Proprietary interests, <a href="#page180">180</a>.</li> +<li>Public sentiment, <a href="#page323">323</a>.</li> +<li>Pupil teacher, <a href="#page177">177</a>.</li> +</ul> +<ul class="index" id="indexQ"> +<li>Question stated, <a href="#page127">127</a>.</li> +<li>Questions and answers, <a href="#page290">290</a>; +<ul> +<li>books of, <a href="#page300">300</a>.</li> +</ul> +</li> +</ul> +<ul class="index" id="indexR"> +<li>Rational methods, <a href="#page292">292</a>.</li> +<li>Reading and life, <a href="#page12">12</a>.</li> +<li>Recitation, example of socialized, <a href= +"#page187">187</a>.</li> +<li>Reflex influence, <a href="#page184">184</a>.</li> +<li>Remembering and knowing, <a href="#page290">290</a>.</li> +<li>Repeating answers, <a href="#page139">139</a>.</li> +<li>Resourcefulness, <a href="#page153">153</a>.</li> +<li>Responsibility of the school, <a href="#page36">36</a>.</li> +<li>Restricted concepts, <a href="#page262">262</a>.</li> +<li>Resultants, <a href="#page183">183</a>.</li> +<li>Rights of the child, <a href="#page20">20</a>.</li> +<li>Rome, <a href="#page276">276</a>.</li> +<li>Rooms, <a href="#page320">320</a>.</li> +</ul> +<ul class="index" id="indexS"> +<li>Sanitation, <a href="#page82">82</a>.</li> +<li>Scholar’s concept of the sea, <a href= +"#page102">102</a>.</li> +<li>School; and society, <a href="#page46">46</a>; +<ul> +<li>and the home, <a href="#page255">255</a>;</li> +<li>an expression of the teacher, <a href="#page317">317</a>;</li> +<li>and factory compared, <a href="#page130">130</a>;</li> +<li>a life enterprise, <a href="#page322">322</a>;</li> +<li>function of the, <a href="#page70">70</a>;</li> +<li>function of, <a href="#page210">210</a>;</li> +<li>ideal of the, <a href="#page215">215</a>;</li> +<li>influence of, <a href="#page315">315</a>.</li> +</ul> +</li> +<li>Schoolhouse, <a href="#page319">319</a>; +<ul> +<li>the community center, <a href="#page326">326</a>.</li> +</ul> +</li> +<li>Schools; of education, <a href="#page246">246</a>; +<ul> +<li>responsibility of, <a href="#page36">36</a>;</li> +<li>work of the, <a href="#page110">110</a>.</li> +</ul> +</li> +<li>Sciences, relation of, to life, <a href= +"#page198">198</a>.</li> +<li>Sea; as life, <a href="#page104">104</a>; +<ul> +<li>scholar’s concept of, <a href="#page102">102</a>.</li> +</ul> +</li> +<li>Self-complacency, <a href="#page289">289</a>.</li> +<li>Self-interest, <a href="#page41">41</a>.</li> +<li>Self-reliance, <a href="#page284">284</a>.</li> +<li>Self-respect, <a href="#page286">286</a>.</li> +<li>Shakespeare, <a href="#page269">269</a>.</li> +<li>Simplicity and sincerity, <a href="#page320">320</a>.</li> +<li>Snobbery, <a href="#page73">73</a>.</li> +<li>Social intercourse, <a href="#page56">56</a>.</li> +<li>Social study, language a, <a href="#page211">211</a>.</li> +<li>Socialized recitation; definition of, <a href= +"#page176">176</a>; +<ul> +<li>sample of, <a href="#page187">187</a>;</li> +<li>exemplified in society, <a href="#page182">182</a>.</li> +</ul> +</li> +<li>Society; and the school, <a href="#page46">46</a>; +<ul> +<li>needs of, <a href="#page212">212</a>.</li> +</ul> +</li> +<li>Sound body, <a href="#page114">114</a>.</li> +<li>Spelling, <a href="#page281">281</a>; +<ul> +<li>as patriotism, <a href="#page77">77</a>.</li> +</ul> +</li> +<li>Spirit, things of the, <a href="#page123">123</a>.</li> +<li>Spiritual freedom, <a href="#page275">275</a>.</li> +<li>Stars, <a href="#page310">310</a>.</li> +<li>Statistics <em>vs.</em> children, <a href= +"#page247">247</a>.</li> +<li>Stories, <a href="#page233">233</a>.</li> +<li>Story of a boy, <a href="#page236">236</a>.</li> +<li>Street signs, <a href="#page121">121</a>.</li> +<li>Substitutions, results of, <a href="#page48">48</a>.</li> +<li>Switchboard, <a href="#page282">282</a>.</li> +<li>Synthesis and analysis, <a href="#page293">293</a>.</li> +<li>Synthetic teaching, <a href="#page203">203</a>.</li> +</ul> +<ul class="index" id="indexT"> +<li>Teacher, <a href="#page165">165</a>; +<ul> +<li>and child, <a href="#page104">104</a>;</li> +<li>as a machine, <a href="#page246">246</a>;</li> +<li>as environment, <a href="#page162">162</a>;</li> +<li>attitude towards children, <a href="#page254">254</a>;</li> +<li>conduct of, <a href="#page171">171</a>;</li> +<li>characteristic qualities of, <a href="#page144">144</a>;</li> +<li>intelligence of, <a href="#page298">298</a>;</li> +<li>growth of, <a href="#page172">172</a>;</li> +<li>her supremacy, <a href="#page166">166</a>;</li> +<li>of English, <a href="#page239">239</a>;</li> +<li>responsibility of, <a href="#page159">159</a>;</li> +<li>rule of life, <a href="#page171">171</a>;</li> +<li>seeing life large, <a href="#page172">172</a>;</li> +<li>school an expression of, <a href="#page317">317</a>;</li> +<li>skill of the, <a href="#page256">256</a>;</li> +<li>status irrevocable, <a href="#page168">168</a>;</li> +<li>volubility, <a href="#page136">136</a>.</li> +</ul> +</li> +<li>Teachers, <a href="#page327">327</a>; +<ul> +<li>attitude, <a href="#page11">11</a>, <a href= +"#page170">170</a>;</li> +<li>complacency, <a href="#page135">135</a>;</li> +<li>contrasted, <a href="#page9">9</a>;</li> +<li>first type, <a href="#page251">251</a>;</li> +<li>influx of life, <a href="#page228">228</a>;</li> +<li>problem, <a href="#page89">89</a>;</li> +<li>province, <a href="#page7">7</a>;</li> +<li>other self, <a href="#page167">167</a>;</li> +<li>three types of, <a href="#page250">250</a>.</li> +</ul> +</li> +<li>Teaching, <a href="#page229">229</a>; +<ul> +<li>as a fine art, <a href="#page143">143</a>;</li> +<li>defined, <a href="#page2">2</a>;</li> +<li>test of, <a href="#page137">137</a>;</li> +<li>life as subject matter in, <a href="#page6">6</a>;</li> +<li>power, <a href="#page248">248</a>.</li> +</ul> +</li> +<li>Temperance, <a href="#page81">81</a>.</li> +<li>Tests of teaching, <a href="#page137">137</a>.</li> +<li>Things of the spirit, <a href="#page123">123</a>.</li> +<li>Thinking, <a href="#page293">293</a>.</li> +<li>Thirteen colonies, <a href="#page154">154</a>.</li> +<li>Three types of teachers, <a href="#page250">250</a>.</li> +<li>Thrift as patriotism, <a href="#page87">87</a>.</li> +<li>Time element, basic considerations, <a href= +"#page129">129</a>.</li> +<li>Time, waste of, <a href="#page133">133</a>.</li> +<li>Tom Sawyer, <a href="#page91">91</a>.</li> +<li>Trained minds, <a href="#page122">122</a>; +<ul> +<li>achievements of, <a href="#page123">123</a>.</li> +</ul> +</li> +<li>Transfusion of life, <a href="#page224">224</a>.</li> +<li>Travel instinct, <a href="#page57">57</a>.</li> +<li>Truth, child’s conception of, <a href= +"#page109">109</a>.</li> +<li>Twain story, <a href="#page241">241</a>.</li> +<li>Two teachers compared, <a href="#page129">129</a>.</li> +<li>Typical patriot, <a href="#page82">82</a>.</li> +</ul> +<ul class="index" id="indexU"> +<li>Understanding, power of, <a href="#page13">13</a>.</li> +<li>Unity of purpose, <a href="#page328">328</a>.</li> +</ul> +<ul class="index" id="indexV"> +<li>Variety in excellence, <a href="#page63">63</a>.</li> +<li>Vitalized mathematics, <a href="#page10">10</a>.</li> +<li>Vitalized School, <a href="#page329">329</a>; +<ul> +<li>a democracy, <a href="#page69">69</a>;</li> +<li>an exemplification of complete living, <a href= +"#page113">113</a>;</li> +<li>filtration plant, <a href="#page206">206</a>.</li> +</ul> +</li> +<li>Voluble teacher, <a href="#page136">136</a>.</li> +</ul> +<ul class="index" id="indexW"> +<li>Waste of time, <a href="#page133">133</a>.</li> +<li>Weaknesses transmitted, <a href="#page30">30</a>.</li> +<li>Westminster Abbey, <a href="#page54">54</a>.</li> +<li>Word automobile, <a href="#page105">105</a>.</li> +<li>Word in use, <a href="#page107">107</a>.</li> +<li>Work; a blessing, <a href="#page96">96</a>; +<ul> +<li>as a privilege, <a href="#page92">92</a>;</li> +<li>and enjoyment, <a href="#page97">97</a>;</li> +<li>of the school, <a href="#page110">110</a>;</li> +<li>potency of mental, <a href="#page95">95</a>;</li> +<li>misconceptions of, <a href="#page93">93</a>.</li> +</ul> +</li> +<li>World-building, <a href="#page303">303</a>.</li> +</ul> +<hr /> +<p class="cen">The following pages contain advertisements of +Macmillan books on kindred subjects.</p> +<h2>MODERN PEDAGOGY</h2> +<table id="ads" summary="List of books for sale"> +<tr> +<td class="authName">Alexander</td> +<td class="authTitle" colspan="2">The Prussian Elementary School +System</td> +<td class="price">$2.50</td> +</tr> +<tr> +<td class="authName">Bagley</td> +<td class="authTitle" colspan="2">Classroom Management. 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