the vitalized school by pearson

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TheProjectGutenbergeBook,TheVitalizedSchool,byFrancisB.Pearson

ThiseBookisfortheuseofanyoneanywhereatnocostandwithalmostnorestrictionswhatsoever.Youmaycopyit,giveitawayorre-useitunderthetermsoftheProjectGutenbergLicenseincludedwiththiseBookoronlineatwww.gutenberg.org

Title:TheVitalizedSchool

Author:FrancisB.Pearson

ReleaseDate:January23,2006[eBook#17588]

Language:English

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Transcriber'snote:

Italicizedwordsareenclosedbyunderscores(_italic_).

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THEVITALIZEDSCHOOL

by

FRANCISB.PEARSON

SuperintendentofPublicInstructionofOhioAuthorof"TheEvolutionoftheTeacher"

"TheHighSchoolProblem""ReveriesofaSchoolmaster"

NewYork



TheMacMillanCompany1918Copyright,1917,bytheMacMillanCompany.PublishedFebruary,1917.ReprintedJanuary,1918.

PREFACE

Thethoughtfulobservermusthavenotedintherecentpastmanyindicationsofanawakenedinterestbothintheconceptofeducationandinschoolprocedureonthepartofschoolofficials,teachers,andthepublic.Educatorshavebeendevelopingpedagogicalprinciplesthatstriketheirrootsdeepintothephilosophyoflife,andnowtheirpronouncementsareinvadingtheconsciousnessofpeopleofallranksandcausingthemtorealizemoreandmorethattheschoolprocessisanintegralpartofthelifeprocessandnotsomethingdetachedfromlife.

Thefollowingpagesconstituteanattempttointerpretsomeofthe

schoolprocessesintermsoflifeprocesses,andtosuggestwaysinwhichtheseprocessesmaybemadeidentical.

Itishopedthatteacherswhomayreadthesepagesmayfindrunningthroughthemastrandofoptimismthatwillgivethemincreasedfaithintheirownpowers,alargerhopeforthefutureoftheschool,andanaccessofzealtopressvaliantlyforwardintheireffortstoexcelthemselves.

F.B.P.

COLUMBUS,OHIO,January,1917.

TABLEOFCONTENTS

CHAPTER

I.TEACHINGSCHOOLII.THETEACHERIII.THECHILDIV.THECHILDOFTHEFUTURE

V.THETEACHER-POLITICIANVI.SUBLIMECHAOSVII.DEMOCRACYVIII.PATRIOTISMIX.WORKANDLIFEX.WORDSANDTHEIRCONTENTXI.COMPLETELIVINGXII.THETIMEELEMENTXIII.THEARTISTTEACHERXIV.THETEACHERASANIDEAL



XV.THESOCIALIZEDRECITATIONXVI.AGRICULTUREXVII.THESCHOOLANDTHECOMMUNITYXVIII.POETRYANDLIFEXIX.ASENSEOFHUMORXX.THEELEMENTOFHUMANINTERESTXXI.BEHAVIORXXII.BONDANDFEARXXIII.EXAMINATIONSXXIV.WORLD-BUILDINGXXV.ATYPICALVITALIZEDSCHOOL

THEVITALIZEDSCHOOL

CHAPTERI

TEACHINGSCHOOL

=Lifeandlivingcompared.=--Thereisawidedifferencebetweenschool-teachingandteachingschool.Thequestion"Issheaschool-teacher?"meansonething;butthequestion"Cansheteachschool?"meansquiteanother.School-teachingmaybeliving;butteachingschoolislife.Andanyonewhohasadefinitionoflifecanreadilyfindadefinitionforteachingschool.Muchofthecriticismoftheworkoftheschoolsemanatesfromsourcesthathavearestrictedconceptoflife.Theartisanwhodefineslifeintermsofhisowntradeisimpatientwithmuchthattheschoolistryingtodo.Hewouldhavethescopeoftheschoolnarrowedtohisconceptoflife.Ifartandliteraturearebeyondthelimitsofhisconcept,hecanseenowarrantfortheirpresenceintheschool.Theworkoftheschoolscannotbe

standardizeduntillifeitselfisstandardized,andthatisneitherpossiblenordesirable.Thegloryoflifeisthatitdoesnothavefixity,thatitisevercrescent.

=Teachingdefined.=--Teachingschoolmaybedefined,therefore,astheprocessofinterpretinglifebythelaboratorymethod.Theteacher'sworkistoopenthegatesoflifeforthepupils.But,beforethesegatescanbeopened,theteachermustknowwhatandwheretheyare.Thisviewoftheteacher'sworkisneitherfancifulnorfantastic;quitethecontrary.Lifeisthecommonheritageofpeopleyoungandold,andtheschoolshouldbesoorganizedandadministeredastoteachpeoplehowtousethisheritagetothebestadvantagebothforthemselvesandforothers.Ifachildshouldbeabsentfromschoolaltogether,orifhe

shouldbeincarceratedinprisonfromhissixthtohiseighteenthyear,hewouldstillhavelife.But,ifheisinschoolduringthosetwelveyears,heissupposedtohavelifethatisofbetterqualityandmoreabundant.Lifeisnotmeasuredbyyears,butbyitsownintensityandscope.IthasoftenbeensaidthatsomepeoplehavemorelifeinthreescoreandtenyearsthanMethuselahhadinhismorethanninehundredyears.

=Lifemeasuredbyintensity.=--Thisstatementisnotdemonstrable,ofcourse,butitservestomakeevidentthefactthatsomepeoplehave



moreoflifeinagiventimethanothersinthesametime.Inthissense,lifemaybemeasuredbythenumberofreactionstoobjectives.Thesereactionsmaybeincreasedbytraining.Twopersons,inpassingashop-window,maynotseethesameobjects;oronemayseetwiceasmanyastheother,accordingtotheirabilitytoreact.Themanwhowaslockedinavaultatthecemeterybyaccident,andwasnotdiscoveredforanhour,thoughthehadspentfourdaysinhisimprisonment.Hehadreallylivedfourdaysinasinglehourbyreasonoftheintensityoflifeduringthathour.

=Illustrations.=--Inthecaseofdreams,wearetoldthatyearsmaybecondensedintominutes,orevenseconds,byreasonoftherapidityofreactions.Therapidityandintensityofthesereactionsmakethemselvesmanifestonthefaceofthedreamer.Beadsofperspirationandfacialcontortionsbetokenintensityoffeeling.Insuchanexperiencelifeisintense.Ifamentalorspiritualcyclometercouldbeusedinsuchacase,itwouldmakeahighrecordofspeed.Lifesometimestouchesbottom,andsometimesscalestheheights.Butthedistancebetweentheseextremesvariesgreatlyindifferentpersons.Thelifeofonemayhavebutasingleoctave;oftheother,eight,orahundred,orathousand.ThelifeofJobisanaptillustration.Noonehasbeenabletosoundthedepthsofhissuffering,norhasanyonebeenabletomeasuretheheightsofhisexaltation.Wemaynotreadilycomputetheoctavesinsuchalifeashis.

=Thecomplexityoflife.=--Itisnoteasytothinklife,muchlessdefineit.Theelementsaresonumerousastobaffleandbewilderthemind.ItlooksoutatonefromsomanycornersthatitseemsArgus-eyed.AtonemomentweseeitontheStockExchangewheremenstruggleandstriveinamadfrenzyofcompetition;atanother,inaquiethome,whereamothersoothesherbabytosleep,wherethereisnocompetitionbut,rather,asublimemonopoly.Again,itmanifestsitselfintheclankingofmachinerywheremenaretunnelingthemountainorconstructingacanaltouniteoceans;or,again,inthelaboratorywherethemicroscopeisrevealingtheformofthesnowcrystal.Onemaniswatchingthemovementsoftheheavenlybodiesastheyfilebyhistelescope,whileanotherwritesaproclamationthatmakesfreearaceof

people.Anothermanisleadinganarmyintobattle,whilesomeDoctorMacClureisbreastingthestorminthedarknessashegoesforthonhismissionofmercy.

=Manifestationsoflife.=--Thesemanifestationsoflifemencalltrade,commerce,history,mathematics,science,nature,andphilanthropy.Andmenwritethesewordsinbooks,andothermenwriteotherbookstryingtoexplaintheirmeaning.Then,stillothersdivideandsubdivide,andsciencebecomesthesciences,andmathematicsbecomesarithmetic,andalgebra,andgeometry,andtrigonometry,andcalculus,andastronomy.Heremathematicsandscienceseemtomerge.And,intime,historyandgeographycometogether,andsometimesstriveforprecedence.

Thus,booksaccumulateintolibrariesandsoaddanothertothemanyelementsoflife.Thenmagazinesarewrittentoexplainthebooksandtheirauthors.Themotivebehindthebookisanalyzedinanefforttodiscovertheworkingsoftheauthor'smindandheart.Intheserevelationswesometimesheartheripplingofthebrook,andsometimesthemoanofthesea;sometimesthecooingofthedove,andsometimesthescreamoftheeagle;sometimesthebleatingofthelamb,andsometimestheroaringofthelion.Inthemweseethemoonbeamsthatplayamongtheflowersandthelightningthatrendstheforest;theblossomsthatfilterfromthetreesandtheavalanchethatcarriesdestruction;the



rainthatfructifiestheearthandthehurricanethatdestroys.

=Lifeinliterature.=--Backofthesesightsandsoundswediscovermen--Cicero,Demosthenes,Homer,Isaiah,Shakespeare,Milton,Dante.Wetracethethoughtsandemotionsofthesemenandfindliterature.Andinliterature,again,wecomeuponanothermanifestationoflife.Literatureiswhatitisbecausethesemenwerewhattheywere.Theysawandfeltlifetobelargeandsowroteitdownlarge;andbecausetheywroteitthus,whattheywroteendures.Theystoodupontheheightsandsawthestrugglesofmanwithhimself,withothermen,andwithnature.Thispanoramageneratedthoughtsandfeelingsinthem,andthesetheycouldnotbutportray.AndsoliteratureandlifeareidenticalandnotcoÃ¶rdinates,assomewouldhaveusthink.

=Lifeassubjectmatterinteaching.=--Inteachingschool,therefore,thesubjectmatterwithwhichwehavetodoislife--nothingmoreandnothingless.Wemaycallithistory,ormathematics,orliterature,orpsychology,--butitstillremainstruethatlifeistherealobjectiveofallouractivities.And,ashasbeenalreadysaid,weareteachinglifebythelaboratorymethod.Wearestrivingtointerpretthethinginwhichweareimmersed.Wefeel,andthink,andaspire,andlove,andenjoy.Allthesearelife;andfromthislifewearestrivingtoextractstrengththatourfeelingmaybedeeper,ourthinkinghigher,ouraspirationswiderandmorelofty,ourlovepurerandnobler,andourown

enjoymentgreater.Byabsorbingthelifethatisallaboutuswestrivetohavemoreabundantandaboundinglife.

=Theteacher'sprovince.=--Suchistheprovinceofonewhoessaysthetaskofteachingschool.Schoolislife,aswehavebeentold;but,atthesametime,itisaplaceandanoccasionforteachinglife.Ifwecoulddetachhistoryfromlife,itwouldceasetobehistory.Ifliteratureisnotlife,itisnotliterature;andsowiththesciences.Thesebranchesarebutvariantsorbranchesoflife,andallemanatefromacommoncenter.Whetherwescantheheavens,penetratethedepthsofthesea,poreoverthepagesofbooks,orlookintothemindsandheartsofmen,wearestrivingafteraninterpretationoflife.

QUESTIONSANDEXERCISES

1.Distinguishbetweena"schoolteacher"anda"manorwomanwhoteachesschool."

2.Discusstheimportanceofthefollowingagenciesoftheschoolinsecuringforchildren"lifeofabetterqualityandmoreabundant":play;revitalizedcurricula;vitalizedteachers;medicalinspection;socialcenters;moralinstruction.

3.Discussbothfromthestandpointofpresentpracticeandidealeducationalprinciples:"Moreabundantliferatherthanknowledgeisthe

chiefendofinstruction."

4.Whatchangesarenecessaryinschoolcurriculaandinthemethodsofschoolorganization,instruction,anddiscipline,inorderthatthechiefpurposeofourschools,"moreabundant_life_,"mayberealized?

5.Justifytheapparentlengthoftheschooldaytoteachersandpupils,asameansofdeterminingthequalityoftheworkoftheschool.

6.Someteachersmaintainthatschoolisapreparationforlife,while



theauthormaintainsthat"schoolis_life_."Isthisdifferenceintheconceptoftheschoolavitalone?

7.Howmaythisdifferenceofconceptaffecttheworkoftheteacher?theattitudeofthepupil?

8.Whatdefinitionofeducationwillbestharmonizewiththeidealsofthischapter?

CHAPTERII

THETEACHER

=Teacherscontrasted.=--Thevitalizedschoolisanexpressionofthevitalizedteacher.Inthehandsoftheteacherofanothersort,thevitalizedschoolisimpossible.Unlessshecanseeinthemultiplicationtablethepowerthatthrowsthebridgeacrosstheriver,thatbuildspyramids,thatconstructsrailways,thatsendsshipsacrosstheocean,thattunnelsmountainsandnavigatestheair,thistablebecomesastupidthing,adeadthing,andanincubusuponthespiritsofher

pupils.Tosuchateachermathematicsisalifelessthing,withouthopeorpotency,theschoolisamereconveniencefortheearningofalivelihood,theworkisthedrudgeryofbondage,andthechildrenarelittlelessthananimpertinence.Thevitalizedteacherisdifferent.Toherthemultiplicationtablepulsateswithlife.Itstretchesforthitsbeneficenthandtogiveemploymenttoamillionworkers,andfoodtoamillionhomes.Itpervadeseverymartoftrade;itloadstrainsandshipswiththecommerceofnations;andithelpstoamplifyandennoblecivilization.

=Vitalizedmathematics.=--Inthistablesheseesaprophecyofgreatachievementsinengineering,architecture,transportation,andthemyriadapplicationsofscience.Inbrief,mathematicstoherisvibrant

withlifebothinitspresentusesandinitspossibilities.Sheknowsthatitisapartofthetextureofthedailylifeofeveryhomeaswellasofnationallife.Sheknowsthatitpertainstoindividual,community,andnationalwell-being.Knowingthis,shefeelsthatitisquiteworthwhileforherselfandherpupils,bothforthepresentandforthefuture.Shefeelsthat,ifshewouldknowlife,shemustknowmathematics,becauseitisapartoflife;that,ifshewouldteachlifetoherpupils,shemustteachthemmathematicsasanintegralpartoflife;andthatshemustteachitinsuchawaythatitwillbeasmuchapartofthemselvesastheirbodilyorgans.Shewantsthemtoknowthemathematicsastheyknowthattherainisfallingorthatthesunisshining,becausetherain,thesunshine,andthemathematicsareallelementsoflife.Hergreataimistohaveherpupilsexperiencethe

studyjustastheyexperienceotherphasesoflife.

=Theteacher'sattitude.=--Suchateacherwithsuchaconceptionoflifeandofherworkfindsteachingschooltheveryreverseofdrudgery.Eachdayisanexhilaratingexperienceoflife.Herpupilsareapartoflifetoher.Sheenjoyslifeand,hence,enjoysthem.Theyareherconfederatesinthefinegameoflife.Thebignessandexuberanceofherabundantlifeenfoldsthemall,andfromtheveryatmosphereofherpresencetheyabsorblife.Theirstudies,undertheinfluenceofhermagic,areasmuchapartoflifetothemastheairtheybreatheorthe



foodtheyeat.Notwodaysarealikeinherschool,forlifeto-dayislargerthanitwasyesterdayandsopresentsanewaspect.Herspiritcarriesoverintotheirspiritsthetruthsofthebooks,andthesetruthsthusbecomeinherent.

=Collegeinfluences.=--Sheteacheslife,albeitthroughthemediumofsubjectsandbooks,becausesheknowslife.Hercollegeworkdidnotconsistinthegatheringtogetherofmanyfacts,butinaccumulatingexperiencesoflife.Manyoftheseexperienceswereacquiredvicariously,buttheywerenolessrealonthataccount.Hergenerousnaturewasabletowithstandthemostassiduouseffortsofsomeofherteacherstoquenchtheflamesoflifethatglowedinthepagesofbooks,withthewetblanketoferudition.Shewasabletorelivethethoughtsandfeelingsoftheauthorswhosebooksshestudiedandsomaketheirexperiencesherown.Shecouldreconstitutetheemotionallifeofherauthorsandgainpotencythroughthetransfusionofspirit.Herbookswerelivingthings,andshegleanedlifefromtheirpages.

=Readingandlife.=--Shecanteachreadingbecauseshecanread.Readingtoherisanexperienceinlife.Thewordsontheprintedpagearenotmeaninglesshieroglyphics.Theyaretheelectricwireswhichconnectthesouloftheauthorwithherown,andthroughwhichthecurrentiscontinuallypassing.WhenshereadsDickens,TinyTimisneveramereboywithacrutch,butheisTinyTim,and,assuch,neithermennor

angelscansupplanthimontheprintedpage.Sheknowsthetouchofhimandthevoiceofhim.Shelaughswithhim;shecrieswithhim;sheprayswithhim;sheliveswithhim.InherteachingshecausesTinyTimtostandforthlikeacameotoherpupils,withnorivalandnopeer.Thisshecandobecauseheisapartofherlife.Shehasnooccasioneithertoposeortorhapsodize.Sincerityisitsownexplanationandjustification.

=Powerofunderstanding.=--Whenshereads"LittleBoyBlue"shecanhearthesobbingofaheartbrokenmotherandthus,vicariously,comestoknowtheuniversalityofdeathandsorrow.Butshefindsfaithandhopeinthepoem,also,andsocanseethesunlightsuffusingthecloudsofthemother'sgrief.Thussheentersintothefeelingofmotherhoodandso

sharesthelifeofallthemotherswhosechildrenareherpupils.Ineverypageshereadsshecrossesanewthethresholdoflifeandgainsaknowledgeofitsjoys,itssorrows,itstriumphs,oritsdefeats.Inshort,shereadswiththespiritandnotmerelywiththemind,andthuscatchesthespiritualmeaningofwhatshereads.Shecanfeelaswellasthinkandsocanemotionalizetheprintedpage.Naturehasendowedherwithasensoryfoundationthatreactstotheemotionalsituationsthattheauthorproduces.Thussheunderstands,andthatistheprimedesideratuminreading.Andbecausesheunderstands,shecaninterpret,andcauseherpupilstounderstand.Thustheyreceiveanotherendowmentoflife.

=Booksasexponentsoflife.=--Shehastimeforreadingasshehastime

foreatinganddrinking,andforthesamereason.TohertheyareallcoÃ¶rdinateelementsoflife.Sheeats,andsleeps,andreadsbecausesheisalive;andsheismorealivebecausesheeats,andsleeps,andreads.Shetapsthesourcesofspiritualrefreshment,withoutparade,andrejoicesintheconsequentenrichmentofherlife.Shedoesnotsmitetherock,butspeakstoit,andsmilesuponit,andthewatersgushforth.ShedescendsintoHadeswithDante,andascendsSinaiwithMoses,andisrefreshedandstrengthenedbyherjourneys.ShesitsenraptasShakespeareturnsthekaleidoscopeoflifeforher,orstandsenthralledbyVictorHugo'spictureofthehumansoul.Hersentientspiritis



ignitedbythefiresofgeniusthatglowbetweenthecoversofthebook,andherfineenthusiasmcarriesthedivineconflagrationoverintothespiritsofherpupils.Thereis,therefore,nodragorlistlessnessinherclassinreading,because,duringthisexercise,lifeisasbuoyantandspontaneousasitisupontheplayground.

=Themeaningofhistory.=--Inherteachingofhistorysheinvestsallthecharacterswithlife,becausetohertheyarealive.Andbecausetheyarealivetohertheyarealivetoherpupils.Theyareinstinctwithpower,action,life.Sherehabilitatesthescenesinwhichtheymoved,and,therefore,theymustbealiveinordertoperformtheirparts.Theyareallfleshandbloodpeoplewithalltheattributesofpeople.Theyareallactuatedbymotivesandmovealongtheirappointedwaysobedienttothelawsofcauseandeffect.Theyarenotnamedinthebooktobelearnedandrecited,buttobeknown.Shecausesherpupilstoknowthemastheywouldcometoknowpeopleinherhome.Nordotheyevermistakeonefortheotherorconfusetheiractions.Theyknowthemtoowellforthat.Thesecharactersaremadetostandwideapart,sothat,beingthusseen,theywilleverafterbeknown.Historyisnotadirectoryofnames,butgroupsofpeoplegoingabouttheirtasks.Theyhunger,andthirst,andlove,andhate,andstrugglewiththeirenvironmentastheirdescendantsaredoingto-day.

=Languageandvitality.=--Whensheisteachingalanguage,itisnever

lessthanalivinglanguage.InLatinthesyntaxislearnedasameans,neveranend.Thebigthingsinthestudyloomtoolargeforthat.ThepupilsbecomesoeagertoseewhatCÃ¦sarwilldonextthattheycannotaffordthetimetostarelongatamereablativeabsolute.Theyarefollowingtheparade,andarenottobeturnedasidefromtheirlargepurposebyminormatters.TheyaremadetoseeandhearCicero;andRomebecomesareality,withitsForum,itsSenate,anditsMamertine.WhenDidosearsthesoulofthefaithlessÃneaswithherwordsofscorn,thegirlsapplaudandtheboystremble.WhenTroyburns,thereisarealfire,andAchatesisasrealasthemanFriday.WhentheshipwreckedTrojansregalethemselveswithvenison,itisnomake-believedinner,butarealone.Wheresuchateacheris,therecanbenodeadlanguage,nodrybonesofhistory,andnostagnationinthestreamoflife.


1.Whatsuggestionsareofferedforthevitalizationofmathematics?history?reading?language?

2.Inwhatwaysisvitalizationofsubjectmatterrelatedtoitssocialization?

3.Howmaymotivationinteachingthemultiplicationtablebeassistedbyvitalization?

4.Whatistobeincludedintheterm"read"inthesentence"Shecanteachreadingbecauseshecanread"?

5.Addtotheauthor'slistofchildreninliteraturewhomthevitalizedteachermayintroduceascompanionstoherpupils.

6.Whyisextendedreadingessentialtosuccessinteaching?

7.WhatworksofDantehaveyouread?ofVictorHugo?ofShakespeare?Howwillthereadingofsuchauthorsimprovetheteachingabilityof



elementaryteachers?

8.Whatarethedistinguishingcharacteristicsofthevitalizedteacher?

CHAPTERIII

THECHILD

=Thechildasthecenterinschoolprocedure.=--Thechildisthecenterofschoolprocedureinallitsmanyramifications.Forthechildthebuildingiserected,theequipmentisprovided,thecourseofstudyisarrangedandadministered,andtheteacheremployed.Thechildismajor,andallelseissubsidiary.Inthegeneralschemeeventheteachertakessecondaryplace.Teachersmaycomeandgo,butthechildremainsasthefocusofallplansandpurposes.Theteacherissecuredforthechild,andnotthechildfortheteacher.Taxpayers,boardsofeducation,parents,andteachersareallactiveintheinterestsofthechild;andallschoollegislation,tobeimportant,musthavethechildasitsprimeobjective.Collegesofeducationandnormalschools,inlargenumbers,areworkingattheeducationalprobleminanefforttodevelop

moreeffectivemethodsoftrainingtheteachersofthechild.Ahostofauthorsandpublishersaregivingtotheinterestofthechildtheproductsoftheirskill.Ineverycommonwealthmaybefoundalargenumberofmenandwomenwhosetimeandenergiesaredevotedtotheworkoftheschoolsforthechild.

=Allchildrenshouldhaveschoolprivileges.=--Allthesefactsarefreelyadmitted,whereverattentioniscalledtothem,butwestillhavetruantofficers,andchildlaborlaws.Weadmitthefacts,but,inourpractices,strivetocircumventtheirapplication.Iftheschoolisgoodforonechild,itisgoodforallchildren.Indeed,theschoolismaintainedontheassumptionthatallchildrenwilltakeadvantageofandprofitbyitspresence.Iftherewerenoschools,ourcivilization

wouldsurelydecline.Ifschoolattendanceshouldceaseattheendofthefifthyear,thenwewouldhaveafifth-yearcivilization.Itrests,therefore,withtheparentsofthechildren,inlargemeasure,whetherwearetohaveaneighth-gradecivilization,ahigh-schoolcivilization,oracollegecivilization.

=Parentalattitude.=--Schoolsareadministeredontheassumptionthateverychildiscapableofandworthyoftraining,andthattrainingthechildwillmakeforabetterqualityofcivilization.Thestateregardsthechildasaliabilityduringhischildhoodinthehopethathemaybeanassetinhismanhood.Inthishopetimeandmoneyaredevotedtohistraining.But,inthefaceofallthis,thereareparents,hereandthere,whostilllookupontheirownchildrenasassetsandwoulduse

themfortheirowncomfortorprofit.Theyseemtothinkthattheirchildrenareindebtedtothemforbringingthemintotheworldandthattheirobligationtothechildreniscanceledbymeagerprovisionoffood,shelter,andclothing.Theyseemnottorealizethat"lifeismorethanfruitorgrain,"anddenytotheirchildrentheelementsoflife.

=Therightsofthechild.=--Allthisisasortofprefacetothestatementthatthechildcomesintotheworldendowedwithcertaininherentrightsthatmaynotbeabrogated.Hehasarighttolifeinitsbestandfullestsense,andnoonehasarighttoabridgethismeasure



oflife,ortodeprivehimofanythingthatwillcontributetosuchalife.Hegoestotheschoolasoneofthesourcesoflife,andanyonewhodenieshimthisboonisdoingviolencetohisrighttohavelife.Hedoesnotgotoschooltostudyarithmetic,butstudiesarithmeticasoneoftheelementsoflife;andexperiencehasdemonstratedthatarithmeticmaybelearnedintheschoolmoreadvantageouslythanelsewhere.Hegoestoschooltohaveagreeableandprofitablelife.Eachdayisanintegeroflifeandmustbemadetoaboundinlifeifitistobeaccountedasuccess.

=Childlife.=--Again,thechildhasarighttothequalityoflifethatisconsistentwithandcongenialtohisage.Aseven-year-oldshouldbeaseven-year-old,inhisthinking,inhisactivities,inhisamusements,andinhisfeeling.Weshouldneveraskorwanthimto"putawaychildishthings"atthisage,forthesechildishthingsareaproofofhisnormalityandgoodhealth.Hisbuoyantlifeandgoodhealthmayprovedisastroustothefurnitureinhishome,butfarbettermarredfurniturethanmarredchildhood.If,atthisage,heshouldbecomeasquietandsedateashisfather,hisparentsandteacherwouldhavecauseforalarm.Itisthehighprivilegeoftheparentandtheteachertodirecthisactivities,butnottoabridgeorinterdictthem.Iftheteacherwouldreducehimtoinactionandsilence,shemaywellreflectthatifhewereanimbecilehewouldbequiet.Hewillnotpassthiswayagain;andifheisevertohavethesortoflifethatisinharmony

withhisage,hemusthaveitnow.=Childhoodcurtailed.=--Hehasaright,also,tothefullmeasureofchildhood.Thisperiodisrelativelyshort,andanycurtailmentdoesviolencetohisphysiologicalandpsychologicalnature.Alltheyearsofhischildhoodarenecessaryforaproperbalancingofhisphysicalandmentalpowers,thattheymaydotheirappointedworkinafteryears.Entirevolumeshavebeendevotedtothissubject,but,inspiteofthesevolumes,somemothersstilltrytohurrytheirdaughtersintothedutiesandresponsibilitiesofadultlife.Onesuchmotherwenttothehighschooltogetthebooksofherfifteen-year-olddaughterand,uponbeingaskedwhythedaughterwasleavingschool,replied,"Oh,she'skeepingcompanynow."Thatdaughterwillneverbethehardyplantin

civilizationthatsheoughttobe,becauseshewasrearedinahothouseatmosphere.Thatmotherhadnorighttocripplethelifeofherchildbythwartingnature'sdecrees.

=Detrimentaleffects.=--Thepityofitallisthatthechildisatthemercyoftheparent,oroftheteacher,asthecasemaybe.Webecomesoeagertohave"oldheadsonyoungshoulders"thatwebegrudgethechildtheyearsthatarenecessaryfortheshoulderstoattainthatmaturityofstrengththatisneedfulforsupportingthe"oldheads."Thenensuesalackofbalance,and,wereallchildrenthusdeniedtheirrighttothefullperiodofyouth,weshouldhaveadistortedcivilization.Dickensinveighsagainstthiscurtailmentofyouthprodigiously,andthemarvelisthatwehavefailedtolearnthelessonfromhispages.Weneednot

haverecoursetoVictorHugotoknowthelifeoflittleCosette,forwecanseeherprototypebymerelylookingaboutus.

=Thechild'srighttothebest.=--Asthechildhasarighttolifeinitsfullness,sohehasarighttoalltheagenciesthatcanpromotethistypeoflife.Ifhemeetswithanaccidenthehasarighttothebestsurgicalskillthatcanbesecured,andthisrightwereadilyconcede;andequallyhehasarighttothebestteacherthatmoneywillsecure.Ifhehasateacherthatislessthanthebest,thetimethuslostcanneverberestoredtohim.Aladywhohadanunskillfulteacher



inherfirstyearinthehighschoolnowaversthathemaimedherforlifeinthatparticularstudy.Lifeissuchadelicateaffairthatitdemandsexperthandling.IfwehopetohavethechildattainhisrighttobeanintelligentcoÃ¶peratingagentinpromotinglifeinsociety,thennopriceistoogreattopayfortheexpertteachingwhichwillnurturethesortoflifeinhimthatwillmakehimeffective.

=Thechild'snativetendencies.=--Then,again,thechildhasarighttotheexerciseofthenativetendencieswithwhichheisendowed.Infact,thesetendenciesshouldbetheworkingcapitaloftheteacher,thestartingpointsinherteaching.Therewasatimewhentheteacherpunishedthechildwhowascaughtdrawingpicturesonhisslate.Happilythatsortofbarbaritydisappeared,inthemain,alongwiththeslate.Thevitalizedteacherrejoicesinthepicturesthatthechilddrawsandturnsthistendencytogoodaccount.Throughthisinclinationtodrawshefindstherealchildandso,asthepsychologistsdirect,shebeginswherethechildisandsetsaboutattachingtothisnativetendencytheworkinnaturestudy,geography,orhistory.Whenshediscoversaconstructivetendencyinthechild,sheatonceusesthisinshiftingfromanalytictosyntheticexercisesintheschoolorder.Ifheenjoysmakingthings,hewillbegladofanopportunitytomakedevices,orproblems,ormaps.

=Theplayinstinct.=--Shemakeslargeuse,also,oftheplayinstinct

thatisoneofhisnativetendencies.Thisinstinctisconstantlyreachingoutforobjectsofplay.Theteacherisquicktonotethechild'squestforobjectsanddeftlysubstitutessomephaseofschoolworkformarbles,balls,ordolls,andhisplayingproceedsapacewithoutabatementofzest.Thevitalizedteacherknowshowtoattachthearithmetictothisplayinstinctandmakeitafascinatinggame.Duringthegamesofarithmetic,geography,history,orspelling,lifeisathightideinherschoolandtheworkisthoroughinconsequence.Workisrelievedoftheonusofdrudgerywheneveritappearsintheguiseofagame,andtheteacherwhohasskillinattachingschoolstudiestotheplayinstinctofthechildwillmakeherschooleffectiveaswellasadelighttoherselfandherpupils.Insuchaplanthereisneitherplacenoroccasionforcoercion.

=Self-expression.=--Anotherrightofthechildistherighttoexpresshimself.Thedesireforself-expressionisfundamentalinthehumanmind,asthestudyofarchÃ¦ologyabundantlyproves.Sincethisistrue,everyschoolshouldbeaschoolofexpressionifthenatureofthechildistohavefullrecognition.Withoutexpressionthereisnoimpression,andwithoutimpressionthereisnoeducationthathasrealvalue.Themoreandbetterexpressionintheschool,therefore,themoreandbettertheeducationinthatschool.Inthevitalizedschoolweshallfindfreedomofexpression,andtheabsenceofunreasoningrepression.Thechildexpresseshimselfbymeansofhishands,hisfeet,hisface,hisentirebody,andhisorgansofspeech,andhisexpressionthrougheitherofthesemeansgivestheteacheraknowledgeofwhattodo.These

expressionsmaynotbewhattheteacherwouldwish,buttheexpressionnecessarilyprecedesintelligentteaching.

=Imagination.=--Theseexpressionsmayrevealavividimagination,buttheyarenolessvaluableasindicesofthechild'snatureonthataccount.Itistheveryrefinementofcrueltytotrytointerdictorstiflethechild'simagination.Butfortheimaginationofpeopleinthepastweshouldnothavetherichtreasuresofmythologythatsodelightusall.Everychildwithimaginationisconstructingamythologyofhisown,andfromthegossamerthreadsoffancyisweavingapatternoflife



thatnoparentorteachershouldeverwishtoforbidordestroy.Daybyday,heseesvisionsanddreamsdreams,andsobuildsforhimselfaworldinwhichhefindsdelightandprofit.Inthisworldheisking,andonlyprofanehandswoulddareattempttodethronehim.

=Thechild'sexperiences.=--Hisexperiences,whetherintherealworld,orinthisworldoffancy,arehiscapitalinthebankoflife;andhehaseveryrighttoinvestthiscapitalsoastoachievefurtherincrementsoflife.Inthisenterprise,theteacherishiscounselorandguide,and,inorderthatshemayexercisethisfunctionsympatheticallyandrationally,shemustknowthenatureandextentofhiscapital.Ifheknowsabird,hemayinvestthisknowledgesoastogainaknowledgeofmanybirds,andso,intime,compasstheentirerealmofornithology.Ifheknowsaflower,fromthisknownhemaybesodirectedthathemaybecomeamasterintheunknownfieldofbotany.Ifheknowscoal,thisexperiencemaybemadetheopensesametotherealmsofgeology.Inshort,allhisexperiencesmaybecapitalizedunderthedirectionofaskillfulteacher,andmadetoproducelargedividendsasaninvestmentinlife.

=Relationtoschoolwork.=--Thustheschoolbecomes,forthechild,aplaceofandforreallife,andnotaplacedetachedfromlife.Thereheliveseffectively,andjoyously,becausetheteacherknowshowtoutilizehisexperiencesandnativedispositionsfortheenlargementof

hislife.Hehasnoinclinationtobecomeadeserteroratenant,forlifeisagreeablethere,andtheschoolismadehischiefinterest.Hisworkisnotdoledouttohimintheformoftasks,butisgraciouslypresentedasaprivilege,andassuchheesteemsit.Therehelearnstoliveamongpeopleofdifferingtastesandinterestswithoutabdicatinghisownindividuality.Therehelearnsthatlifeisworkandthatworkistheveryquintessenceoflife.


1.Howshoulddividendsonschoolinvestmentsbeestimated?

2.Whataretheinherentrightsofchildhood?

3.Whatusemaybemadeofplayintheeducationofchildren?

4.ExplainwhyadultsareoftenunwillingtocoÃ¶peratethroughlackofopportunitytoplayinchildhood.

5.Illustratefromyourownknowledgeandexperiencehowtheexerciseofnativetendenciesmaybethemeansofeducation.

6.Whatmodesofself-expressionshouldbeusedbypupilsofelementaryschools?ofhighschools?

7.Whatmaythevitalizedteacherdotoassistinthedevelopmentofself-expression?Whatshouldsherefrainfromdoing?

8.Suggestmethodswherebytheteachermaydiscoverthecontentofthechild'sworld.

9.Howmaythechild'sexperience,imagination,andexpressionbeinterrelated?

10.Whyisthetwentiethcenturycalledthe"ageofthechild"?



CHAPTERIV

THECHILDOFTHEFUTURE

=Rightsofthecominggenerations.=--Anyschoolprocedurethatlimitsitsinterestsandactivitiestothepresentgenerationtakesatoorestrictedviewoftherealscopeofeducation.Thechildrenofthenextgeneration,andthenext,areentitledtoconsiderationifeducationistodoitsperfectworkandhavecompleteandconvincingjustification.Thechildofthefuturehasarighttograndfathersandgrandmothersofsoundbodyandsoundmind,andtheschoolsandhomesofthepresentarechargedwiththeresponsibilityofseeingtoitthatthisrightisvouchsafedtohim.Inactualpracticeourplansseemnottoprevisegrandfathersandgrandmothers,andstopshortevenoffathersandmothers.Thechildofthenextgenerationhasarighttoafatherandamotherofuntaintedblood,andneitherthehomenortheschoolcanignorethisright.

=Transmittedweaknesses.=--Iftheserightsarenotscrupulously

respectedbythepresentgeneration,thechildofthefuturemaycomeintotheworldunderahandicapthatalltheeducationalagenciescombinedcanneitherremovenormateriallymitigate.Ifheiscrippledinmindorinbodybecauseofexcessesonthepartofhisprogenitors,theschoolsandhospitalsmayhelphimthroughlifeinasorrysortoffashion,buthisconditionisevermorearemindertohimofhowmuchhehasmissedincomparisonwiththechildofsoundbodyandmind.Ifsuchachilddoesnotimprecateeventhememoryoftheancestorswhosevitiatedbloodcoursesthroughhisstrickenbody,itwillbebecausehismindistooweaktoreasonfromeffecttocauseorbecausehisafflictionhastaughthimlargecharity.Hewillfeelthathehasbeenshamefullycheatedinthegreatgameoflife,withnohopeofrestitution.Byreasonofthis,hisgazeisturnedbackwardinsteadof

forward,andthisisareversaloftherightfulattitudeofchildlife.Insteadoflookingforwardwithhopeandhappiness,hedroopsthroughasomberlifeandconstantlybroodsuponwhatmighthavebeen.

=Attitudeofancestors.=--Whetherherealizesitornot,hereducestheaverageofhumanityandisaburdenuponsocietybothinanegativeandinapositivesense.Inhimsocietylosesaworkerandgainsadependent.Everytaxpayerofthecommunitymustcontributetothesupportwhichheisunabletoprovideforhimself.Hewatchesotherchildrenrompandplayandlaugh;butheneitherromps,norplays,norlaughs.Heisinert.Someancestorchainedhimtotherock,andthevulturesofdiseaseandunhappinessarefeedingathisvitals.Heasksforbread,andtheygivehimastone;heasksforlife,andtheygive

himalivingdeath;heasksforaheavenofdelight,andtheygivehimahellofdespair.Hehasarighttofreedom,but,inplaceofthat,heisforcedintoslaveryofbodyandsoultopaythedebtsofhisgrandfather.Norcanhepaythesedebtsinfull,butmust,perforce,passthemontohisownchildren.Sadtorelate,thefatherandgrandfatherlookuponsuchachildandchargeProvidencewithunjustdealinginburdeningthemwithsuchanimperfectsciontoupholdthefamilyname.Theyseemblindtothepatenttruthbeforethem;theyseemunabletointerpretthelawofcauseandeffect;theychargetheAlmightyandthechildwiththeirowndefections;theyacquitthemselves



ofanyresponsibilityforwhatisbeforetheireyes.

=Hospitalscited.=--Ourhospitalsforabnormalandsubnormalchildren,andoureleemosynaryinstitutions,ingeneral,areasadcommentaryuponourcivilizationandsomethingofareflectionupontheschoolasanexponentofandateacheroflife.Ifthewardsoftheseinstitutions,barringthevictimsofaccidents,arethebestwecandointhewayofcominguponasolutionoftheproblemoflife,neithersocietynortheschoolhasanyspecialwarrantforexultation.Thesedefectivesdidnotjusthappen.Thelawoflifeisneitherfortuitousnorcapricious.Onthecontrary,likebegetslike,andthelawisimmutable.Withlavishhand,societyprovidesthepoundofcurebutgivesonlysuperficialconsiderationtotheounceofprevention.Thetitleofeducationwillbecloudyuntilsuchtimeastheseinstitutionshavebecomeathingofthepast.Bothpulpitandpressextoltheeffortsofsocietytobuild,equip,andmaintaintheseinstitutions,andthatiswell;but,withallthat,wearemerelytryingtomakethebestofabadsituation.Educationwillnotfullycomeintoitsownuntilittakesintothescopeofitsintereststhechildofthefutureaswellasthechildofthepresent;notuntilitcomestoregardthechildrenofthepresentasfutureancestorsaswellasfuturecitizens.

=Thechildasafutureancestor.=--Ifthechildrenofthefuturearetoproveablessingtosocietyandnotaburden,thenthechildrenofthe

presentneedtobecomefullyconsciousoftheirresponsibilitiesasagenciesinbringingtopassthisdesirablecondition.Iftheteacherorparentcan,somehow,causetheboyofto-daytovisualizehisowngrandson,intheyearstocome,pointingthefingerofscornathimandcallingdownmaledictionsuponhimbecauseofataintinthefamilyblood,thatpicturewillpersistinhisconsciousness,andwillproveadeterrentfactorinhislife.Thedesireforimmortalityisinnateineveryhumanbreast,wearetaught,butcertainlynoboywillwishtoachievethatsortofimmortality.Hewillnotconsiderwithcomplacencythepossibilityofhisbecomingapariahintheestimationofhisdescendants,andwillgofarinanefforttoavertsuchamisfortune.Thereisnomanbutwillshudderwhenhecontemplatesthepossibilityofhavingperpetuateduponhisgravestoneorinthememoryofhis

grandchildtheword"Unclean."

=Theheartoftheproblem.=--Herewearriveattheveryheartoftheproblemthatconfrontsthehomeandtheschool.Wemaycloseoureyes,orlookanotherway,buttheproblemremains.Wemaynotbeabletosolveit,butwecannotevadeit.Eachdayitcallsloudlytoeveryparentandeveryteacherforasolution.Thehealthandhappinessofthecominggenerationsdependupontherighteducationofthepresentone,andthisresponsibilitythehomeandtheschoolcanneithershirknorshift.Wetakegreatunctiontoourselvesfortheexcellenceofthehorses,pigs,andcattlethatwehaveonexhibitionatthefairs,butaresilentastoourfailuresintheformofchildren,thatdragoutahalf-lifeinourhospitals.Inonestateitcostsmoretocareforthe

defectivesandunfortunatesthantoprovideschoolingfacilitiesforallthenormalchildren,butthisfactisnotwrittenintopartyplatformsnorproclaimedfromthestump.Inthefaceofsuchafactsocietyseemstoproceedupontheagreeableassumptionthatthelesssaidthebetter.

=Misconceptions.=--Wetemporizewiththefundamentalsituationbytheuseofsuchsoporificsastheexpressions"necessaryevil"andthelike,butthatleavesusexactlyatthestartingpoint.Manywell-meaningpeopleusetheseexpressionswithgreatfrequencyandfreedomandseemtothinkthatinsodoingtheyhavegivenaproofofvirtueandpublic



spirit.Itwereworthyonlyofaniconoclasttodeprecateordisparagethelegislativeattemptstofostercleanliving.Allsucheffortsareworthyofcommendation;butinsadnessitmustbeconfessedthat,laudableastheseeffortsare,theyhavenotproducedresultsthatarewhollysatisfactory.Defectivesarestillgrantedlicensestoperpetuatetheirkind;childrenstillenervatetheirbodiesandmindsbytheuseofnarcotics;andsocietydaintilyliftsitsskirtsasithurriespasttheevil,pretendingnottosee.Legislationisanattempttoexpresspublicsentimentinstatutoryform;butpublicsentimentmustprecedelegislationifitistobecomeeffective.Effortshavebeenmadethroughtheprocessoflegislationtodenythegrantingofmarriagelicensestopeoplewhoarephysicallyunsound,buttheeffortscametonaughtbecausepublicsentimenthasnotattainedtothisplaneofthinking.Hence,weshallnothavemuchhelpfromlegislationinsolvingourproblem,untilpublicsentimenthasbeeneducated.

=Theresponsibilityoftheschool.=--Thiseducationmustcome,inlargepart,throughtheschools,buteventhesewillfailuntiltheycomeintoafullrealizationofthefactthattheirfieldofeffortislifeinthelarge.Timewaswhentheteacherthoughtshewasemployedtoteachgeography,grammar,andarithmetic.Thensheenlargedthistoincludeboysandgirls.AndnowsheneedstomakeanotheradditionandrealizethatherfunctionistoteachboysandgirlsthesubjectofLife,usingthebranchesofstudyasameanstothisend.Inareportontheworkof

theschoolsatGary,Indiana,thestatementismadethatthefirstpurposeoftheseschoolsseemstobetoproduceefficientworkersforthemills.Thisseemstosavorofthedoctrineofeducationalforeordination,andwouldmakemillworkandlifesynonymous.Lifeislargerthananymill.Wemaybejustifiedineducatingonehorsefortheplowandanotherfortheracetrack,butthisjustificationrestsuponthefactthathorsesareassetsandnotliabilities.

=Cleanliving.=--Cleanlivinginthisgenerationwill,undeniably,projectitselfintothenext,andwehaveonlytoseetoitthatalltheactivitiesoftheschoolfunctionincleanlivinginthechildofto-day,andweshallsurelybesafeguardingtheinterestsofthechildofthefuture.Butcleanlivingmeansmorethanmereexternals.The

dailybath,purefood,freshair,andsanitaryconditionsareessentialbutnotsufficientinthemselves.Cleanthinking,rightmotives,andahighrespectfortherightsandinterestsofthefuturemustenterintotheschemeoflife.Theremustbenodeviousways,nobackalleys,inthescheme,butonlythebroadhighwayoflife,openalwaystothesunlightandtothegazeofallmankind.Allthismustbecomethoroughlyenmeshedinthesocialconsciousnessandinthedailypracticeofeveryindividual,beforetheschoolcanlayclaimtosuccessintheartofteachingefficientliving.


1.Investigatethefollowingagenciesasmeansforprovidingfuturegenerationswithancestorsofuntaintedblood:legislation;moraleducation;physicaleducation;sexhygieneandeugenics;penalinstitutions;medicalscience.

2.Enumeratesomeofthephysicalandmentalhandicapsofthechildwhoisnotwellborn.

3.Whatpowerfulappealforcleanlivingmaybemadetotheadolescentyouth?



4.Asaconcreteexampleofchildrenbeingpunishedforthesinsoftheirfathersevenuntothethirdandfourthgeneration,readthehistoryoftheJukefamily.

5.Towhatextentdoestheschoolsharetheresponsibilityfortheimprovementofthephysicalandmoralqualityofthechildrenofthefuture?

6.Whatkindofteachingisneededtomeetthisresponsibility?

7.Reliableauthoritieshaveestimatedthat60percentor12,000,000oftheschoolchildrenofAmericaaresufferingfromremovablephysicaldefects;that93percentoftheschoolchildrenofthecountryhavedefectiveteeth;andthatontheaveragethehealthofchildrenwhoarenotinattendanceatschoolisbetterthanthatofthosewhoareinschool.Inthelightofthesefactsdiscussthefailureorsuccessofourschoolsinprovidingfitmaterialforefficientcitizenship.

CHAPTERV

THETEACHER-POLITICIAN

=Thepoliticiandefined.=--Thepoliticianhasbeendefinedasonewhomakesacarefulstudyofthewantsofhiscommunityandisdiligentinhiseffortstosupplythesewants.Thisdefinitionhas,attheveryleast,themeritofmitigating,ifnotremoving,thestigmathatattachestopoliticiansinthepopularthought.Concedingthecorrectnessofthisdefinition,itmustbeevidentthatsocietyisthebeneficiaryoftheworkofthepolitician,andwouldbethegainerifthenumberofpoliticiansweremultiplied.Themotiveofself-interestliesbackofallhumanactivities,andeducationisconstantlystrivingtostimulateandaccentuatethismotive.Eveninaltruismwemayfindan

admixtureofself-interest.Themerchantwhoarrangeshisgoodsartisticallymayhopebythismeanstowinmorepatronage,but,asidefromthis,hewinsafeelingofgratification.Hisself-interestmaylookeithertowardagreatervolumeofbusinessortoabetterclassofpatrons,orboth.Whileheisenlargingthescopeofhisbusiness,hemaybeelevatingthetasteofhiscustomers.Ineithercasehisself-interestiscommendable.Asuccessfulmerchantisbetterforthecommunitythananunsuccessfulone.

=Self-interest.=--Thephysicianisactuatedbythemotiveofself-interest,also.Hisyearsoftrainingarebutapreparationforthecompetitionthatiscertaintofalltohislot.Heisgratifiedattheincreaseofhispopularityasasuccessfulpractitioner.Buthe

prescribesmodesoflivingaswellasremedies,andsotriestoforestallandpreventdisease,whileheisexercisinghiscurativeskill.Hetriesnotonlytorestorehealth,butalsotopromotegoodhealthinthecommunitybyhisrecommendationsofpurefood,purewater,freshair,andexercise.Hismotivesarealtruisticevenwhileheisconsultingself-interest.Nonebutthecensoriouswillcriticizetheministerforacceptingalargerparishevenwithalargersalaryattached.Thelargerparishwillaffordhimawiderfieldforusefulness,andthelargersalarywillenablehimtoexecutemoreofhislaudableplans.



=Themethodsofthepolitician.=--Henceitwillbeseenthat,intherightsense,merchants,physicians,andministersareallpoliticiansinthattheyseektoexpandthesphereoftheiractivities.Likethepoliticiantheystudythewantsofthepeopleinordertowinastartingpointforleadership.True,therearequacks,charlatans,hypocrites,anddemagogues,butnoneofthese,norallcombined,availtodisprovethevalidityoftheprinciple.Ithasoftenbeensaidthatthechurcheswoulddowelltostudyandusetheartofadvertisingthatissowellunderstoodbythesaloons.Thisisanotherwayofsayingthatthemethodsofthepoliticianwillavailinpromotingrightactivitiesaswellaswrongones.Thepolitician,whetherheisabusinessmanoraprofessionalman,proceedsfromtheknowntotherelatedunknown,andthusshowshimselfaconsciousorunconsciousstudentofpsychology.Hestudiesthatwhichisinordertopromotethatwhichshouldbe.

=Leadership.=--Thepoliticianaspirestoleadership,andthatispraiseworthy,providedhiscauseisaworthyone.Ifthecauseisunworthy,theclovenfootwillsoonappearandrepudiationwillensue,whichwillmarkhimunsuccessfulasapolitician.Hemaybeactuatedbythemotiveofself-interest,incommonwithallothers,butthisinterestmayfocusintheameliorationofconditionsastheyareorintheadvancementofhisfriends.Thesatisfactionofleadershipisthesolerewardofmanyapolitician,withtheaddedpleasureofseeinghis

friendsprofitbythisleadership.Astatesmanisapoliticiangrownlarge--largeinrespecttomotives,toplansandpurposes,andtomethods.Thefundamentalprinciple,however,remainsconstant.

=Thepoliticianworthyofimitation.=--Thesuccessfulpoliticianmustknowpeopleandtheirwants.Hemustknowconditionsinordertodirectthecourseofhisactivities.Otherwise,hewillfindhimselfmovingatrandom,andthismayprovedisastroustohispurposes.Muchmisdirectedefforthasbeenexpendedindisparagingthepoliticianandhismethods.Ifthemanandhismethodswerebetterunderstood,theywouldoftenbefoundworthyofcloseimitationinthehome,intheschool,inthechurch,intheprofessions,andinbusiness.

=Educationandsubstitution.=--Education,inthelarge,istheprocessofmakingsubstitutions.Evermore,inschoolwork,wearestrivingtosubstitutesomethingbetterforsomethingnotsogood.Inbrief,wearestrivingtosubstituteneedsforwants.Butbeforewecandothiswemustdetermine,bycarefulstudyandcloseobservation,whatthewantsare.Abilitytosubstituteneedsforwantsbetokensahightypeofleadership.TheboywantstoreadHenty,butneedstoreadDickensorShakespeare.Howshalltheteacherproceedinordertomakethesubstitution?Certainlyitcannotbedonebyanymerefiatorukase.Thosewhoareincredulousastothewisdomofestablishingcollegesofeducationandnormalschoolstogenerateandpromotemethodsofteachinghavehereaconcreteandpertinentquestion:Canacollegeofeducationornormalschoolgivetoanembryoteacheranymethodbywhichshemay

effectivelysubstituteShakespeareforHenty?

=Methodscontrasted.=--SometeachershaveattemptedtomakethissubstitutionbymeansofridiculeandsarcasmandthencalledtheboystupidbecausehecontinuedtoreadhisHenty.OthershaveindulgedinrhapsodiesonShakespeare,hopingtoinoculatetheboywiththeShakespeareanvirus,andthencalledtheboystolidbecausehefailedtosharetheirapparentrapture.Thepoliticianwouldhavepursuedneitheroftheseplans.Hisinherentoracquiredpsychologywouldhaveadmonishedhimtobeginwheretheboyis.HewouldhavegonetoHentyto



findtheboy.Havingfoundhim,hewouldhavesatdownbesidehimandenteredintohisinterestinthebook.IntimehewouldhavefoundsomethinginthebooktoremindhimofapassageinShakespeare.ThispassagehewouldhavereadinhisbeststyleandthenresumedthereadingofHenty.Thus,bydegrees,hewouldhaveeffectedthesubstitution,permittingtheboytothinkthatthishadbeendoneonhisowninitiative.

=Theprincipleillustrated.=--Thevitalizedteacherobserves,profitsby,andinitiatesintoherworkthemethodofthepoliticianandsomakesherschoolworkvital.Beginningwithwhattheboywants,shelureshimalong,byeasystages,untilshehasbroughthimwithinthecircleofherownwants,whichare,inreality,theneedsoftheboy.Theboywalksalonginpaces,letussay,ofeighteeninches.Theteachermoderateshergaittoharmonizewithhis,butgraduallylengthensherpacestotwofeet.Atfirst,shekeptstepwithhim;nowheiskeepingstepwithherandfindstheenterpriseanexhilaratingadventure.Sheisteachingtheboytowalkinstridestwofeetinlength,andbeginswithhisnativetendencytostepeighteeninches.Thusshebeginswheretheboyis,byacquaintingherselfwithhiswants,attachesherteachingtohisnativetendencies,andthenproceedsfromtheknowntotherelatedunknown.Librariesaboundinbooksthatexplainlucidlythissimpleelementaryprincipleofteaching,butmanyteachersstillseemtofinditdifficultofapplication.

=Substitutionillustrated.=--Thismethodofsubstitutionbecomestheruleoftheschoolthroughtheskillofthevitalizedteacher.Thelilyofthevalleyissubstitutedforthesunflower,inthechildren'sesteem,andthereisgeneratedatastefortheexquisite.Thecopyofthemasterpieceofartsupplantsthebizarrechromo;correctformsofspeechtaketheplaceofincorrectforms;theelegantusurpstheplaceoftheinelegant;andtheinartisticgivesplacetotheartistic.Thecircleoftheirwantsisextendeduntilitincludestheirneeds,andthese,inturn,aretransformedintowants.Thusallthepupilsascendtoahigherlevelofappreciationofthethingsthatmakeforamorecomfortableandagreeablecivilization.Theyworkunderthespellofleadership,forrealleadershipalwaysinspiresconfidence.

=Societyandtheschool.=--Atitsbest,societyisbutanenlargedcopyofthevitalizedschool.Or,toputitinanotherway,thevitalizedschoolissocietyinminiature.Astheschoolisengagedintheworkofmakingsubstitutions,so,infact,issociety.Legislativebodiesarestrivingtosubstitutewiselawsforthelawsthathavefallenbehindtheneedsofthetimes,thattheinterestsofsocietymaybefullyconserved.Thechurchissubstitutingbettermethodsofworkinallitsactivitiesforthemethodsthathavebecomeantiquatedorineffective.Thisitdoesinthehopethatitsinfluencemaybebroadenedanddeepened.Ministersandofficialsareconstantlyponderingthequestionofsubstitutions.Thefarmerissubstitutingbettermethodsoftillingthesoilforthemethodsthatwereinvogueinaformertimebefore

sciencehadinvadedtherealmsofagriculture,totheendthathemayincreasetheyieldofhisfields,makelargercontributionstocommerce,increasehisprofits,andsobebetterabletogratifysomeofthehigherdesiresofhisnature.

=Theautomobilefactory.=--Eachsuccessivemodelinanautomobilefactoryisaconcreteillustrationoftheprocessofmakingsubstitutions,andeachsubstitutedpartbearswitnesstoaclosescrutinyofpastexperiencesaswellasofthewantsofprospectivepurchasers.Theself-starterwasawantatfirst;butnowitisaneed,



and,therefore,anecessity.Iftheschoolwouldbutmakeascarefulstudyoftheboy'sexperiencesandhiswantsasthemanufacturerdoesinthecaseofautomobiles,andthenwouldattachthesubstitutionstotheseexperiencesandwants,theboywouldverysoonfindhimselfinhappypossessionofaself-starterwhichwouldprovetobetheverycrownofschoolwork.Theautomobilemanufacturerisbothapsychologistandapolitician.

=Resultsofsubstitutions.=--Asaresultofsubstitutionswehavebetterroads,betterhouses,betterlaws,cleanerstreets,betterfences,bettermachinery,moresanitaryconditions,andahighertypeofconduct.Westeptoahigherlevelupontheexperiencesofthepastandmakesubstitutionsaswemoveupward.Theprogressofcivilizationismeasuredbythecharacterofthesesubstitutionsandtherapiditywithwhichtheyaremade.ThepeopleontheIsleofMarkenmakebutfewsubstitutions,andtheseonlyatlongintervals,andsotheyarelookeduponascuriositiesamonghumans.Inallourmissionaryenterprisesweareendeavoringtopersuadethepeoplesamongwhomweareworkingtomakesubstitutions.Insteadoftheirown,wewouldhavethemacceptourbooks,ourstylesofclothing,ourplansofgovernment,ourmodesofliving,ourmeansoftransportation,and,inshort,ourstandardsoflife.But,firstofall,wemustlearntheirstandardsoflife;otherwisewecannotproceedintelligentlyoreffectivelyinthelineofsubstitutions.Wemustknowtheirlanguagebeforewecanteachthem

ours,andwemusttranslateourbooksintotheirlanguagebeforewecanhopetosubstituteourbooksfortheirs.Allthesubstitutionswehopetomakepresupposeaknowledgeoftheirwants.Hencethemethodsofthemissionarybearacloseanalogytothemethodsofthepolitician.

=TheIdealist.=--Thisisequallytrueofthevitalizedteacher.Sheisapracticalidealist.Inthewordsofthepoet,herreachisbeyondhergrasp,andthisproclaimsheranidealist.Inhercapacityasapoliticianshemakesaclosestudyofthewantsofherconstituents,bothpupilsandparents,andsolearnshowbesttoarticulateschoolworkwiththeinterestsofthecommunity.Shedoesnotholdalooffromherpupilsortheirhomes,butstudiesthematcloserange,asdothemissionaryandthepolitician.Shelivesamongthemandsolearnstheir

languageandtheirmodesofthinkingandliving.Onlysocanshecomeintosympatheticrelationswiththemandbeofgreatestservicetotheminpromotingrightsubstitutions.Shefindsoneboysurchargedwiththeinstinctofpugnacity.Thistendencymanifestsitselfbothinschoolandathome.Herownconclusionsareratifiedbytheparents.Hewantstofight.Hiswholenaturecriesaloudforbattle.Insuchacase,neitherrepressionnorsuppressionwillavail.Sosheattachesaphaseofschoolworktothisnativedispositionandgiveshispugnaciousinstinctafairfield.

=Anexample.=--Enlistinghimasherchampioninatournament,shepitsagainsthimadoughtyantagonistintheformofaprobleminarithmetic.Intonesofencouragementshegivesthesignalandthefightison.The

boypummelsthatproblemashewouldbelaboraschoolmateontheplayground.Hiswholebeingisfocusedupontheadventure.Andwhenhehaswonhismeedofpraise,hefeelshimselfarealchampion.Theteachermerelysubstitutedmindforhandsinthecontestandsofellinwithhisnotionthatfightingisquiterightifonlythecauseisaworthyone.Heisquicktoseethedistinctionandsomakesthesubstitutionwithalacrityandwithnolossofself-respect.Everafterhedisdainsthevulgarbrawlanddoesnotlosethefightinginstinct.Thusthevitalizedteacherbyknowinghowtomakesubstitutionswinsforsocietyavaliantchampion.Ifwemultiplythisexample,weshall



readilyseehowsuchateacher-politiciandeservesthedistinctionofbeingtermedapracticalidealist.


1.Distinguishthefollowingterms:demagogue;politician;statesman;andpracticalidealist.

2.Subjecttowhatlimitationsshouldasuccessfulteacherbeapolitician?

3.Enumeratethequalitiesofasuccessfulpoliticianthatteachersshouldpossess.

4.Howdoestheauthordefineeducation?Criticizethisdefinition.

5.Whatresemblanceshastheprocessofeducationtotheevolutionofmachinery?totheevolutionofbiologicalspecies?

6.Describemethodsbywhichthetactfulteachermaysecurehelpfulsubstitutionsinthechild'slife.

7.Inwhatrespectsdoessocietyresembleavitalizedschool?

8.Illustratehowteachersmayutilizefortheeducationofthechildseeminglyharmfulinstincts.

CHAPTERVI

SUBLIMECHAOS

=Acquisitiveness.=--Infancy,atleast,wemayattainapositionover

andfarabovethecityofLondonandfromthisvantage-place,withtheaidofstrongglasses,watchapanoramathatisbothentrancingandbewildering.Thescenebewildersnotalonebyitsscope,butstillmorebyitscomplexity.Thesceneisashiftingone,too,neverthesameintwosuccessiveminutes.HereisTrafalgarSquare,withitsnoblemonumentandtheguardianlions,remindingusofNelsoninwhatisaccountedoneofthemostheroicnavalengagementsrecordedinhistory.Aswelook,wereconstitutethescene,faraway,inwhichhewasconspicuous,andrereadinourbookshisstirringappealtohismen.ThenceweglanceupRegentStreetandseeitthrongedwithequipagesthatbetokenwealthandluxury.Richlydressedpeopleingreatnumbersaremovingtoandfroandgivingcolortothepicture.Ashabbygarbcannotbemadetofitintothispicture.Whenitappears,thereis

discordinthegeneralharmony.Allthismotionmusthavemotivesbehinditsomewhere;butwecanonlyconjecturethemotives.Wehaveonlysurfaceindicationstoguideusinourquestforthese.Butwearereasonablycertainthatthesepeopleareanimatedbytheinstinctofacquisition.Theyseemtowanttogetthings,andsocomewherethingsaretobehad.

=Desiresforthingsintangible.=--Therearemilesofvehiclesofmanykindswendingtheirtortuous,sinuouswaysinandoutalongstreetsthatradiatehitherandthither.Theystaytheirprogressforamomentand



peopleemergeatRobinson's,atSelfridge's,atLiberty's.EachoftheseistheMeccaofathousanddesires,andfacesbeamwithpleasurewhentheyreappear.Somedesirehasevidentlybeengratified.OthersalightattheNationalGalleryandenteritsdoors.Whentheycomeforthitisobviousthatsomethinghappenedtotheminsidethatbuilding.Thelinesofcareontheirfacesarenotsoevident,andtheirstepismoreelasticandbuoyant.Theirdesiresdidnothavetangiblethingsastheirobjectivesasinthecaseofthepeoplewhoenteredtheshopsformerchandise,buttheirfacesshinewithanewlightand,therefore,theirquestmusthavebeensuccessful.Aswelook,werealizethatdesiresforintangiblethingsmaybeasacuteasfortangibleones,andthatthegratificationofthesedesiresproducesequalsatisfaction.

=WestminsterAbbey.=--NotfarawayotherthrongsareinvadingWestminsterAbbey.InthosehistoricandhallowedprecinctstheyarecommuningwiththePast,thePresent,andtheFuture.Allaboutthemisthesacreddustofthosewhooncewroughteffectivelyinaffairsofstateandintherealmofletters.Historyandliteraturehavetheirshrinethere,andthesepeopleareworshipersatthatshrine.AllaboutthemareremindersofthePast,whiletheworshipersbeforetheCrossdirecttheirthoughtstotheFuture.EarthandHeavenbothsendforthaninvitationforsupremeinterestintheirthoughtsandfeelings.Historyandliteraturecalltothemtoemulatetheachievementswhosemonumentstheyseeaboutthem,whiletheCrossadmonishesthemthatthese

achievementsarebuttemporal.Heretheyexperienceafulfillmentoftheirdesires.Theirknowledgeisbroadened,andtheirfaithisliftedup.ThePastthrillsthem;theFutureinspiresthem;andthusthePresentisfarmoreworthwhile.

=HouseofParliament.=--AcrossthewayisParliament,andthisconjuresupalongtrainofeventsofvastimport.Thecurrentsthatflowoutfromthispower-househaveencircledtheglobe.Hereconquestshavebeenplannedthatelectrifiednations.HerehavebeengeneratedvastarmiesandnaviesasmessengersofDesire.Herehavebeenvotedvasttreasuresinexecutionofthedesiresofmenforterritorialextensionandnationalaggrandizement.Thesehallshaveresoundedwiththeeloquenceofmenwhowerestrivingtoinoculateothermenwiththevirusoftheir

desires;andthewholeworldhasstoodontiptoeawaitingtheissueofthiseloquence.Momentoussceneshavebeenenactedhere,allemanatingfromthedesiresofmen,andthesesceneshavetouchedthelivesofuntoldmillionsofpeople.

=Commerce.=--WeseetheThamesnearby,teemingwithshipsfromtheuttermostcornersoftheearth,andwethinkofcommerce.Weusethewordglibly,butnomindisabletocomprehenditsfullimport.Weknowthattheseshipsplytheseas,bearingfoodandclothingtothepeopleswholivefaraway,butwhenweattempttoestimatethemagnitudeofcommerce,themindconfessestoitselfthattheproblemistoogreat.Wemaymultiplythenumberofshipsbytheirtonnage,butweget,inconsequence,anarrayoffiguressogreatthattheyceasetohaveany

meaningforthefinitemind.ThebestandmostthattheycandoforusistomakeusnewlyawarethatthepeoplewhodwellinthejunglesofAfrica,whoroamthepampasofSouthAmerica,whoclimbtheAlps,theRockies,theAndes,andtheHimalayas,allhavedesiresthattheseshipsarestrivingtogratify.

=Socialintercourse.=--GoinguptherivertoHamptonCourtweseepeopleoutforaholiday.Therearehouse-boatswithelaborateandartisticfittingsandfurnishings,andothercraftofeverysortthatluxurycansuggest.Onecouldimaginethatnonebutfairiescouldstagesucha



scene.Theblendingofcolors,theeasydalliance,theripplinglaughter,thegracefulfeasting,andtheeddyingwaveletsallconspiretoproduceascenethatservestoemphasizethebeautyoftheshores.Underneaththisenchantingsceneofvariegatedbeautywediscoverthefundamentalfactthatmanisagregariousanimal,thathenotonlycravesassociationwithhiskindbutthatplayingwiththembringshimintomoreharmoniouscommunionwiththem.Intheirplaytheymeetupontheplaneofacommonpurposeandarethusunifiedinspirit.Hence,allthisbeautyandgayetyisservingabeneficentpurposeinthewayofgratifyingtheinherentdesireofmankindforsocialintercourse.

=Thetravelinstinct.=--AtCharingCrossthecommercedramaisreÃ«nacted,onlyherewithtrainsinsteadofboats,and,mainly,peopleinsteadofmerchandise.Hereweseehurryandbustle,andheartheshriekoftheengineandthewarningblastoftheguard.Trainsaregoingout,trainsarecomingin.Whenthepeoplestepoutupontheplatforms,theyseemtoknowexactlywhithertheyarebound.Thereareportersallabouttohelpthemachievetheirdesires,andcabsstandreadyatthecurbtodotheirbidding.Hereishumancommerce,andthetrainsaretheanswertothecallofthehumanfamilytoseetheirownandotherlands.ThesetrainsareswifterandmoreagreeablefornomadsthanthecamelofthedesertortheConestogawagonoftheprairie.Thenomadicinstinctpullsandpushespeopleawayfromtheirowndoor-yards;hencerailways,trains,engines,airbrakes,telegraphlines,wireless

apparatuses,andallthemanyotherdevicesthatthemindofmanhasdesignedatthebehestofthisdesiretoroamabout.

=Monuments.=--FurtherdowntheThamesweseeGreenwich,whichregulatestheclocksforthewholeworld,andfurnishestheseacaptainthetalismanbywhichhemayknowwhereheis.OveragainstSt.Paul'sistheBankofEngland,whichforlongyearsruledthefinancesoftheworld.YonderistheMuseum,theconservatoroftheages.ThereistheRosettaStone,whichisthegatewayofhistory;theretheElginMarbles,whichproclaimthegloryoftheGreecethatwas;therethepalimpsestswhichrecallanagewhenmenhadtimetothink;andtherethebooksofalltimebymeansofwhichwecanrethinkthebigthoughtsofmenlongsincegonefromsight.Therearethingsthatmennowcallcuriosities

thatmarkthecourseofmindsintheirstrugglestowardthelight;andtherearethesentimentsofloftysoulsthatwillliveintheheartsofmenlongafterthesegiantstoneshavecrumbled.

=Desireforpastoralbeauty.=--Beyondthecity,inthealluringcountryplaces,weseealandscapethatdelightsthesenses,ornatewithhedges,flowers,vine-cladcottages,highwaysofsurpassingsmoothness,fertilefields,andthriftyflocksandherds.Therearecartsandwagonsontheroadsbearingtheproductsoffieldandgardentothemartsoftrade.Men,women,andchildrenzealouslyplythehoe,theplow,ortheshovel,abettingNatureinhereffortstofeedthehungry.Inthispastoralscenethereisdignity,serenity,andlatentpower.ItsbeautyanswersbacktotheÃ¦stheticnatureofmankind,andnothingthatisartificial

caneversupplantitinthewayofgratifyingman'sdesireforthebeautiful.

=Economicarticulation.=--Throughallthediversifiedphasesofthispanoramathererunsafundamentalprincipleofunity.Therearenocollisions.IntheeconomyofcivilizationthefarmeriscoÃ¶rdinatewiththeartist,theartisan,andthetradesman.But,ifallmenwerefarmers,theeconomicbalancewouldbedisturbed.Therailroadengineerismajorbecauseheisindispensable.So,also,isthefarmer,thelegislator,theartist,andthestudent.Thereisadegreeof



interdependencethatmakesforeconomicharmony.Thearticulationofallthepartsgivesusaneconomicwhole.

=Aspirations.=--Thispanoramaisapictureoflife;andtheschoolislife.Hencethepanoramaandtheschoolareidentical;onlytheschoolislargerthanthepanorama,eventhoughthepictureisreducedinsizetofittheframeoftheschool.Thepupilsintheschoolhavedreamsandaspirationsthatreachfarbeyondthelimitsofthepictureofourfancy.Andalltheseaspirationsareapartoflifeandsoareindigenousinthevitalizedschool.Andwoebetidetheteacherwhowouldabridgeorrepressthesedreamsandaspirations.Theyaretheverywarpandwoofoflife,andtheteacherwhowouldeliminatethemwouldsuppresslifeitself.Thatteacherisinsorrybusinesswhowouldfitherpupilsoutwithmentalorspiritualstrait-jackets,ormoldthemtosomeconventionalpattern,eventhoughitbeherown.Thesepupilsaretheprototypesofthepeopleinourpanorama,andare,therefore,animatedbylikeinclinationsanddesires.

=Desireisfundamental.=--Hereisaboywhoishungry;hedesiresfood.Butsodoesthemanwhoispassingalongthestreet.Themanisfocusingallhismentalpowersupontheproblemofhowheshallprocurefood.Theman'sproblemistheboy'sproblemandeachhasarighttoasolutionofhisproblem.Theschool'sbusinessistohelptheboysolvehisproblemandnottotrytoquenchhisdesireforfoodortrytopersuadehimthat

nosuchdesireexists.Thisdesireisoneofthenativedispositionstowhichtheworkoftheschoolistoattachitself.Desiresarefundamentalintheschemeofeducation,theverytentaclesthatwilllayholdupontheschoolactivitiesandrenderthemeffective.Theteacher'slargetaskistostrengthenandnourishincipientdesiresandtocausethepupiltohungerandthirstafterthemeansofgratifyingthem.

=Innatetendencies.=--Eachpupilhasarighttohisinherentindividuality.Theschoolshouldnotonlybeginwheretheboyis,butshouldbeginitsworkuponwhatheis.Onlysocanitdirecthimtowardwhatheoughttobe.IftheboywouldalightattheNationalGalleryinordertoregalehimselfwiththemasterpiecesofart,why,pray,shouldtheteachertrytocurtailthisdesireandforcehimintoWestminster

Abbey?IfshewillaccompanyhimintotheGalleryandproveherselfhisfriendandguideamongthetreasuresofart,shewill,doubtless,experiencethejoyofhearinghimaskhertobehiscompanionthroughtheAbbeylateron.TheAbbeyisquiterightinitswayandtheboymustvisititsoonorlate,buttothisparticularboytheGallerycomesfirstandheshouldbeledtotheAbbeybywayoftheGallery.Inschoolworkthepartiesareallpersonallyconducted,buttheruleisthatapartyiscomposedofbutoneperson.

=Illustration.=--ThegirlisnottobecondemnedbecauseshedesirestovisittheSelfridgeshopratherthantheMuseum.TheteachermayrhapsodizeupontheMuseumtothelimitofherstrength,butthegirlisthinkingofthebeautifulfabricstobeseenattheshop,and,

especially,ofthedeliciousAmericanicecreamthatcanbehadnowhereelseinLondon.ItisratherapoorteacherwhocannotleadthegirltotheBritishMuseumbywayofSelfridge's.Iftheteacherfindsthetaskdifficult,shewoulddowelltotraversetherouteafewtimesinadvance.Theicecreamwillhelpratherthanhinderwhentheystand,atlength,beforetheRosettaStoneorreadtheoriginallettertoMrs.Bixby.ThestoreandtheMuseumarebothinthepicture,andtheteachermustdeterminewhichshouldcomefirstintheitineraryofthisgirl.Thenativedispositionsanddesireswillpointoutthewaytotheteacher.



Theold-timeschoolmasterwasfondofsettingasacopyintheold-fashionedcopybook"AllworkandnoplaymakesJackadullboy";but,later,whenhecaughtJackplayinghegavehimaflogging,thusprovinghimselfbothinconsistentanddeficientinaknowledgeofpsychologyandfairplay.IfwearegoingtoGreenwichweshallsavetimebytakingthelongerjourneybywayofHamptonCourt.AswedisportourselvesamidthebeautiesandgayetiesoftheCourtwecanprolongourpleasuresbyanticipatingGreenwich,andsomakeourplaytheanteroomofourwork.

=Varietyinexcellence.=--Inthevitalizedschoolweshallfindeachpupileagerinhisquestoffoodforthehungerhefeels,andtheteacherrejoicinginthedevelopmentofhisindividuality.Shewouldnothaveallherpupilsattainthesamelevelevenofexcellence.Theyaredifferent,andshewouldhavethemso.Norwouldshehaveherschoolexemplifythekindoforderthatistobefoundinagalleryofstatues.Herschoolisaplaceoflife,eager,yearning,pulsatinglife,andnotaplaceofdeadanddeadeningsilence.Herpupilshavediversifiedtastesanddesiresand,inconsequence,diversifiedactivities,butworkisthegoldencordthatbindstheminahealthyandhealthfulunity.Thisissublimechaos,abusy,happythrong,allworkingatfullstrengthattasksthatareworthwhile,andallanimatedbyhopesandaspirationsthatreachouttotheverylimitsofspace.


1.Whatmaytheschooldotogivehelpfuldirectionandneededmodificationstotheinstinctofacquisition?

2.Theultimateendsofeducationaremoreefficientproductionandmoreintelligentconsumption.Howandbywhatmeansmaytheschoolbringaboutamoreintelligentchoiceoftangibleandintangiblethings?

3.WhathintmaytheteacherofgeographyreceivefromthebriefdescriptionofLondon'spointsofinterest?

4.CompareavitalizedschoolwiththepanoramaofLondon.

5.Towhatextentmustindividualdifferencesberecognizedbytheteacherintherecitation?indiscipline?

6.SuggestmeanswherebypupilsmaybeinducedtospendtheireveningswithDickens,Eliot,Macaulay,orIrvinginpreferencetothe"movies."

CHAPTERVII

DEMOCRACY

=Aconflict.=--Therewasafightonarailwaytrain--aterrificfight.TheconductorandtwootherAmericanswerebattlingagainsttenormoreforeigners.Theseforeignershadcomeaboardthetrainataminingtownenroutetothecityforaholiday.Thetrainhadhardlygotunderway,afterthestop,whenthefightwason.Thebattleragedbackandforthfromonecartotheotheracrosstheplatformamidtheshoutsand



cursingofmenandthescreamsofwomen.Bloodyfacesattestedtheintensityoftheconflict.Oneforeignerwasknockedfromthetrain,butnoaccountwastakenofhim.Thetrainspedonandthefightcontinued.Nordiditsviolenceabateuntilthetrainreachedthenextstation,wheretheconductorsummonedreÃ«nforcementsandinvokedthemajestyofthelawintheformofanofficer.Theaffray,fromfirsttolast,wasmostdepressingandgavetotheunwillingwitnessafeelingthatcivilizationissomethingofamisnomerandthatmenareinherentlyferocious.

=Misconceptions.=--Morematurereflection,however,servedtomodifythisjudgment,andtheapplicationofsomephilosophyresolvedthedistressingcombatintoarelativelysimpleproposition.Theconductorandhisassistantswerefightingfortheirconceptionoforder,andtheiropponentswerefightingfortheirconceptionofmanhood.Reducedtoitsprimalelements,thefightwastheresultofadualmisconception.Theconductorwasbattlingtovindicatehisconceptionoforder;theforeignerswerebattlingtovindicatetheirconceptionoftherightsofmeninademocracy.Neitherpartytothecontestunderstoodtheother,andeachonefelthimselftobeonthedefensive.Neitheronewouldhaveconfessedhimselftheaggressor,andyeteachonewasinvadingthesupposedrightsoftheother.Judicialconsiderationcouldreadilyhaveavertedthewholedistressingaffair.

=Foreignconceptofdemocracy.=--Theforeignershadcometoourcountrywithroseatedreamsofdemocracy.Totheirconception,thisisthelandwhereeverymanistheequalofeveryotherman;whereequalrightsandprivilegesarevouchsafedtoallmenwithoutregardtonationality,position,orpossessions;wherethereisnofaintesthintofthecastesystem;andwheretherearenopossiblelinesofdemarcation.Theirdisillusionmentonthattrainwasswiftandsevere,andtheobservercouldnotbutwonderwhatwastheirconceptionofademocracyastheywalkedaboutthestreetsofthecityorgaveattentiontotheirbruisedfaces.Theirdreamsoffreedomandequalrightsmusthaveseemedamockery.Theymusthavefeltthattheyhadbeenluredintoatrapbysomeagencyofcrueltyandinjustice.Aftersuchanexperiencetheymusthavebeenunspeakablyhomesickfortheirnativeland.

="Meltingpot."=--Theirprimarytroublearosefromthefactthattheyhadnotyetachieveddemocracy,buthadonlyahazytheoreticalconceptionofitstruemeaning.Nordidtheconductorgivethemanyassistance.Onthecontraryhepushedthemfartherawayintotherealmoftheory,andrenderedthemlesssusceptibletotheinfluenceofthefeelingfordemocracy.Beforetheseforeignerscanbecomethoroughlyassimilatedtheymustknowthisfeelingbyexperience;anduntilthisexperienceistheirstheycannotlivecomfortablyorharmoniouslyinourdemocracy.TodothiseffectivelyisoneofthelargetasksthatconfronttheAmericanschoolandsocietyasawhole.Ifwefailhere,thegloryofdemocracywillbedimmed.AllAmericansshareequallyintheresponsibilityofthistask.Theschool,ofcourse,mustassumeits

fullshareofthisresponsibilityifitwouldfullydeservethenameofmeltingpot.

=Learningdemocracy.=--Meetingthisresponsibilityworthilyisnotthesimplethingthatmanyseemtoconceiveittobe.Ifitwere,thenanydiscussionappertainingtotheteachingofdemocracywouldbesuperfluous.Thissubjectofdemocracyis,infact,themostdifficultsubjectwithwhichtheschoolhastodo,andbyfarthemostimportant.Itssupremeimportanceisduetothefactthatallthepupilsexpecttoliveinademocracy,and,unlesstheylearndemocracy,lifecannot



attaintoitsmaximumofagreeablenessforthemnorcantheymakethelargestpossiblecontributionstothewell-beingofsociety.IthasbeensaidthattheseventeenthcenturysawVersailles;theeighteenthcenturysawtheEarth;andthenineteenthcenturysawHumanity.Thentheverypertinentquestionisasked,"WhichcenturywillseeLife?"WewholoveourcountryandourformofgovernmentfondlyhopethatwemaybethefirsttoseeLife,and,ifthisprivilegefallstoourlot,wemustcometoseelifethroughthemediumofdemocracy.

=Thevitalizedschoolademocracy.=--Lifeseemstobeanabstractsomethingtomanypeople,butitmustbecomeconcretebeforetheycanreallyseeitasitis.Democracyisameans,therefore,oftransformingabstractlifeintoconcretelife,andsowearetocomeintoafullercomprehensionoflifethroughthegatewayofdemocracy.Thevitalizedschoolisalaboratoryoflifeand,atthesametime,itisthemostnearlyperfectexemplificationofdemocracy.Theneareritsapproachtoperfectioninexemplifyingthespiritandworkingsofademocracy,thelargerserviceitrenderssociety.Iftheoutflowfromtheschoolintosocietyisahighqualityofdemocracy,thegeneraltoneofsocietywillbeimproved.Ifsocietydeteriorates,theschoolmaynotbewhollyatfault,butitevidentlyisunabletosupplytosocietyreÃ«nforcementinsuchquantityandofsuchqualityaswillkeeptheleveluptonormal.

=Responsibilityoftheindividual.=--Insocietyeachindividualraises

orlowersthelevelofdemocracyaccordingtowhatheisanddoes.Theidlerfailstomakeanycontributionstothewell-beingofsocietyandthuslowerstheaverageofcitizenship.Thetrifleranddawdlerlowerthelevelofdemocracybyreasonoftheirinefficiency.Theymayexercisetheirrighttovotebutfailtoexercisetheirrighttoactthepartofefficientcitizens.Ifallcitizensemulatedtheirexample,democracywouldbecomeinaneanddevitalized.Tramps,burglars,feeble-mindedpersons,andinebriateslowerthelevelofdemocracybecauseoftheirfailuretorendertheirfullmeasureofservice,andbecause,invaryingdegrees,theypreyupontheresourcesofsocietyandthusaddtoitsburdens.Self-reliance,self-support,self-respect,aswellasvoting,areamongtherightsthatallable-bodiedcitizensmustexercisebeforedemocracycancomeintoitsrightfulheritage.

=Thefunctionoftheschool.=--Allthisandmuchmoretheschoolsmustteacheffectivelysothatitshallbethoroughlyenmeshedinthesocialconsciousnessortheiroutputwillrevealalackofthosequalitiesthatmakeforthelargergoodofdemocraticsociety.Democracymustbegroovedintohabitsofthoughtandactionorthegraduatesoftheschoolswillfallshortofachievingthehighestplaneoflivinginthecommunity.Theywillnotbeinharmonywiththeirenvironment,andfrictionwillensue,whichwillreduce,insomedegree,thelevelofdemocracy.Hence,thelargetaskoftheschoolistoinculcatethehabitofdemocracywithallthatthetermimplies.Twelveyearsarenonetoolongforthisimportantwork,evenunderthemostfavorableconditionsandunderthedirectionofthemostskillfulteaching.Indeed,civic

economywillbegreatlyenhancedif,inthetwelveyears,theschoolsaccomplishthisonebigpurpose.

=Manifestationsofdemocraticspirit.=--Wemaynotbeabletoresolvedemocracyintoitsconstituentelements,butthespiritthatisattunedtodemocracyiskeenlyalivetoitsmanifestations.Thespiritsoattunedisquicktodetectanyslightestdiscordinthedemocraticharmony.Thisisespeciallytrueintheschooldemocracy.Adiscordantnoteaffectstheentiresituationandmilitatesagainsteffectiveprocedure.Intheschooldemocracywelookforaseriesandsystemof



compromises,--forayieldingofminormattersthatmajoronesmaybeachieved.Welookforconcessionsthatwillmakeforthecomfortandprogressoftheentirebody,andweexperiencedisappointmentifwefailtodiscoversomepleasureinconnectionwiththeseconcessions.Weexpecttoseegoodwillbanishingselfishnessandeverysemblanceofmonopoly.Weexpecttofindeverypupilgladtosharethetimeandstrengthoftheteacherwithhisfellowseventothepointofgenerosity,andtofindjoyinsodoing.Weexpecttofindeachpupileagertodepositallhisattainmentsandcapabilitiesasassetsoftheschoolandtofindhischiefjoyinthesuccessofallthattheschoolrepresents.

=Obstaclesinthepath.=--Butitisfareasiertodepictdemocracythantoteachit.Infact,theteacheriscertaintoencounterobstacles,andmanyofthesehavetheirsourceinAmericanhomes.Indeed,someofthemostfertilesourcesofdiscordintheschoolmaybetracedtoamisconceptionofdemocracyonthepartofthehome.Oneofthesemisconceptionsisaspeciesofanarchy,whichappropriatestoitselfthegentlernameofdemocracy.But,nonetheless,itisanarchy.Itdisdainsalllawandauthority,treadsunderfootthepreceptsofthehomeandtheschool,floutsthecounselsofparentsandteachers,andisself-willed,obstinate,anddefiant.Democracyobeysthelaw;anarchyscornsit.Democracyrespectstherightsofothers,anarchyoverridesthem.Democracyexaltsgoodwill;anarchyexaltsselfishness.Democracy

respectstheGoldenRule;anarchyrespectsnothing,notevenitself.=Anarchy.=--Whenthisspiritofanarchygainsaccesstotheschool,itisnoteasilyeradicatedforthereasonthatthehomeisloathtorecognizeitasanarchy,andresentsanysuchimplicationonthepartoftheschool.Thefathermaybequiteunabletoexerciseanycontrolovertheboy,butheisreluctanttoadmitthefacttotheteacher.Suchaboyisananarchistandnosophistrycanglossthefact.Whatheneedsisaliberalapplicationofmonarchytofithimfordemocracy.HeshouldreadtheOldTestamentasapreparationforanappreciativeperusaloftheNewTestament.Ifthehomecannotgenerateinhimduerespectforconstitutedauthority,thentheschoolmustdoso,orhewillproveamenacetosocietyandbecomeadestructiveratherthanaconstructive

agency.Herewehaveatensesituation.Anarchyisrunningriotinthehome;thehomeisarrayedagainsttheattemptsoftheschooltocorrectthedisorder;andDemocracyisstandingexpectanttoseewhatwillbedone.

=Snobbery.=--Scarcelylessinimicaltodemocracythananarchyissnobbery.Theformerisviolent,whilethelatterisinsidious.Bothpoisonthesourceofthestreamofdemocracy.Ifthehomeinstillsintothemindsofchildrenthenotionofinherentsuperiority,theywillcarrythisintotheschoolanditwillproduceadiscord.Afarmerandatenanthadsonsofthesameage.Theseladsplayedtogether,neverthinkingofsuperiorityorinferiority.Nowthesonofthetenantispresidentofoneofthegreatuniversities,andthesonofthe

proprietorisajanitorinoneofthebuildingsofthatuniversity.Democracypresentstoviewmanyanomalies,andtheschoolageisquitetooearlyforanythingapproachingthecastesystemorsnobbery.Thetimemaycomewhentherichman'ssonwillconsideritanhonortodrivethecarforhisimpecuniousclassmate.

=Restatement.=--Itneedstoberepeated,therefore,thatdemocracyisthemostdifficultsubjectwhichtheschooliscalledupontoteach,notonlybecauseitisdifficultinitself,butalsobecauseoftheattitudeofmanyhomesthatprofessdemocracybutdonotpracticeit.Tothe



influenceofsuchhomesonemaytracetheexodusofmanychildrenfromtheschools.Theparentswantthingsdoneintheirwayornotatall,andsowithdrawtheirchildrentovindicatetheirownautocracy.Theyarewillingtoprofitbydemocracybutareunwillingtohelpfosteritsgrowth.Theynotonlylowerthelevelofdemocracybutevencompeltheirchildrentoloweritstillmore.Theteachermayyearnforthechildrenandthechildrenfortheteacher,butthehomeisinexorableandsacrificesthechildrentoamisconceptionofdemocracy.

=CoÃ¶peration.=--Democracydoesnotmeanfellowship,butitdoesmeancoÃ¶peration.Itmeansthatpeopleinallwalksoflifeareanimatedbythecommonpurposetomakealltheiractivitiescontributetothegeneralgoodofsociety.Itmeansthattherailroadpresidentmayshakehandswiththebrakemanandtalkwithhim,mantoman,encouraginghimtoaspiretopromotiononmerit.Itmeansthatthisbrakemanmaybecomepresidentoftheroadwithnoscornforthestagesthroughwhichhepassedinattainingthisposition.Itmeansthathemayunderstandandsympathizewiththemeninhisemploywithoutfraternizingwiththem.Itmeansthateveryboymayaspiretoaplacehigherthanhisfatherhasattainedwithnolossofaffectionforhim.Itdoesnotmeaneithersycophancyortruculence,butfreedomtoeveryindividualtomakethemostofhimselfandsohelpotherstomakethemostofthemselves.

=Thedemocraticteacher.=--Democracyislearnednotfrombooksbutfrom

thedemocraticspiritthatobtainsintheschool.Iftheteacherissurchargedwithdemocracy,herradiatingspiritsendsoutcurrentsintothelifeofeachpupil,andthespiritofdemocracythusgeneratedinthemfusesthemintohomogeneity.Thustheybecomedemocraticbylivingintheatmosphereofdemocracy,astheboygrewintothelikenessoftheGreatStoneFace.


1.Howmayelementaryteachersinculcatetheprinciplesoftruedemocracy?

2.Bywhatmeansmaypublicschoolsassistinthetransformationofilliterateforeignersinto"intelligentAmericancitizens"?

3.Whataresomeoftheweaknessesofdemocracywhichthepublicschoolmayremedy?thepress?publicofficials?thepeople?

4.Aresuchaffairsasaredescribedinthebeginningofthechapterpeculiartodemocracies?Whyorwhynot?

5.Howmayschooldisciplinerecognizedemocraticprinciples,therebylayingthefoundationofrespectforlawandorderbyourfuturecitizens?

6.Whatqualitiesofcitizensareinconsistentwithahighlevelofdemocracy?

7.Discusstheextenttowhichthemanagementoftheclassroomshouldbedemocratic.

8.Howmaythemonarchicalgovernmentofaschoolfitpupilsforademocracy?Howmayitunfitthem?

9.Inwhatwaysmaythefollowinginstitutionsraisethelevelof



democracy:centralizedschools?vocationalschools?juniorhighschools?moonlightschools?eveningschools?

CHAPTERVIII

PATRIOTISM

=Patriotismasaworkingprinciple.=--Thevitalizedschoolgeneratesandfosterspatriotism,notmerelyasasentiment,butmoreparticularlyasaworkingprinciple.Patriotismhasinitamodicumofsentiment,tobesure,asdoreligion,education,thehome,andcivilization;butsentimentalonedoesnotconstituterealortruepatriotism.Themanwhoshoutsfortheflagbutpursuesacourseofconductthatbringsdiscredituponthenameofhiscountry,beliesthesentimentthathisshoutingwouldseemtoexpress.Thetrulypatrioticmanfeelsthatheowestohiscountryandhisracehiswholeself,--hismind,histime,andhisbestefforts,--andthepaymentofthisobligationspellslifetohim.Thusheinevitablyinterpretspatriotismintermsofindustry,economy,thrift,andthefullconservationoftimeandenergy,thathemayrenderagoodaccountofhisstewardshiptohiscountry.

=Spellingaspatriotism.=--Withthisbroadconceptioninmindtheteacherelevatespatriotismtotherankofamotiveandproceedstoorganizealltheschoolactivitiesinconsonancewiththisconception.Actuatedbythishighmotivethepupils,intime,cometolookuponcorrectspellingnotonlyasacomfortandaconvenience,butalsoasaformofpatriotisminthatitisanexponentofintelligentobservationandassuchwinsrespectandcommendationfrompeopleathomeandpeopleabroad.Or,toputthecasenegatively,ifwewerealldeficientinthematterofspelling,thepeopleofotherlandswouldholdusuptoridiculebecauseofthisdefect;butifweareexpertintheartofspelling,theyhavegreaterrespectforusandforourschools.Hence,suchasimplematterasspellingtendstoinvesttheflagofourcountry

withbetterandfullersignificance.Thusspellingbecomeswovenintothelifeprocesses,notasameretaskoftheschool,butasaprivilegevouchsafedtoeveryonewhoyearnstoseehiscountrywindistinction.

=Patriotismadeterminingmotive.=--Inlikemannertheteacherrunstheentiregamutofschoolstudiesandshowshoweachonemaybecomeamanifestationofpatriotism.Ifshehasherpupilsexchangeletterswithpupilsintheschoolsofothercountries,theysee,atonce,thattheirspelling,theirwriting,andtheircompositionwillallbecarefullyassessedintheformationofanestimateofourselvesandourschools.Itisevident,therefore,thatthepupilswillgiveforththeirbesteffortsinalltheselinesthatthecountrytheyrepresentmayappeartothebestadvantage.Insuchanexercisethemotiveofpatriotismwill

faroutweighinimportancethemotiveofgrades.Besides,thelettersarewrittentorealpeopleaboutreallife,and,hence,lifeandpatriotismbecomesynonymousintheirthinking,andalltheirschoolworkbecomesmorevitalbecauseoftheirpatriotism.

=History.=--Inthestudyofhistory,thepupilsreadilydiscoverthatthemenandwomenwhohavegivendistinctiontotheirrespectivecountrieshavedoneso,inthemain,byreasonoftheirattainmentsinscience,inletters,andinstatesmanship.TheyareledtothinkofGoethalsinthefieldofappliedmathematics;ofBurbankintherealmof



botany;ofEdisoninphysics;ofScottandBurnsinliterature;ofMaxMÃ¼llerinphilology;ofSchliemanninarchÃ¦ology;ofWashingtonandLincolnintherealmofstatesmanship;andofFlorenceNightingaleandClaraBartoninphilanthropy.TheydiscoverthatFrancedeemeditanhonortohaveErasmusasherguestsolongashefounditagreeabletoliveinthatcountry,andthatmanycountriesviedwithoneanotherinclaimingHomerastheirown.PhillipsBrookswasapatriot,notalonebecauseofhisprofessionofloveforhiscountry,butbecauseofwhathedidthataddedlustertothenameofhiscountry.

=Efficiency.=--Thestudyofphysiologyandhygieneaffordsawidefieldforthecontemplationandpracticeofpatrioticendeavor.Thecareofthebodyisapatrioticexerciseinthatitpromoteshealthandvigor,andtheseunderlieefficiency.Anythingshortofefficiencyisunpatrioticbecauseitamountstoasubtractionfromthepossiblebestthatmaybedonetoadvancetheinterestsofsociety.Theshiftlessmanisnotapatriot,noryetthemanwhoenervateshisbodybypracticesthatrenderhimlessthanefficient.Theintemperatemanmayshoutlustilyatsightoftheflag,buthisnoiseonlyproclaimshislackofrealpatriotism.Anhonestday'sworkwouldredoundfarmoretothegloryofhiscountrythanhisnoisyprotestations.Seeingthatbehindeverydeliberateactionthereliesamotive,thehigherthemotivethemorenoblewillbetheaction.If,then,wecanachievetemperancethroughthemotiveofpatriotism,societywillbethebeneficiary,not

onlyoftemperanceitself,butalsoofmanyconcomitantbenefits.=Temperance.=--Temperancemaybeinduced,ofcourse,throughthemotivesofeconomy,goodhealth,andthelike,butthemotiveofpatriotismincludesalltheseand,therefore,standsatthesummit.Waste,inwhateverform,isevermoreunpatriotic.Conservationispatriotism,whetherofnaturalresources,humanlife,humanenergy,ortime.Theintemperatemanwasteshissubstance,hisenergies,hisopportunities,hisself-respect,andhismoralfiber.Veryoften,too,hebecomesachargeuponsocietyandabrogatestherightofhisfamilytolivecomfortablyandagreeably.Hence,hemustbeaccountedunpatriotic.Ifallmeninourcountryweresuchashe,ourlandwouldbederidedbytheothernationsoftheworld.Hebringshiscountryintodisreputeinstead

ofglorifyingitbecausehedoeslessthanhisfullshareincontributingtoitswell-being.HerendershimselflessthanatypicalAmericanandbringsreproachuponhiscountryinsteadofhonor.

=Sanitation.=--Oneofthechiefvariantsofthegeneralsubjectofphysiologyandhygieneissanitation,andthis,evenyet,affordsafieldforaggressiveandconstructivepatriotism.Grimeandcrimegohandinhand;but,asapeople,wehavebeensomewhatslowinourrecognitionofthispatenttruth.Patriotismaswellascharityshouldbeginathome,andthemanwhoprofessesaloveforhiscountryshouldmakethatpartofhiscountrywhichhecallshishomesosanitaryandsoattractivethatitwillattestthesincerityofhisprofession.Ifheloveshiscountrysincerely,hemustlovehisbackyard,andwhathe

reallyloveshewillcarefor.Itdoeshimnocredittohavetheflagfloatingaboveahomethatproclaimshisshiftlessness.Hisfeelingforsanitation,attractiveness,andrightconditionsastouchinghisownhomesurroundingswillexpanduntilitincludeshisneighborhood,hiscounty,hisState,andhisentirecountry.

=Atypicalpatriot.=--Atypicalpatriotisthebusy,intelligent,frugal,culturedhousewifewhosehomeisherkingdomandwhousesherpowerstomakethatkingdomglorious.Sheregretsneitherthetimenortheeffortthatisrequiredtomakeherhomeclean,artistic,and



comfortable.Sheplacesuponitthestampofhercharacter,industry,andgoodtaste.Shesuppliesitwiththingsthatdelightthesensesandpointthewaytoculture.Tosuchahomethecrudeandthebizarreareaprofanation.Sheadministersherhomeasasacredtrustintheinterestsofherfamilyandneverforexhibitionpurposes.Herhomeisanexpressionofherself,andherchildrenwillcarryintolifethestandardsthatsheinculcatesthroughtheagencyofthehome.Lifeisbetterforthefamilyandforthecommunitybecauseherhomeiswhatitis,and,inconsequence,herpatriotismisfar-reachinginitsinfluence.Ifallhomesweresuchasthis,ourcountrywouldbeexploitedasrepresentingthehighestplaneofcivilizationtheworldhasyetattained.Thevitalizedteacherisconstantlystrivingtohavethisstandardofhomeandhomelifebecomethestandardofherpupils.

=MulberryBend.=--InstrikingcontrastwiththishomeareconditionsinMulberryBend,NewYork,asdescribedbyawriterthoroughlyconversantwithconditionsastheywereuntilrecently--conditions,however,nowmuchbettered:"Thesealleys,runningfromnowheretonowhere,alongsidecellarswherethelightneverentersandwherenothingcanlivebutbeast-menandbeast-womenandrats;behindfoulrookerieswhereskulkthemurdererandtheabandonedtramp;besidehideousplague-spotswherethestenchisoverpowering--BottleAlley,wheretherag-pickerspiletheirbagsofstinkingstuff,andtheWhyoRoostwhereevil-visagedbeingsprowlabout,huntingforprey;dozensofalleyswindinginand

outandintersecting,sothatthebeastmayslayhisprey,andhideinthejungle,andbesafe;thesefoulalleys--whoshallpicturethem,orexploretheirdepths,ordescribetheirwretchednessandtheirhideousness?...Uponthedoorstepswearymothersarenursinglittlebabieswhowillneverknowthemeaningofinnocentchildhood,butwillbeversedintheimmoralloreoftheUnderworldbeforetheylearntheiralphabet.Raggedchildrencoveredwithfilthplayaboutthepushcartsandthehorsesinthestreet,whiletheirmotherschatteringreasydoorways,orshoutfromupperwindowsintothehordesbelow,orclatteraboutcreakyfloors,preparingthefoulmessoftaintededibleswhichconstitutesameal."

Withmanyotherphasesofthisgruesomepicturethisauthordeals,and

thenconcludeswiththefollowing:"Butintherookerieswhich,liketheirinmates,skulkandhideoutofsightinthecrowdedstreet;intheseramshacklestructureswhichlinethebackalleys,andtherebreedtheirhumanverminamiddirtandrags--inthesethereisnodirectsunlightthroughoutthelongyear.Rookeriesclosetothefrontwindows,shuttingoutlightandair,androokeriesclosetotherearwindows,androokeriesclosetoeachside,andneverabreathoffreshairtoventilateoneoftheseholeswhereinmenandwomenandchildrenwallowindirt,andliveandfightanddrinkanddie,andfinallygivewaytoothersoftheirkind."Solongassuchconditionsasthesecontinueinourcountry,sanitationasamanifestationofpatriotismwillnothavedoneitsperfectwork,andthestarsandstripesofourflagwilllacksomewhatoftheirrightfulluster.

=Patriotismindailylife.=--Whentheinfluencesofhygieneandofhomeeconomics,taughtaslifeprocessesandnotmerelyasprerequisitesforgraduation,byteacherswhoregardthemasformsofpatriotism,--whentheseinfluenceshavepercolatedtoeverynookandcrannyofournationallife,--tothehomes,thestreetsandalleys,thefarms,theshops,thefactories,andthemines,suchconditionsasthesewilldisappear,andweasanationshallthenhaveaclearerwarrantforourprofessionofpatrioticinterestinanddevotiontothewelfareofourcountryasawhole.Butsolongaswecanlookuponinsanitary



conditionswithoutashudder;solongaswepermitdirttobreeddiseaseandcrime;solongaswemakeourstreamsthedumpingplacesfordÃ©bris;solongaswetolerateuglinesswherebeautyshouldobtain;andsolongasourhomesandourfarmsbetraythespiritofshiftlessness,--solongshallwehaveoccasiontoblushwhenwelookatourflagandconfessourderelictionofourhighprivilegeofpatriotism.

=TheAmericanrestaurant.=--PerhapsnosingledetailofthecustomsthatobtaininourcountryimpressesacultivatedforeignermoreunfavorablythantherÃ©gimeinourpopularrestaurants.Thenoise,therattleandclatterandbang,theraucouscallingoforders,andthehurryandconfusiongivehimtheimpressionthatwearecontenttohavefeedingplaceswherewemighthaveeatingplaces.Heregardsallthatheseesandhearsasbeinglessthanproperdecorum,lessthanahighstandardofintelligence,lessthanrefinedcultivation,andlessthanagenciesthatcontributetothegracesoflife.Hemarvelsthatwehavenotyetattainedtheconceptionthatpartakingoffoodamountstoagraciousanddelightfulceremonyratherthanagastronomicorgy.Hissurpriseisnotlimitedtothepeoplewhoadministertheseestablishments,butextendstothepeoplewhopatronizethem.Hemarvelsthatthepatronsdonotseekoutplaceswherethereisquiet,andserenity,andpleasingdecorum.HereturnstohisownlandwonderingifthenoisyrestaurantistypicalofAmericancivilization.Hemaynotknowthatthestudyofdomesticscienceinourschoolshasnothadtimetoattainitsfull

fruitioninthewayofinculcatingaloftyconceptionoflifeinthediningroom.

=Thriftaspatriotism.=--Anotherimportantphaseofpatriotismisthrift;andhere,again,wehavecomeshortofrealizingourpossibilities.Therearefartoomanypeoplewhohavefailedtolayinstoreagainsttimesofemergency,fartoomanywhocareonlyforto-daywithslightregardforto-morrow.Moreover,therearefartoomanywho,despitesoundbodies,aredependents,contributingnothingtotheresourcesofsociety,butconstantlypreyinguponthoseresources.Thereareinourcountrynotfewerthanonehundredthousandtramps,andbysomethenumberhasbeenestimatedatahalf-million.Ifthisvastarmyofdependentscouldbetransferredtotheranksofproducers,tilling

ourfields,harvestingourcrops,constructingourhighwaysoftravel,redeemingourwasteplaces,andbeautifyingourstreams,lifewouldbefarmoreagreeablebothforthemandfortherestofourpeople.Theywouldbecomeself-supportingandsowouldwinself-respect;theywouldsubtracttheirnumberfromthenumberofthosewholiveatpublicexpense;andtheywouldmakecontributionstothegeneralstore.Theywouldthusrelievesocietyoftheincubusoftheirdependence,andlargelyincreasethenumberofourpeoplewhoareself-supporting.

=Somecontrasts.=--Wearemakingsomeprogressinthelineofthriftthroughourschoolsavingsandpostalsavings,butwehavenotyetattainedtoanationalconceptionofthriftasanelementofpatriotism.Thisisoneofthelargeyetinspiringprivilegesofthevitalized

school.Thriftissointimatelyidentifiedwithlifethattheynaturallycombineinourthinking,andwehaveonlytoreachtheconceptionthatourmodeoflifeisthemeasureofourpatriotisminordertorealizethatthriftandpatriotismareinlargemeasureidentical.Theindustrious,frugal,thriftymanispatriotic;theunthrifty,lazy,shiftlessmanisunpatriotic.Theoneennoblesandhonorshiscountry;theotherdishonorsanddegradeshiscountry.

=Conclusion.=--Iftheforegoingconclusionsarevalid,andtoeverythoughtfulpersontheymustseemwell-nighaxiomatic,thentheschool



hasawidefieldofusefulnessinthewayofinculcatingaloftierandbroaderconceptionofpatriotism.Theteacherwhoworthilyfillsherplaceinthevitalizedschoolwillgivetheboysandgirlsinhercaresuchaconceptionofpatriotismaswillgivedirection,potency,andsignificancetoeveryschoolactivityandlifttheseactivitiesoutoftherealmofdrudgeryintotherealmofprivilege.Herpupilswillbemadetofeelthatwhattheyaredoingforthemselves,theirschool,andtheirhomes,theyaredoingforthehonorandgloryoftheircountry.


1.Inwhatwaysandtowhatextentshouldpatriotismaffectconduct?

2.Indicatemethodsinwhichpatriotismmaybeusedasanincentivetoexcelinthedifferentbranchesofstudy.

3.Whatbranchesofstudyshouldhavefortheirsolefunctiontostimulatethegrowthofpatriotism?Discussmethodsandgiveinstances.

4.Distinguishfrompatriotismeachofthefollowingcounterfeits:sectionalism;partisanship;nationalism;andjingoism.Shouldteacherstrytoeradicateorsublimatethesesentiments?How?

5.WhatshouldbetheattitudeoftheteacherofhistorytowardCommodoreDecatur'stoast:"Mycountry,mayshealwaysbeintheright;butrightorwrong,mycountry"?

6.Citerecenthistorytoprovethattemperanceandsanitationarenecessaryfortherealizationofnationalvictoriesandtheperpetuationofthecommonwelfare.

7.Isthe"GoldenRule"avitalprincipleofpatriotism?Why?

8.Howarecultureandrefinementrelatedtopatriotism?thrift?

9.Makealistofsongs,poems,novels,paintings,andorationsthatare

characterizedbyloftypatrioticsentiments.Namesomethatareusuallyregardedaspatrioticbutwhicharetaintedwithinferiorsentiments.

10.Discusstheadaptabilityofthesetothedifferentperiodsofyouthfuldevelopmentandthemethodswherebytheirappealmaybemademosteffective.

CHAPTERIX

WORKANDLIFE

=TomSawyer.=--TomSawyerwasoneofthemosteffectiveteachersthathasfiguredinthepagesofthebooks;andyetwestillregardMarkTwainasmerelytheprinceofhumorists.Hewasthat,ofcourse,butmuchmore;andsomedayweshallreadhisbooksinquestofpedagogicalwisdomandshallnotbedisappointed.ItwillberecalledthatTomSawyersatonthetopofabarrelandmunchedappleswhilehisboycompanionswhitewashedthefenceinhisstead.Tomachievedthistriumphbecauseheknewhowtoemancipateworkfromtheplaneofdrudgeryand



exaltittotheplaneofaprivilege.Indeed,itloomedsolargeasaprivilegethattheotherboyswereeagertobarterthetreasuresoftheirpocketsinexchangeforthisprivilege.Andneverdidafencereceivesuchawhitewashing!Therewasn'tfenceenoughand,therefore,theprocessmustneedsberepeatedagainandagain.Thebestpartoftheentireepisodewasthateverybodywashappy,Tomincluded.Tomwashappyinseeinghisplanwork,andtheotherboyswerehappybecausetheyweredoingworkthatTomhadcausedthemtobecomeeagertodo.

=Workasaprivilege.=--Tomakeworkseemaprivilegeisaworthytaskfortheschooltosetbeforeitself,andifitbutachievesthisitwillproveitselfworthallitcosts.Atfirstthought,itseemsastupendoustask,andsoitis.ButTomSawyeraccomplisheditinaneasy,naturalway,withnoparadeorbombast.Hehadhabitandtraditiontocontendagainst,justastheschoolhas,butheoverboretheseobstaclesandwonthecontest.Someofthoseboys,beforethatmorning,mayhavethoughtitignobletoperformmenialtasks;butTomsoonovercamethatfeelingandledthemtofeelthatonlyanartistcanwhitewashafenceproperly.Someofthemmayhavebeeninterpretinglifeashavingagoodtime,but,underthetutorageofTom,theysooncametofeelthathavingagoodtimemeanswhitewashingafence.

=Thepersistencyofhabit.=--Instrivingtoexaltandennoblework,theschoolrunscountertohabitsofthoughtthathavebeenformedinthe

home,andthesehabitsprovestubborn.Thehomehassolongimposedworkasataskthattheschoolfindsitdifficulttomakeitseemaprivilege.Thefatherandmotherhavesooftencomplainedoftheirwork,inthepresenceoftheirchildren,thatallworkcomestoassumetheaspectofahardship,ifnotapenalty.Itoftenhappens,too,thattheparentsencouragetheirchildrentothinkthateducationaffordsimmunityfromwork,andthechildrenattendschoolwiththatnotionfirmlyimplantedintheirminds.TheyseemtothinkthatwhentheyhaveachievedaneducationtheywillreceivetheirrewardinthechoicestgiftsthatFortunehastobestow,andthattheironlyresponsibilitywillbetoindicatetheirchoices.

=Misconceptionsofwork.=--Stillfurther,whenchildrenenterschool

imbuedwiththisconceptionofwork,theyfeelthattheworkoftheschoolisimposeduponthemasataskfromwhichtheywouldfainbefree.IftheirparentshadonlybeenaswiseasTomSawyerandhadsetupmotivesbeforetheminconnectionwiththeirhomeactivitiesandthusexaltedalltheirworktotheplaneofprivilege,theworkoftheschoolwouldbegreatlysimplified.Itisnoslighttasktoeradicatethismisconceptionofwork,butsomehowitmustbedonebeforetheworkoftheschoolcangeton.Untilthisisdone,theworkoftheschoolwillbedonegrudginglyinsteadofbuoyantly,andworkthatisdoneundercompulsionisneverjoyouswork.Norwillworkthatisdoneundercompulsioneverbedoneinfullmeasure,asthedaysofslaveryclearlyprove.

=Illustrations.=--Lifeandworkaresynonymous,andnoamountorformofsophistrycanabrogatetheirrelation.Themanwhodoesnotworkdoesnothavereallife,astheinvalidwillfreelywitness.Thetramponthehighwaymanagestoexist,buthedoesnotreallylive,nomatterwhathisphilosophymaybe.Manychildreninterpretlifetomeanplentyofmoneyandnothingtodo,butthisconceptionmerelyprovesthattheyarechildrenwithchildishmisconceptions.Theyseetherailwaymagnateridinginhisprivatecarandconceivehislifetobeoneofeaseandluxury.Theydonotrealizethattheprivatecaraffordshimtheopportunitytodomoreandbetterwork.Theyseethepresidentofthe



banksittinginhisprivateofficeandimaginethatheisidle,notrealizingthathismindisbusywithproblemsofgreatmagnitude,problemsthatwouldappallhissubordinates.Theycannotknow,ashesitsthere,thatheisprojectinghisthoughtsintofar-offlands,andiswatchingthemanifoldandcomplexprocessionsofcommerceintheirrelationstotheworldoffinance.

=Concreteexamples.=--Theyseethearchitectinhisluxuriousapartments,butdonotrealizethathisbrainisdirectingeverymovementofathousandmenwhoarecausingacolossalbuildingtotowertowardthesky.TheyseeaGrantsittingbeneathatreeinapparentunconcern,butdonotknowthatheisbearingtheresponsibilityofthemovementsofavastarmy.Theyseethepastorinhisstudyamonghisbooks,butdonotknowthetravailofspiritthatheexperiencesinhisyearningforhisparishioners.Theyseethefarmersittingateaseintheshade,butdonotknowthatheisvisualizingeverydetailofhisfarm,themenattheirtasks,theflocksandherds,thecrops,thestreams,themachinery,thefences,andtheorchardsandvineyards.Theyseethemasteroftheship,standingonthebridgecladinhissmartuniform,andimaginethatheismerelyenjoyingtheseabreezesthesameasthemselves,notknowingthathisthoughtsareconcentrateduponthesafetyofhishundredsofpassengersandhispreciouscargo.

=Thepotencyofmentalwork.=--Onlybyexperiencemaychildrencometo

knowthatworkmaybementalaswellasphysical,andtheschoolischargedwiththeresponsibilityofaffordingthisexperience.Throughexperiencetheywillcometoknowthatmindtranscendsmatter,andthatinlifethebodyyieldsobediencetothebehestsofthemind.Theywillcometoknowthatmentalworkismorefar-reachingthanphysicalwork,inthatasinglemindplanstheworkforathousandhands.Theywilllearnthatmentalworkhasredeemedtheworldfromitsprimitiveconditionandismakinglifemoreagreeableevenifmorecomplex.Theywillcometoseethemindbusyinitsworkoftunnelingmountains,buildingcanalsandrailways,navigatingoceans,andexploringthesky.Theywillcometorealizethatmentalworkhasproducedourlibraries,designedourmachinery,madeourhomesmorecomfortableandourfieldsmorefertile.

=Workablessing.=--Asaknowledgeofallthesethingsfiltersintotheirminds,theirconceptionoflifebroadens,andtheyseemoreandmoreclearlythatlifeandworkarefundamentallyidentical.Theyseethatworkdirectsthestreamsoflifeandgivestolifepoint,potency,andsignificance.Theysoonseethatknowledgeispoweronlybecauseitistheagencythatgeneratespower,andthatknowledgetoucheslifeateverypoint.Theywillcometorealizethatworkistheonegreatluxuryinlife,andthateducationisdesignedtoincreasethecapacityforworkinorderthatpeoplemayindulgeinthisluxurymoreabundantly.Themoreworkonecando,themorelifeonehas;andthebettertheworkonecando,thehigherthequalityofthatlife.Theylearnthattheadage"Worktoliveandlivetowork"isnofictionbutareality.

=Workandenjoyment.=--Theschool,therefore,becomestothemaworkshopoflife,andunlessitisthat,itisnotaworthyschool.Itisnotasomethingdetachedfromlife,but,rather,anintegralpartoflifeandthereforeaplaceandanoccasionforwork.TheschoolistheBurningBushofworkthatistogrowintotheTreeofLife.Butlifeoughttoteemwithjoyinordertobeatitsbest,andneverbeadrag.Work,therefore,beingsynonymouswithlife,shouldbeajoyousexperience,eventhoughittaxesthepowerstotheutmost.Ifthechildcomestotheworkoftheschoolasthegalley-slavegoestohistask,thereisalack



ofadjustmentandbalancesomewhere,andareadjustmentisnecessary.Itmattersnotthataboyspendstwohoursoveraprobleminarithmeticifonlyheenjoyshimselfduringthetime.But,ifheworkstwohoursmerelytogetapassinggradeortoescapepunishment,thetimethusspentdoesnotaffordhimthepleasurethatrightfullybelongstohim,andsomebettermotiveshouldbesupplied.

=Theteacher'sproblem.=--Theteacher'smissionisnottomakeschoolworkeasy,but,rather,tomakethehardestworkalluringandagreeable.Here,again,shemayneedtotakecounselwithTomSawyer.Whitewashingafenceisquiteashardworkassolvingaproblemindecimalsorcuberoot.Muchdependsuponthementalattitudeoftheboy,andthisinturndependsupontheskilloftheteacherandherfertilityofmindinsupplyingmotives.Whitewashingafencecausesthearmstogrowwearyandthebacktoache,buttheboysreckednotofthat.Onthecontrary,theyclamoredformoreofthesamekindofwork.Thissamespiritcharacterizestheworkofthevitalizedschool.Thepupilsliveasjoyouslyintheschoolroomastheydooutside,andthehardertheworkthegreatertheirjoy.

Whenworkismadeaprivilegebytheexpertteacher,schoolprocedurebecomeswell-nighautomaticandthereisneveranyoccasionfornagging,hectoring,orbadgering.Suchthingsareabnormalinlifeandnolesssointhevitalizedschool.Theyareaconfessiononthepartofthe

teacherthatshehasreachedthelimitofherresources.SheadmitsthatshecannotdowhatTomSawyerdidsowell,andsoproclaimsherinabilitytoarticulatelifeandworkeffectively.


1.Readthatchapterof"TomSawyer"whichdealswiththewhitewashingepisode.

2.WhatprinciplesofteachingdidTomSawyerapply?

3.Discuss,fromthepupils'viewpoint,howthestudyofdifferent

subjectsmaybemadeaprivilege.

4.InaccordancewithTomSawyerpedagogy,discussplansfortheformationofthereadinghabitinpupils.Howdirectthepupils'choiceofreadingmatter?

5.Howwouldyoudemonstratetopupilsthatmentalworkismoreexhaustingthanmanuallabor?

6.Whyisworkablessing?Howconvinceanindolentpupilofthistruth?

7.Statethechiefproblemoftheteacher.

8.Showthatthepedagogicaldoctrinesofthischapterarenottobeclassifiedundertheheadof"softpedagogy."

CHAPTERX

WORDSANDTHEIRCONTENT



=Initialstatement.=--Lifeandwordsaresocloselyinterwoventhatwehaveonlytostudywordswithcareinordertoachieveanapprehensionoflife.Indeed,educationmaybedefinedastheprocessofenlargingthecontentofwords.Notwoofusspeakthesamelanguageeventhoughweusethesamewords.Theschoolboyandthesavantspeakofeducation,usingthesameword,buttheboyhasonlythefaintestconceptionofthemeaningofthewordasusedbythesavant.Wemustknowthecontentofthewordsthatareusedbeforewecanunderstandoneanother,eitherinspeakingorinwriting.Foroneman,awordisbigwithmeaning;foranother,thesamewordissosmallastobewell-nighmeaningless.Totheignorantboor,theword"education"meansfarlessthanthethreeR's,whiletothescholarthewordincludeslanguages,ancientandmodern,mathematicsthroughmanyvolumes,sciencesthatanalyzethedewdrop,determinetheweightoftheearthandthedistancesandmovementsoftheplanets,historyfromtheRosettaStonetothelatestpresidentialelection,andphilosophyfromPlatotothescholarofto-day.

=Theword"education."=--Andyetboththesemenspellandpronouncethewordalike.Theignorantmanhasonlythefaintestglimmeringofthescholar'smeaningofthewordwhenhespeaksorwritesit.Stillthewordisincommonuse,andpeoplewhouseitarewonttothinkthattheirconceptionofitsmeaningisuniversal.Iftheboorcouldfollow

theexpansionofthewordasitisinvestedwithgreaterandgreatercontent,hewould,intime,understandAristotle,Shakespeare,Gladstone,andMaxMÃ¼ller.And,understandingthesemen,hewouldcometoknowphilosophy,literature,andlanguage,andsowouldcometoappreciatemorefullywhateducationreallyis.Incontemplatingtheexpansionoftheword,onemighteasilyvisualizetheeverwideningcircleproducedbythrowingapebbleintoapool;butabetterconceptionwouldbetheexpansionofaballoonwhenitisbeinginflated.Thiscomparisonenablesonetorealizethateducationenlargesasasphereratherthanasacircle.

=Thescholar'sconceptofthesea.=--Thesix-year-oldcangivethecorrectspellingoftheword_sea_asreadilyasthesage,butthesage

hasspentalifetimeinputtingcontentintotheword.Forhim,thewordepitomizeshislifehistory.Throughitsmagicleadingheretraceshisjourneysthroughphysiographyandgeology,watchingtheseawearawaytwothousandfeetoftheAppalachianMountainsandspreadthedetritusovervastareas,makingthegreatfertilecornandwheatbeltofourcountry.Heknowsthatthissectionproduces,annually,suchaquantityofcornaswouldrequirefortransportationaprocessionofteamsthatwouldencircletheearthninetimes,attheequator,andheinterpretsallthisassea.Thewordleadshim,also,throughthemazesandmysteriesofmeteorology,revealingtohimtheoriginoftherain,thesnow,thedew,andthefrost,withallthewondersofevaporation,condensation,andprecipitation.

=Furtherillustration.=--Hecandiscerntheseaineverybladeofgrass,ineveryleaf,andineveryflower.Inthecompositionofhisownbody,hefindsthatninetypercentofitissea.Hefindshisheartpumpingtheseathroughhisveinsandarteriesasavitalpartofthelifeprocess;andthroughthepowerofcapillaryattraction,theseaiscoursingthrougheveryhairofhishead.Inthefooduponhistable,themeat,thebread,themilk,thevegetables,andthefruits,hefindsthesea.Nothispoetry,buthissciencefollowstheraindropfromtherooftotherivulet,ontotheriver,thentotheocean,thenintovaporandonintoraindownintotheearth,thenupintothetree,outintothe



orange,untilitfinallyreappearsasadropofjuiceupontherosylipofhislittlesix-year-old.

=Thechild'sconception.=--Whetherthechildeverwinsthelargeconceptionoftheseathatherfatherhasdepends,inpart,uponthefatherhimself,but,inastilllargerdegree,uponherteacher.Iftheteacherthinksoftheseamerelyasawordtobespelled,ordefined,orparsed,thatshemayinscribemarksinagradebookoronreportcards,thenthechildwillneverknowtheseaasherfatherknowsit,unlessthisknowledgecomestoherfromsourcesoutsidetheschool.Insteadofbecomingalivingthingandthesourceoflife,herseawillbeadesertwithoutoasis,orgrass,ortree,orbird,orbubblingspringtorefreshandinspire.Itwouldseemasadcommentaryuponourteachingifthechildiscompelledtogainarightconceptionoftheseaoutsidetheschoolandinspiteoftheschool,ratherthanthroughandbymeansoftheschool.

=Thequestofteacherandchild.=--Thevitalizedteacherknowstheseaasthesageknowsit,andcaninfuseherconceptionintotheconsciousnessofthechild.Shefeelsittobeherhighprivilegetoleadthechildoninquestoftheseaandtofind,inthisquest,pulsatinglife.Inthisalluringquest,sheisputtingcontentintotheword,andthusdiscovering,byexperience,whatlifeis.Thisiseducation.Thisistheinvitingvistathatstretchesoutbeforetheeyes

ofthechildunderthespellandleadershipofsuchateacher.Intheirquestforthemeaningofthesea,thesecompanions,thechildandtheteacher,willcomeuponthefieldsofgrain,theorchards,theflocksandherds,theships,thetrains,andthewholeintricateworldofcommerce.Theywillfindcommercetobeamanifestationoftheseaandmoreoverabigfactorinlife.Itwillmeanfarmorethanmerecarstobecountedorcargoestobeestimatedintheformofproblemsfortheclassinarithmetic.Thecargoesofgrainthattheyseeleavingtheportmeanfoodforthehungryinotherlands,andthejoyandvigorthatonlyfoodcangive.

=Theseaaslife.=--Ateveryturnoftheirramifiedjourney,theselearnersfindlifeand,bestofall,arehavingarichexperiencein

life,throughoutthejourney.Theyareimmersedinlifeandsoareabsorbinglifeallthewhile.Widerandwiderbecomestheirconceptionoflifeasexemplifiedbythesea,andtheircapacityforlifeiseverincreasing.Daybydaytheyascendtohigherlevelsandfindtheirhorizonrecedingfartherandfarther.Forthem,lifeenlargesuntilitembracesalllands,thearts,thesciences,thelanguages,andallhistory.Whethertheypursuetheseaintothemountains;tothesteppes,plateaus,orpampas;tothepalaceorthehovel;tothetropicsorthepoles,--theyfinditevermorerepresentinglife.

=Theword"automobile."=--Itwouldseemtobequitepossibletoconstructatwelve-yearcourseofstudybaseduponthissortofstudyofwordsandtheircontentwithspecialemphasisuponthecontent.Since

lifeisconterminouswiththecontentofthewordsthatconstituteone'svocabulary,itisevidentthatthecontentofwordsbecomesofmajorimportanceintheschemeofeducation.Tobeabletospelltheword"automobile"willnotcarryayoungmanveryfarinhiseffortstoqualifyasachauffeur,importantthoughthespellingmaybe.Asamerebeginning,thespellingisessential,butitisnotenough.Stillthechildthinksthathiseducation,sofarasthiswordisconcerned,iscompletewhenhecanspellitcorrectly,andcarryhomeaperfectgrade.Noonewillemploytheyoungmanasadriveruntilhehasputcontentintotheword,andthisrequirestimeandhardwork.Hemustknowthe



mechanismofthemachine,ineverydetail,andthearticulationofallitsparts.Hemustbeabletolocatetroubleontheinstantandbeabletoapplytheremedy.Hemustbesensitivetoeveryslightestsoundthatindicatesimperfectfunctioning.This,ofcourse,carriesfarbeyondthemerespellingoftheword,butallthisisessentialtothesafetyofhispassengers.

=Etymology.=--Etymologyhasitsplace,ofcourse,inthestudyofwords,butitstopsshortofthegoal.Itmaybewelltotakethewatchapartinordertomakeanexaminationofitsparts,butuntilitisreconstitutedandsetgoing,itisuselessasawatch.Sowithaword.Wemaygiveitsetymologyandrhapsodizeoveritsparts,butthusanalyzeditisaninertthingandreallyinanesofarasrealserviceisconcerned.Ifwordstudydoesnotcarrybeyondthemereanalysis,itisfutileasarealeducativeprocess.Tobereallyeffective,thewordmustbeinstinctwithlifeandbusyintheaffairsoflife,andnotamerespecimeninamuseum.Toooftenourworkinetymologyseemstobeconsideredanendinitself,ratherthanameanstoanend.

=Thewordinuse.=--ArloBatessaysthattheword"highly"intheGettysburgSpeechisthemostornatewordinthelanguageinthesettingthatLincolngaveit.Themeresttyrocangiveitsetymology,butonlywhenitwassettoworkbyamasterdiditgainpotencyanddistinction.Theetymologyoftheword"fidelity"isreasonablyeasy,butthis

analysisispowerlesstocausethechildtothrillatthestoryofCasabianca,orofRuthandNaomi,orofEsther,orAntigone,orCordelia,orNathanHale,orthelittleJapanesegirlwhodeliberatelybitthroughhertonguethatshemightnotutterasyllablethatwouldjeopardizetheinterestsorsafetyofherfather.Thewordanalyzedisadeadthing;thewordinuseisalivingthing.Thewordmerelyanalyzedisapttobeephemeral;thewordinuseisabidingandincreasinglysignificant.Asthechildputsmoreandmorecontentintotheword,he,himself,expandsatthesamerateinthescopeandpowerofhisthinking.Wordsarethematerialsoutofwhichheweavesthefabricoflife,andthepatterndependsuponthecontentofhiswords.

=Illustrationsfromart.=--Thechildcanspelltheword"art"andcan

repeatthewordsofthebookbywayofamemorizeddefinition,buthecannotdefinethewordwithevenafairdegreeofintelligence.Hecannotknowthemeaningoftheworduntilitssignificancebecomesobjectifiedinhislifeprocesses.Thisrequirestime,andthought,andexperienceswithbooks,withpeople,andwithgalleries.Inshort,hemustliveartbeforehecandefinetheword;andhislivingartinveststhewordwithcontent.Thewordwillgrowjustashegrowsinhisconceptionofart.Atfirst,hemaydenominateasartthesimplelittledaubsofpicturesthathemakeswiththeteacher'shandguidinghisbrush.But,lateron,ashegainsalargerconception,thesethingswillappearpuerileifnotsilly.Thetimemaycomewhenhecanreadthethoughtsofthemastersasexpressedintheirmasterpieces.Then,andonlythen,willhebeabletodefinetheword.

=MichaelAngelo.=--Attheageoffifteen,MichaelAngelowroughttheMaskoftheSatyr,whichwouldnotbeconsideredaworkofartifthatweretheonlyproductofhischisel.WhathedidlaterwasthefulfillmentoftheprophecyembodiedintheMask.Attheageofeighty,heproducedtheDescentfromtheCross,whichglorifiestheDuomoinFlorence.Inbetweentheseproductions,wefindhisDavid,hisMoses,theSistineCeiling,withmanyothersscarcelylessnotable.Herosetoahigherandhigherconceptionofartashelivedartmoreandmorefully,andhisexecutionkeptpacewiththeexpansionofhisconception.



Hegavecontenttothewordbothforhimselfandfortheworlduntilnowweassociate,inourthinking,artwithhisname.Hehimselfisnow,inlargemeasure,ourdefinitionofart--andthatbecausehelivedart.

=Thechild'sconceptionoftruth.=--Inhisrestrictedconception,theboyconceivestruthtobethemereabsenceofpeccadillos.Hethinksthathisdenialofthechargethathewasimpolitetohissister,orthathewentonaforagingexpeditiontothepantry,isthewholetruthand,indeed,allthereistotruth.Itrequiresawholelifetimetorealizethefullmagnitudeofhismisconception.Inthevitalizedschool,hefindshimselfbusyalldaylongtryingtofindanswertothequestion:WhatisTruth?IntheAlps,thereisaplacecalledEchoGlenwhereathousandrocks,cliffs,andcragssendbacktothespeakerthewordsheutters.So,whenthisboyasksWhatisTruth?athousandvoicesintheschoolandoutsidetheschoolrepeatthequestiontohim:WhatisTruth?AbrahamLincolntriedtofindtheanswerashefiguredonthebitofboardwithapieceofcharcoalbythefirelight.Lateron,hewrotetheEmancipationProclamation,andinbothexerciseshewasseekingforthemeaningoftruth.

=Theworkoftheschool.=--ChristopherColumbuswasdoingthesamethinginhisquest,andthoughtnohardshiptoogreatifhecouldonlycomeupontheanswer.Galileo,Huxley,Newton,Tyndall,Humboldt,Darwin,Edison,andBurbankareonlytheschoolboysgrownlargeintheirsearch

forthemeaningoftruth.Theyhaveenlargedthecontentofthewordforusall,andbyfollowingtheirleadwemayattaintotheiranswers.Everyschoolstudygivesforthapartialanswer,andthesumofalltheseanswersconstitutestheanswerwhichtheboyisseeking.Mathematicstellspartofthestory,butnotallofit;sciencetellsanotherpart,butnotallofit;historytellsstillanotherpart,butnotallofit.Hence,itmaybereiteratedthatoneoftheprimefunctionsofthevitalizedschoolistoinvestwordswiththelargestpossiblecontent.


1.Towhatextentiseducationtheprocessofenlargingthecontentofwords?

2.Asaconcreteillustrationofthedifferencesinthecontentofwords,comparevariousdefinitionsofeducation.Choosetypicaldefinitionsofeducationtoreflecttheideasofdifferenteducationalperiods.

3.Suggestothermethodsthantheuseofthedictionaryfortheenlargementofthepupil'scontentofwords.

4.Howmaywordsbevitalizedincomposition?

5.Shouldthechiefaimoflanguageworkinthegradesbeforce,accuracy,oreleganceintheuseoflanguage?

6.Addtotheauthor'slistofwords,otherwordsthecontentofwhichmaybeexpandedbyeducation.

7.Howmaythevitalizedteacherencourageinpupilstheformationofhabitsofcarefuldiction?

8.Howremoveunnaturalstiltedwordsandexpressionsfromtheoraland



writtenexpressionsofpupils?

CHAPTERXI

COMPLETELIVING

=Thequestionraised.=--Thateducationisapreparationforcompletelivinghasbeenquotedbyeveryteacherwholaysanysortofclaimtothestandarddefinitions.Indeed,sooftenandsogliblyhasthequotationbeenmadethatitiswell-nighaxiomaticandaltogethertrite.Butwestillawaitanyclearexplanationofwhatismeantbycompleteliving.Onthispointwearestillgroping,withnopropheticvoicetotellustheway.Byimplicationwehavehadhints,andmuchhasbeensaidonthenegativeside,butthepositivesidestillliesfallow.Whenaskedforanexplanation,thosewhogivethequotationresorttocircumlocutionand,atlength,giveanotherdefinitionofeducation,apparentlyconsciousofthemathematicaldictumthatthingsthatareequaltothesamethingareequaltoeachother.Sowecontinuetotravelinacircle,withbutfeebleattemptstodeviatefromthecourse.

=Thevitalizedschoolanexemplification.=--Norwillthischapterattempttoresolvethedifficultsituationinwhichweareplaced.Itisnoteasytodefineliving,muchlesscompleteliving.Allthatishopedforhereistobringthemattertotheattentionofallteachersandtocausethemtorealizethatthequestforadefinitionofcompletelivingwillbeforthemandfortheirpupilsanexhilaratingexperience.Thevitalizedschoolwillbelieitsnameifitdoesnotstrivetowardasolutionofthedifficulty,andanyschoolthatapproximatesasatisfactorydefinitionwillbeproclaimedapublicbenefactor.Infact,theschoolcannotlayclaimtothedistinctionofbeingvitalizedifitfailstoexemplifycompleteliving,insomeappreciabledegree,andifitfailstogroovethissortoflivingintoahabitthatwillpersistthroughouttheyears.Thisisthebigtaskthattheschoolmustessayif

itwouldemancipateitselffromthetrammelsoftraditionandbecomealeaderinthelarger,betterway.Completelivingmustbecometheidealoftheschoolifitwouldrealizetheconceptionofeducationofwhichitisaprofessedexponent.

=Incompleteliving.=--Themanwhowalkswithacrutch;themanwhoisafflictedwithafelon;themanwholacksahandorevenafinger,--cannotexperiencecompleteliving.Throughthepowerofadaptationthemanwithacrutchmaycompassmoredifficultsituationsthanthemanwithsoundlegswillattempt,buthecannotrealizeallthepossibilitiesoflifethatasoundbodywouldvouchsafetohim.Themanwithouthandsmaylearntowritewithhistoes,butheisnotemployedasateacherofpenmanship.Hislifeisarestrictedoneand,therefore,

lessthancomplete.Wemarvelattheexhibitionsofskilldisplayedbythemaimed,butwefeelnoenvy.Wemaynotbeabletoduplicatetheirachievements,butwefeelthatwehaveamplecompensationinthenormaluseofourmembers.Weknowinstinctivelythat,inthesolitudeoftheirmeditations,theymustexperiencepoignantregretsthattheyarenotasotherpeople,andthattheymustpassthroughlifeunderahandicap.

=Thesoundbody.=--Itisevident,therefore,thatsoundnessofbodyisaconditionprecedenttocompleteliving.Thebodyistheorganismbymeansofwhichthemindandthespiritfunctionintermsoflife;and,



ifthisorganismisimperfect,thefunctioningwillprovelessthancomplete.Hence,itistheprovinceoftheschooltosoorganizeallitsactivitiesthatthephysicalpowersofthepupilsshallbefullyconserved.Thepresidentofalargeuniversitysaysthatduringhisincumbencyofseventeenyearstheyhavefoundonlyoneyoungwomanofphysicalperfectionandnotasingleyoungman,althoughthetestshavebeenappliedtothousands.Collegestudents,itwillbereadilyconceded,areaselectedgroup;andyeteveninsuchagroupnotaphysicallyperfectyoungmanwasfoundintestsextendingoverseventeenyears.Ifalikeconditionshouldbediscoveredinthescoringoflivestockatourfairs,therewouldensueacarefulinvestigationofcausesinthehopeoffindingaremedy.

=Personalefficiency.=--Weshallnotachievenationalefficiencyuntileverycitizenhasachievedpersonalefficiency,andphysicalfitnessisoneofthefundamentalconditionsprecedenttopersonalefficiency.Herewehavetheblueprintfortheguidanceofsocietyandtheschool.Ifweareevertoachievenationalefficiency,wemustseetoitthateverymanandwoman,everyboyandgirl,hasastrong,healthybodythatisfullyabletoexecutethebehestsofmindandspirit.Thismayrequireastrictercensorshipofmarriagelicenses,includingphysicalexaminations;itmayrequiremorestringentlawsonourstatutebooks;itmayrequireradicalchangesinourmethodsofphysicaltraining;anditmayrequirethestatetoassumesomeofthefunctionsofthehome

whenthehomerevealsitsinabilityorunwillingnesstocopewiththesituation.Heroictreatmentmaybenecessary;butuntilweasapeoplehavethecouragetoapplytheremediesthatthediagnosisshowstobenecessary,weshalllookinvainforimprovement.

=Physicaltraining.=--Seeingthatitissodifficulttofindamanorawomanamongourpeoplewhohasattainedphysicalperfection,itbehoovessocietyandtheschoolstotakeacriticalinventoryoftheirmethodsofphysicaltrainingandtheirmeageraccomplishmentsasapreliminarysurveylookingtoachangeinourprocedure.Weseemtohavedelegatedscientificphysicaltrainingtoathleticsandpugilism,withbutscantconcernforourpeopleasawhole.Ifpink-teacalisthenicsaspracticedmildlyinourschoolshasfailedtoproducerobustbodies,thenitis

incumbentuponustoadoptarÃ©gimeofbeefsteak.Whatthetraditionalschoolhasfailedtodothevitalizedschoolmustattempttodoorsufferthehumiliationofstrikingitscolors.Thereisnomiddlecourse;itmusteitherwinavictoryoradmitdefeatincommonwiththetraditionalschool.Thestandardishigh,ofcourse,buteverystandardofthevitalizedschoolisandoughttobehigh.

=Cigarettes.=--Iftheuseofcigarettesisdevitalizingourboys,andthiscanbedetermined,thenthemanufactureandsalemustbeprohibitedunlessourlegislativebodieswouldpleadguiltytothechargeofimpotence.Butwearetoldthatpublicsentimentconditionstheenactmentoflaws.Ifsuchbethecase,thentheschoolanditsauxiliariesshouldfeelitadutytogeneratepublicsentiment.If

cigarettesareharmful,thentheyshouldbebanished,andthetaskisnotanimpossibleonebyanymeans.Astotheinjuriouseffectsofcigarettes,asdistinguishedanauthorityasThomasA.Edisonsaysthefollowing:

"Theinjuriousagentincigarettescomesprincipallyfromtheburningpaperwrapper.Thesubstancetherebyformediscalled'acrolein.'Ithasaviolentactiononthenervecenters,producingdegenerationofthecellsofthebrain,whichisquiterapidamongboys.Unlikemostnarcotics,thisdegenerationis



permanentanduncontrollable.Iemploynopersonwhosmokescigarettes."

WehaveeliminateddangerousexplosivesfromourFourthofJulycelebrations,andthebancanaseasilybeplaceduponanyotherdangerousproduct.Justhereweinevitablymeetthecryofpaternalism,butweshallalwaysbeconfrontedbythequestiontowhatextentthegovernmentshouldstandasideandseeitscitizensfollowthebentoftheirappetitesandpassionsoverthebrinkofdestruction.Itistheinherentrightofgovernmenttomaintainitsownintegrity,andthisitcandoonlythroughtheconservationofthepowersofitscitizens.Ifpaternalismisnecessarytothisend,thenpaternalismisagovernmentalvirtue.Better,byfar,somepaternalismthanaraceofweaklings.

=Militarytraining.=--Wemayshrinkawayfrommilitarytrainingintheschools,justasweshrinkfromtherÃ©gimeofpugilism;butwemayprofitbyobservingboththesetypesoftraininginoureffortstodevelopsomemethodoftrainingthatwillrenderouryoungpeoplephysicallyfit.Weneedsometypeoftrainingthatwilleliminateroundanddroopingshoulders,weakchests,shamblinggait,sluggishcirculation,andshallowbreathing.Theboysandgirlsneedtobe,firstofall,healthyanimalswithlargepowersofendurance,elastic,buoyant,graceful,andingeneralwellsetup.Theseconditionsconstitutethefoundationforthesuperstructureofeducation.The

placid,anÃ¦mic,fiberlesschildisillpreparedinphysiquetoattaintothatmasteryofthementalandspiritualworldthatmakesforanapproximationtocompleteliving.

=Examplescited.=--Ifonewillbutmakeamentalappraisementofthefirstonehundredpeoplehemeets,hewillseeamongthenumberquiteafewwhorevealalackofphysicalvigor.Theydroopandslouchalongandseemtobedraggingtheirbodiesinsteadofbeingpropelledthroughspacebytheirbodies.Theycanneitherstandnorwalkasahumanbeingoughttostandandwalk,andtheirentireensembleisaltogetherunbeautiful.Wefeelinstinctivelythat,beingfashionedintheimageoftheirMaker,theyhavesadlydeclinedfromtheirhighestate.Theirbodilyattitudeseemsasortofapologyforlife,andwelongtoinvoke

theaidofsometeacherofphysicaltrainingtorescuethemfromthemselvesandrestorethemtotheirrightfulheritage.Theyareweak,apparentlyill-nourished,scrawny,ill-groomed;andweknow,withouttheaidofwords,thatneitheravigorousmindnoragreatspiritwouldchoosethattypeofbodyasitshabitation.

=Thebodysubjecttothemind.=--Ahealthy,vigorous,symmetricalbodythatperformsallitsfunctionslikeawell-articulated,well-adjustedmechanismisthebeginning,butonlyabeginning.Nextcomesamindthatissowelltrainedthatitknowswhatorderstogivetothebodyandhowtogivethem.Manyastrongbodyentersthedoorofasaloonbecausethemindisnotsufficientlytrainedtoissuewiseorders.Themindwasbefuddledbeforethebodybecameso,andthebodybecomessoonly

becausethemindcommands.Intoxication,primarily,isamentalapostasy,andthebodycannotdootherwisethanobey.Ifthemindwereintentuponsecuringabookatthelibrary,thebodywouldnothaveseenthedoorofthesaloon,butwouldhavebeenurgenttoreachthelibrary.Thereisneitherfictionnorfacetiousnessintheadage,"Anidlebrainisthedevil'sworkshop."Onthecontrary,thesayingiscrammedfullofpsychologyforthethoughtfulobserver.Hence,whenwearetrainingthemindwearewreakingdestructionuponthisworkshop.

=Freedomaconditionprecedent.=--Completelivingisimpossibleoutside



thedomainoffreedom.Theprisonsshowforthnoexamplesofcompleteliving.Butmentalthralldomisquiteasinimicaltocompletelivingasthralldomofthebody.Themindmustknowinordertomoveamongthethingsoflifeinfreedom.Ignoranceisslavery.Themindthatisunabletoreadtheinscriptiononamonumentstandsbaffledandhelpless,andnoformofslaverycanbemoreabject.Themanwhocannotreadthebilloffareoflifeisinnopositiontorevelinthegoodthingsthatlifeoffers.Themanwhocannotreadthesignboardsoflifegropesandfloundersaboutinthebywaysandsomissesthecharms.Ifheknowstheway,hehasfreedom;otherwiseheisinthralldom.Themanwhocannotinterpretlifeasitshowsitselfinhill,invalley,instreamandrockandtree,goesthroughlifewithbandagedeyes,andthatconditionaffordsnofreedom.

=Streetsigns.=--AmanwhohadbeentravelingthroughEuropeforseveralweeks,andhadfinallyreachedLondon,wroteenthusiasticallyofhispleasureatbeingabletoreadthestreetsigns.Allsummerhehadfeltrestrictedandhampered,butwhenhereachedacountrywherethestreetsignswereintelligible,hegainedhisfreedom.HadhebeenasfamiliarwithItalian,German,andFrenchasheiswithEnglish,lifewouldhavebeenforhimfarmorenearlycompleteduringthatsummerandthereforemuchmoreagreeableandfertile.Thereisnomoreexhilaratingexperiencethantobeabletoreadthestreetsignsalongthehighwayoflife,andthisabilityisoneofthegreatobjectivesofeveryvitalized

school.=Trainedminds.=--Naturerevealsherinmostsecretsonlytothetrainedmind.Nopowercanforceher,nowealthcanbribeher,todisclosethesesecretstoothers.Onlythemindthatistrainedcangainadmissiontohertreasurehousetorevelinitsglories.JohnBurroughslivesinaworldthattheignorantmancannotknow.Thetrainedmindalonehasthekeythatwillunlocklibraries,artgalleries,thetreasurehousesofscience,language,history,andart.Theuntrainedmindsmuststandoutsideandwinwhatcomforttheycanfromtheirwealth,theirsocialstatus,orwhateverelsetheywouldfainsubstituteforthetrainingthatwouldadmitthem.Allthesethingsarepartsoflife,andthosewhocannotgainadmissiontotheseconservatoriesofknowledgecannotknow

lifeinitscompleteness.

=Achievementsoftrainedminds.=--Inordertoknowlifeinthelarge,themindmustbeabletoleapfromthemultiplicationtabletothestars;mustbecomeintimatewiththemovementsofthetides,theglacier,andtheplanets;musttranslatethebubblingfountainandtheeruptionofVesuvius;mustbeabletointerpretthewhisperofthezephyrandthediapasonoftheforest;mustbeabletohearmusicinthechirpofthecricketaswellasintheoratorios;mustbeabletodelveintotherecessesofthemineandscalethemountaintops;mustknowtheheartthrobsofLittleNellaswellasofCiceroandDemosthenes;mustbeabletoseetheprocessionsofhistoryfromthecradleoftheracetothelatestproclamation;andmustsitinthecouncilsofthepoets,the

statesmen,theorators,theartists,thescientists,andthehistoriansofalltime.Amindthustrainedcanenterintotheveryheartoflifeandknowitbyexperience.

=Thingsofthespirit.=--Buteducationisaspiritualprocess,aswehavebeentold;and,therefore,educationiswithoutvalueunlessittouchesthespirit.Indeed,itisonlybythespiritthatwemaytestthequalityofeducation.Itisspiritthatsetsmetesandboundsandpointsthewaytothefinethingsoflife.Amanmayliveinthebackalleyoflifeorontheboulevard,accordingtothedictatesofthe



spirit.Ifhisspiritcannotreacttothefinerthings,hiswaywilllieamongthecoarseandbizarre.Ifhecannotappreciatetheglorythatisrevealeduponthemountain,hewillgravitatetothelowerlevels.Ifhisspiritisnotattunedtomajesticharmonies,hewilldriftdowntoassociationwithhisownkind.Ifhecannotthrillwithpleasureatthebeautyandfragranceofthelilyofthevalley,hewillseekoutthegaudysunflower.IfhisspiritcannotrisetotheplaneofShakespeareandVictorHugo,hewillroamintofieldsthatarelessfruitful.Thespiritthatisrightlyattunedliftshimawayfromthesordidintotherealmsofthechasteandtheglorified;awayfromthecoarseanduglyintotherealmofthingsthatarefineandbeautiful;andawayfromthethingsthataremeanandpettyintothezoneofthebig,thetrue,thenoble,andthegood.Andsowithbody,mind,andspiritthusdoingtheirperfectwork,hecan,atleast,lookoverintothepromisedlandofcompleteliving.

=Altruism.=--Wearecommandedtoletourlightshine,andthiscommandisanobleandaninspiringone.Amanwhobysuchtrainingashasbeendepictedapproximatescompletelivingispreparedtolethislightshineprimarilybecausehehaslight,andinthenextplacebecausehistraininghasmadehimgenerousinspiritandaltruistic;andhisgreatestjoycomesfromlettinghislightsoshinethatothersmaycatchhisspiritandmoveuptohigherplanesofliving.


1.Whyiseducationnotsatisfactorilydefinedbysayingthatitisapreparationforcompleteliving?Whofirststatedthisdefinition?

2.Whatistherelationoftheschooltocompleteliving?

3.Whatfurthertrainingshouldtheschoolgiveinbetterlivingthantoteachthepupilswhatitis?

4.Giveanideaofwhatismeantbyincompletelivingsofarasthebodyisconcerned.

5.Showthatsoundnessofbodyisnecessarytorealizeone'sbest.

6.Whataresomereasonsforthescarcityofphysicallyperfectmenandwomen?

7.Havewebeenabletoeliminatephysicaldefectsanddevelopphysicalmeritsinpeopletothesameextentthatwehaveindomesticanimals?

8.Whataresomeofthethingsthathavebeendonetoimprovephysicalman?Whichofthesehavetodoprimarilywithheredityandwhichwithrearingortraining?

9.Whyisthepossessionofhealthybodiesamatterofnationalconcern?

10.Whereindoesphysicaltrainingseemtohavefailedtoattainitsends?

11.Whatarethearguments,fromthestandpointofthephysicallyefficientlife,fortheregulationorprohibitionbythegovernmentofthesaleofinjuriousproducts?

12.Whatarethebenefitsofsuchatypeoftrainingasmilitary



training?

13.Showhowthelackofpropertrainingofthemindmayresultinalessefficientbody.

14.Inourpresentcivilizationwhatconditionsmaygiverisetomentalthralldom?Uponwhatismentalfreedomconditioned?

15.Howcanthetrainedmindgetthemostoutoflifeandcontributethemosttoit?

16.Explainhowthespiritisthedominantelementincompleteliving.

17.Whyisonewhoislivingthecompletelifesuretobealtruistic?

CHAPTERXII

THETIMEELEMENT

=Thequestionstated.=--Therearemany,doubtless,whowilldeny,ifnot

actuallyresent,thestatementthatsomedomorerealteachingintenminutesthanothersdointhirtyminutes.But,inspiteofdenials,thestatementcanbeverifiedbythetestimonyofahostofexpertobserversandsupervisors.Indeed,stenographicreportshavebeenmadeofmanyclassexercisesbywayoftestingthetruthofthisstatement,andthesereportsareamatterofrecord.Assumingthevalidityofthestatement,therefore,itispertinenttoinquireintothecausesthatunderliethedisparityintheteachingabilityoftheten-minuteteacherandthethirty-minuteteacher.Theefficiencyexpertwouldbequicktoseizeuponthisdisparityintherateofprogressasthestartingpointinhiscriticalexamination.Inafactoryalikedisparitywouldleadtounpleasantconsequences.Theworkmanwhoconsumesthirtyminutesinaccomplishingapieceofworkthatanotherdoesintenminuteswouldbe

admonishedtoacceleratehisprogressorelsegivewaytoamoreefficientman.Ifwehadinstrumentsofsufficientdelicacytotesttheresultsofteaching,weshouldprobablydiscoverthattheoutputoftheten-minuteteacherissuperiorinqualitytothatofthethirty-minuteteacher.Forwemustallhaveobservedinourownexperiencethattheclarityofourthinkingdependsuponitsintensity.

=Examples.=--Ayoungmanwhowondistinctionasacollegestudenthadawideshelffittedupononesideofhisroomatwhichhestoodinthepreparationofallhislessons.Histheorywasthattheattitudeofthebodyconditionstheattitudeofthemind.ProfessorJamesgivesassenttothistheoryandaversthatanattitudeofmindmaybegeneratedbyplacingthebodyinsuchanattitudeaswouldnaturallyaccompanythis

mentalattitude.Thistheoryproclaimsthat,ifthebodyisslouching,themindwillslouch;butthat,ifthebodyisalert,themindwillbeequallyso.Anothercollegestudentalwayswalkedtoandfroinhisroomwhenpreparinghishistorylesson.Afineoldlady,inaworkoffiction,explainedhermentalacumenbythesinglestatement,"Ineverslouch."Everypersonmusthaveobservedmanyexemplificationsofthistheoryinhisownexperienceevenifhehasnotreducedittoaworkingformula.

=Basicconsiderations.=--Anyconsiderationofthetimeelement,in



schoolwork,musttakeintoaccount,therefore,notonlythenumberofminutesinvolvedinagivenpieceofwork,butalsotheintensityofeffortduringthoseminutes.Twominds,ofequalnaturalstrength,maybefullyemployedduringagivenperiodandyetshowawidedifferenceinthequalityandquantityoftheresults.Theonemaybebusyallthewhilebutslouchthroughtheminutes.Theothermaybetautandintensive,workingatwhiteheat,andtheoutputwillbemoreextensiveandofbetterquality.Themindthatamblesthroughtheperiodshowsforthresultsthatarebothmeagerandmediocre;butthemindwhoseimpactisbothforcefulandincisiveproducesresultsthatservetomagnifytheworkoftheschool.Thuswehaveplacedbeforeustwobasicconsiderations,oneofwhichisthetimeitself,inactualminutes,andtheotheristhecharacterofthereactionstoexternalstimuliduringthoseminutes.

=Twoteacherscompared.=--Inordertoconsiderthesefactorsoftheteachingprocesswithsomedegreeofdefinitenessitwillbewelltohavetheten-minuteteacherandthethirty-minuteteacherplacedinjuxtapositioninourthinking.Weshallthusbeabletocompareandcontrastandsoarriveatsomeclearjudgmentsthatmaybeusedasabasisforgeneralizations.Wemayassume,forconvenienceandforconcreteness,thatthelessonisdivisionoffractions.Therewillbesubstantialagreementthattheprincipleinvolvedinthissubjectcanbetaughtinonerecitationperiod.Thereasonsforsomeofthestepsin

theprocessmaycomelater,butthechildshouldbeabletofindhiswaytothecorrectanswerinasingleperiod.Nowifoneteachercanachievethisresultinthirtyminutesandtheotherintenminutes,thereisadisparityintheeffectivenessoftheworkoftheseteacherswhichisworthyofseriousconsideration.Theten-minuteteacherprovesthatthethirty-minuteteacherhasconsumedtwentyminutesofsomebody'stimeunnecessarily.Ifthesalaryofthisthirty-minuteteachershouldbereducedtoonethirditspresentamount,shewouldinveighagainstthereduction.

=Schoolandfactorycompared.=--Ifshewereoneoftheoperatorsinafactory,shewouldnotescapewiththemerepenalizationofasalaryreduction.Theownerwouldarguethatheneededsomeonewhocould

operatethemachineuptoitsfullcapacity,andthat,evenifsheshouldworkwithoutsalary,herpresenceinthefactorywouldentailalossinthattheoutputofhermachinewassomeager.Ifoneoperatorcanproduceashoeintenminutesandtheotherrequiresthirtyminutesforthesamework,themoneythatisinvestedintheonemachinepaysdividends,whiletheothermachineimposesacontinuoustaxupontheowner.This,ofcourse,willberecognizedasthelineofargumentoftheefficiencyexpert,butitcertainlyisnotoutofplacetocallattentiontothematterinconnectionwithschoolwork.Thesubjectofefficiencyisquitewithintheprovinceoftheschool,anditwouldseemtobewhollywithinreasonfortheschooltoexemplifyitsownteachings.

=Appraisalofteachingexpertness.=--Theteacherwhorequiresthirtyminutesfordivisionoffractionswhichtheotherteachercompassesintenminutesconsumestwentyminutesunnecessarilyineachrecitationperiod,ortwohundredminutesinthecourseoftheday.Theefficiencyexpertwouldaskhertoaccountforthesetwohundredminutes.Inordertoaccountforthemsatisfactorilyshewouldbecompelledtotakeaninventoryofheracquiredhabits,herpredilections,herattitudetowardherpupilsandhersubjects,andanyshortcomingsshemayhaveinregardtomethodsofteaching.Shewould,atfirst,resenttheimplicationthattheotherteacher'smethodofteachingdivisionoffractionsisbetter



thanherownandwouldcitethemanyyearsduringwhichhermethodhasbeenused.Whenallelsefails,traditionalwaysprovesaconvenientrefuge.Wecanalwaysproveto-daybyyesterday;only,bysodoing,wedenythepossibilityofprogress.

=Thepotencyofrightmethods.=--AteacherofLatinonceusedtwentyminutesinaviolentattempttoexplainthedifferencebetweenthegerundconstructionandthegerundiveconstruction.Attheendofthetimeshehadthepupilssocompletelymuddledthat,formonths,theappearanceofeitheroftheseconstructionsthrewthemintoaconditionofpanic.Toanotherclass,later,thisteacherexplainedtheseconstructionsclearlyandconvincinglyinthreeminutes.Inthemeantimeshehadstudiedmethodsinconnectionwithsubjectmatter.Anotherteacherresignedherpositionandexplainedheractionbyconfessingthatshehadbecomesoaccustomedtothetraditionalmethodsofteachingacertainphaseofarithmeticthatitwasimpossibleforhertolearnthenewerone.Suchateachermustbegivencreditforhonestyevenwhilesheillustratestragedy.

=Thewasteoftime.=--Inexplainingthelossoftwohundredminutesadaytheteacherwillinevitablycomeuponthesubjectofmethodsofteaching,andshemaybeputtoittojustifyhermethodinviewofitsresults.Themorediligentlyshetriestojustifyhermethod,themorecertainlysheproclaimsherresponsibilityforawronguseofthe

method.Thosetwentyminutespointathertheaccusingfinger,andshecanneitherblinknorescapethefacts.Theotherteacherledherpupilsintoaknowledgeofthesubjectintenminutes,andthisonemayneitherabrogatenoramendtherecord.Asanoperativeinthefactorysheholdsinherhandoneshoeastheresultofherthirtyminuteswhiletheotherholdsthree.Concedingthatresultsintheschoolarenotsotangibleastheresultsinthefactory,stillwehavedevelopedmethodsofestimatingresultsintheschoolthathaveconvincingweightwiththeefficiencyexpert.Wecanestimateresultsinschoolworkwithsufficientaccuracytoenableustoassessteachingvalueswithagoodlydegreeofdiscrimination.

=Possibilities.=--Itwouldbeacomparativelysimplemattertocompute

indaysandweeksthetimelostduringtheyearbythethirty-minuteteacher,andthenestimatethemanythingsthatthepupilscouldaccomplishinthattime.Ifthethirty-minuteteachercouldbetransformedintoaten-minuteteacher,thechildrencouldhavethreemorehourseachdayforplay,andthatwouldbefarbetterforthemthantheordealofsittingthereintheclass,theunwillingwitnesses,orvictims,ofthetime-wastingprocess.Ortheymightreadabookinthetwohundredminutesandthatwouldbemoreenjoyable,andthenumberofbooksthusreadinthecourseofayearwouldaggregatequitealibrary.Or,again,theymighttakesomeadditionalstudiesandsomakegreatgainsinmentalachievementsintheirtwelveyearsofschoollife.Ortheymightlearntoworkwiththeirhandsandsoachieveself-reliance,self-support,andself-respect.

=Conservation.=--Inaword,thereisnohighertypeofconservationthantheconservationofchildhood,intermsoftimeandinterest.Thetwohundredminutesadayareavitalfactorinthelifeofthechildandmustberegardedashighlyvaluable.Theteacher,therefore,whosubtractsthistimefromthechild'slifeisassumingaresponsibilitynottobelightlyesteemed.Shetakesfromhimhismostvaluablepossessionandonewhichshecanneverreturn,tryasshemay.Worstofall,shepurloinsthiselementoftimeclandestinely,albeitseductively,intheguiseoffriendship.Thechilddoesnotknowthathe



isthevictimofunfairtreatmentuntilitistoolatetosetupanydefense.Heismadetothinkthatthatisthenaturaland,therefore,onlywayofschool,andthathemusttakethingsastheycomeifheistoprovehimselfagoodsoldier.Sohemusterswhatheroismhecanandtriestosmilewhiletheteacherdespoilshimoftheminuteshemightbetterbeemployinginplay,inreading,orinwork.

=Theteacher'scomplacency.=--Thiswouldseemasevereindictmentifitwereincapableofproof,buthavingbeenprovedbyincontrovertibleevidenceitsseveritycannotbemitigated.Wecanonlygrievethatthefactsareastheyareandardentlyhopeforaspeedychange.Thechiefobstacleinthewayofimprovementisthecomplacencyoftheteacher.Habitstendtopersist,andifshehascontractedthehabitofmuchspeaking,shethinkshervolubilityshouldbeaccountedavirtueandwondersthatthechildrendonotapplaudthebromidicplatitudeswhichhavebeenutteredinthesameformandinthesametonesahundredtimes.Sheissointoxicatedwithherownverbositythatshecanneitherlistentothesoundsofherownvoicenoranalyzeherownutterances.Whileherneighboristeachingsheistalking,andthenwithsublimenonchalancesheascribestheretardationofherpupilstotheirowndullnessandnever,inanyleastdegree,toherownunprofitableuseoftheirtime.

=Thevolubleteacher.=--Andwhilesheramblesoninheraimlesstalking

thechildrenarebored,inexpressiblybored.Itisaxiomaticthatthelearningprocessdoesnotflourishinastateofboredom.Undertheordealofverbalinundationthechildrenwriggleandsquirmaboutintheirseatsandthisaffordsheranewpointofattack.Shecallsthemill-bredandunmannerlyandwondersatthehomesthatcanproducesuchchildren.Shedoesnotrealizethatifthesechildrenweregrown-upstheywouldleavetheroomregardlessofconsequences.Whentheyyawn,sheremindsthemoftheutterfutilityofcastingpearlsbeforeswine.Allthewhilethetwentyminutesaregoingandthepupilshavenotyetlearnedhowtodividefractions.Overinthenextroomthepupilsknowfullwellhowtodividefractionsandtheteacherisrewardingtheirdiligencewithacookieintheformofastory,whiletheywaitforthebelltoring.Outoftheroomofthethirty-minuteteachercomethe

childrengloweringandresentful;outoftheotherroomthechildrencomebuoyantandhappy.

=Thetestofteaching.=--Notalonedidtheformerteacherusethetimeofherpupilsforherownends,but,evenmore,shedulledtheirinterest,andthedamagethusinflictedcannotbeestimated.Manyachildhasdesertedtheschoolbecausetheteachermadeschoollifedisagreeable.Shewasthewetblanketuponhisenthusiasmandchilledhimtothemarrowwhenhefailedtogoforwarduponhertraditionaltrack.Theteacherwhocangenerateinthemindsofherpupilsaspiritualignitionbyhereverymovementandwordwillnotbehumiliatedbydesertions.Indeed,thetestoftheteacheristhementalattitudeofherpupils.Thechildwhodragsanddrawlsthroughthelessonconvicts

theteacherofawantofexpertness.Ontheotherhand,whenthepupilsareallwide-awake,alert,animated,eagertorespond,anddynamic,weknowthattheteacherhasbroughtthisconditiontopassandthatsheisaten-minuteteacher.

=Meaninglessformalities.=--Oneoftheinfluencesthattendstodeadentheinterestofchildrenistheponderousformalitythatsometimesobtains.Theteachersolemnlycallstheroll,althoughshecanseeataglancethattherearenoabsentees.Thisisexceedinglyirksometowide-awakeboysandgirlswhoareavidforvariety.Thesamemonotonous



callingoftherolldayafterdaywithnosemblanceofvariationinducesinthemasortofmentaldyspepsiaforwhichtheyseekanantidoteinwhattheteacherdenominatesdisorder.Thisso-calleddisorderbetokensgoodhealthontheirpartandisarevelationofthefactthattheyhaveakeenappreciationofthefitnessofthings.Theycannotbrookmonotonyanditirksthemtodawdleaboutintheanteroomofaction.Theyareeagertodotheirworkifonlytheteacherwillgetrightatit.Buttheyareimpatientofmeaninglesspreliminaries.Theyseenosenseincallingtherollwheneverybodyispresentanddiscredittheteacherwhopersistsinthepractice.

=Repeatinganswers.=--Stillanothercharacteristicofthethirty-minuteteacherisherhabitofrepeatingtheanswersthatpupilsgive,withtheadditionofsomeinanecomment.Whetherthisrepeatingofanswersismerelyabadhabitoraneffortonthepartoftheteachertoappropriatetoherselfthecreditthatshouldotherwiseaccruetothepupils,itisnoteasytosay.Certainitisthatschoolinspectorsinveighagainstthepracticemightilyasmilitatingagainsttheeffectivenessoftheteaching.Teacherswhohavebeenchallengedonthispointmakeaweakconfessionthattheyrepeattheanswersunconsciously.Theythusmakethefataladmissionthatforapartofthetimeoftheclassexercisetheydonotknowwhattheyaredoing,andadmittingsomuchwecanreadilyclassifythemasbelongingamongthethirty-minuteteachers.

=Meanderings.=--Anothercharacteristicishertendencytowanderawayfromthedirectlineandrambleaboutamongirrelevantandinconsequentialtrifles.Sometimestheseramblesarealtogetherentertainingandenableherpupilstopassthetimepleasantly,buttheylack"terminalfacilities."Theyleadfromnowheretonowhereinthemostfascinatingandfruitlessmeanderings.Suchexpeditionsbringbacknoemoluments.Theyleaveapleasanttasteinthemouthbutaffordnonourishment.Theyusethetimebutexactnodividends.Likesheetlightningtheyarebeautifulbutneverstrikeanything.Theyaresoothingsedativesthatneverimpeltoaction.Theylulltoreposebutnevervitalize.

=Theten-minuteteacher.=--Itisevident,therefore,thatonlytheten-minuteteacherisworthyofaplaceinthevitalizedschool.Shealoneisableandwillingtoconserve,withreligiouszeal,thetimeandinterestofthepupils.Tohertheirtimeandinterestaresacredandshedeemsitasacrilegetotriflewiththem.SheknowsthemarketvalueofherowntimebutdoesnotknowthevalueofthetimeofthepossibleEdisonwhositsinherclass.Shegivestoeverychildthebenefitofthedoubtandrespectsbothherselfandherpupilstoomuchtotakechancesbypittingherselfagainstthemandusingtheirtimeforherownpurposes.Moreover,sheneverpermitstheirinteresttoflag,butknowshowtokeeptheirmindstense.Theirreactionsareneverlessthanincisive,and,therefore,thetruthsofthelessongroovethemselvesdeepintheirconsciousness.


1.Whatismeantbythetimeelementinteaching?

2.Howisanoperationinafactorytimed?Forwhatpurpose?Whataresomeoftheresultsthathaveaccruedfromthetimingofworkbyefficiencyexperts?



3.Howcanteachingbetimedapproximately?Isitprobablethatmoreofthiswillbedoneinthefuturebysupervisorsandinvestigators?Wouldyouresentthetimingofyourwork?Wouldyouappreciateit?Why?

4.Whatmaybedone,inthematterofbodilypositions,toimprovementaltime-reactionsofthestudent?Oftheteacher?

5.Theliteratureofatypewritermanufacturercarriestheprecept"Siterect."Whatarethereasons?

6.Whattwofactorsmustbeconsideredinestimatingmentalworkwithaviewtotimeconsiderations?

7.Iftheattainmentofschoolresultsbytheteacherweretreatedastheattainmentoffactoryresultsbytheoperator,whatwouldhappenifalargepercentofthetimespentonaprocesswereunnecessary?

8.Applythefactorymanager'sargumentindetailtotheteacher'sefficiency.Ifyoucan,showwhereinitfailstoapply.

9.Whatresultbesideswasteoftimemaycomeofacumbersomemethodofteaching?

10.Howcanoneacquireaclear-cutmethod?

11.Aprofessorofphysicswasaskedbyaformerstudentwhowasbeginningtoteachforsuggestionsontheteachingofphysics.Hisonlyreplywas"Knowyoursubjectthoroughly."Wasthisasatisfactoryresponse?Givereasonsforyouropinion.

12.Iftheteachercanhavelessonsfinishedwithgreaterrapidity,whatcanbedonewiththetimethusremaining?

13.Showthattheteachermustattendtotheconservationoftimeinordertoprotectthechild.

14.Inwhatwaybesidesthedirectwasteoftheminutesisthe

expenditureofunduetimeunfortunate?

15.Inwhatparticularwaydomanyteacherslosemuchoftherecitation-lessonorstudy-lessonperiod?

16.Whataretheresultsofanundueexpenditureoftimeinthisway?

17.Whatistherelationbetweenthewasteoftimeinschoolandtheexodusofchildrenfromtheuppergrades?

18.Whatdoyouthinkofateacherwhopersistsin"meaninglessformalities"?

19.Howdoestherepeatingofanswersbytheteacheraffectthepupils?

20.Ateachersayssherepeatsanswersoftenbecausepupilsspeaklowandindistinctly.Whataretheproperremediesforthis?

21.Whatshouldbetheteacher'sruleinregardtodigressions?

22.Whyshouldeveryteacherstrivetobea"ten-minute"teacher,andwhyshouldeverysupervisorstrivetorecommendnoothers?



23.Whatcorollarycanbedrawnontheadvisabilityoftheemploymentofnoteachersexceptthoserecommendedbycompetentsupervisors?

CHAPTERXIII

THEARTISTTEACHER

=Teachingasafineart.=--Teachingisanart.Thisfacthasuniversalrecognition.Butitmaybemadeafineart,afactthatisnotsogenerallyrecognized.Thedifferencebetweenthetraditionalschoolandthevitalizedschoolliesinthefact,toalargedegree,that,intheformer,teachingisregardedmerelyasanart,whileinthelatteritbecomesafineart.Intheformer,theteacherisanartisan;inthelattertheteacherisanartist.Thedifferenceisbroadlysignificant.Theartisan,inhiswork,followsdirections,plans,specifications,andblue-printsthathavebeendevisedanddesignedbyothers;theartistimbueshisworkwithimagination.Theartisanworksbytheday--somuchmoneyforsomanyhours'workwithpaydayashislargeobjective;theartistdoesnotdisdainpayday,buthehasanobjectivebeyondthisandhasothersourcesofpleasurebesidesthepayenvelope.Theartisan

thinksandtalksofpayday;theartistthinksandtalksofhiswork.Theartisandropshisworkwhenthebellrings;theartistissoengrossedinhisworkthathedoesnothearthebell.Theartisanplodsathistaskwithagrudgingmien;theartistworksinafinefrenzy.

=Characteristicqualities.=--Itisnoteasytofindtheexactwordsbywhichtodifferentiatethetraditionalteacherfromtheartistteacher.Thereisanelusivequalityintheartistteacherwhichisnoteasilyreducedtoordescribedbyformalwords.Weknowthattheoneisanartistteacherandthattheotherisnot.Theformalexaminationmaynotbeabletodiscovertheartistteacher,butthereisasortofknowledgethattranscendsthefindingsofanexamination,thatmakesheridentityknown.Sheisarealfleshandbloodpersonandyetshehasa

distinctivequalitythatcannotbemistakeneventhoughiteludesdescription.Sheexhalesacertainexquisitenessthatrevealsitselfinthedelicacyanddaintinessofhercontactwithpeopleandtheobjectiveworld.Herimpactupontheconsciousnessisnomoreviolentthanthefragranceoftherose,but,allatonce,sheisthereandtheretostay,modest,serene,andmasterful.

Sheisasgentleasthedawnbutasstaunchastheoak.Shehasknowledgeandwisdom,and,betterstill,shehasunderstanding;sheneedsnodiagram.Hergazepenetratestheveryheartofasituationbutisneverlessthankindly,andhereyesarenevershifty.Heraplomb,herpose,andherpoisebelongtoherquiteasevidentlyasherhands.Sheisgenuineandaltogetherfreefromaffectation.Herpresence

stimulateswithoutintoxicating,andsheacceptstherespectofpeoplewiththesamenaturalnessandgraceaswouldaccompanyheracceptanceofaglassofwater.Boththegiverandtherecipientofthisrespectareennobledbythegiving.Indeedshewouldfarratherhavetherespectofpeople,herpupilsincluded,thanmereadmiration,forsheknowsfullwellthatrespectisfarmoredeeplyrootedinthespiritandbearsfruitthatismoreworthwhile.Hernatureknowsnotinertia,butitaboundsinenterprise,endeavor,andcouragethatarebornofahighpurpose.



=Joyinherwork.=--Herteachingandherlifedonotoccupyseparatecompartmentsbutareidenticalintimeandspace;onlyherteachingisbutonephaseormanifestationofherlife.Shefitlyexemplifiesthestatementthat"Artistheexpressionofman'sjoyinhiswork."Shehasgreatjoyinherworkand,therefore,itisdoneasanyotherartistdoeshiswork.Sheenjoysalllife,includingherwork.Indeed,shehascontractedthehabitofhappinessandissoengrossedinthebigelementalthingsoflifethatshecanlaughattheincidentalpin-pricksthatotherscalltroubles.Shedifferentiatesmajorfromminorandneverpermitsaminortousurpthethrone.Beinganintegralpartofherlife,herworktakesonallthehuesofherlife.Forher,cultureisnotsomethingadded;ratheritisasomethingthatpermeatesherwholenatureandherwholelife.Shedoesnotreadpoetryandotherformsofliterature,studythegreatmasterpiecesofmusicandart,andseekcommunionwiththegreat,eitherinpersonorthroughtheirworks--shedoesnotdothesethingsthatshemayacquireculture,butdoesthembecauseshehasculture.

=Dynamicqualities.=--Hercharacteristhesumofallherhabitsofthinking,feeling,andactionand,therefore,isherself.Sincesheisanartist,herhabitsareallpitchedinahighkeyandsheisculturepersonified.Herimmaculatenessofbodyandspiritisnotasuperficialacquisitionbutafundamentalexpressionofherrealself.Justastheelectricbulbdiffuseslight,soshediffusesanatmosphereofculture.

Shegivestheartistictouchtoeverydetailofherworkbecausesheisanartist,agenuine,sincereartistinallthatmakesuplife.Shehastheheartofanartist,theeyesofanartist,thetouchofanartist.Whetherthesequalitiesareinherentoracquiredisbesidethepoint,atpresent,butitmayberemarked,inpassing,thatunlesstheywerecapableofcultivation,theworldwouldbeatastandstill.Thereisnoplaceinherexuberantvitalityforajaundicedview,andhenceherworlddoesnotbecome"stale,flat,andunprofitable."

=Aspirationandworship.=--Everysincere,nobleaspirationisaprayer;hence,sheprayswithoutceasinginobediencetotheadmonitionoftheApostle.And,letitbesaidinreverence,shehelpstoanswerherownprayers.Herspirityearnsouttowardhigherandwiderattainmentsevery

houroftheday,notmorbidlybutexultantly.Andwhilesheaspiressheworships.Thestarryskyholdsherinraptattentionandadmiration,andthemodestflowerdoesnoless.Sheisthankfulfortherain,andrevelsinthebeautyandabundanceofthesnow.Theheatmayenervate,butsheisgrateful,nonetheless,becauseofitsbeneficentinfluenceuponthefarmer'swork.Likefoodandsleep,herattitudeofworshipconservesherpowersandpreservesherbalance.Whenphysicalwearinesscomes,shesendsherspiritouttothestar,orthesea,orthemountain,andsoforgetsherburdeninthecontemplationofmajestyandbeauty.Inshort,herspiritisattunedtoallbeautyandsublimityandtruth,andsosheisinherentlyanartist.

=ProfessorPhelpsquoted.=--Inhisverydelightfulbook,"Teachingin

SchoolandCollege,"theauthor,ProfessorWilliamLyonPhelps,says:"IdonotknowthatIcouldmakeentirelycleartoanoutsiderthepleasureIhaveinteaching.Ihadratherearnmylivingbyteachingthaninanyotherway.Inmymind,teachingisnotmerelyalifework,aprofession,anoccupation,astruggle;itisapassion.Ilovetoteach.Ilovetoteachasapainterlovestopaint,asamusicianlovestoplay,asasingerlovestosing,asastrongmanrejoicestorunarace.Teachingisanart--anartsogreatandsodifficulttomasterthatamanorawomancanspendalonglifeatit,withoutrealizingmuchmorethanhislimitationsandmistakes,andhisdistancefromtheideal.Butthemain



aimofmyhappydayshasbeentobecomeagoodteacher,justaseveryarchitectwishestobeagoodarchitect,andeveryprofessionalpoetstrivestowardperfection.Forthechiefdifferencebetweentheambitionoftheartistandtheambitionofamoney-maker--bothnaturalandhonorableambitions--isthatthemoney-makerisafterthepracticalrewardofhistoil,whiletheartistwantstheinnersatisfactionthataccompaniesmastery."

=Attitudetowardwork.=--Tothesesentimentstheartistteachersubscribeswhole-heartedly,ifnotinwords,certainlybyherattitudeandpractices.Sheregardsherworknotasataskbutasaprivilege,andthinkingitaprivilegesheappreciatesitasshewouldanyotherprivilege.Shewouldesteemitaprivilegetoattendaconcertbyhigh-classartists,ortovisitanartgallery,ortowitnessapresentationofagreatdrama,ortoseetheJungfrau;andshefeelsthesameexaltationassheanticipatesherworkasateacher.Shesingsonherwaytoschoolbecauseoftheprivilegesthatawaither.Sheexperiencesafineflowofsentimentwithoutbecomingsentimental.Teaching,toher,isaseriousbusiness,butnot,intheleast,somber.Paintingisaseriousbusiness,buttheartist'szealandjoyinhisworkgivewingstothehours.LayingtheAtlanticcablewasaseriousbusiness,butthevisionofsuccesswasbothinspiringandinspiriting,andtemporarymishapsonlyservedtostimulatetogreatereffort.

=Theelementofenthusiasm.=--Tothisteacher,eachclassexerciseisanenterprisethatisbigwithpossibilities;and,inpreparationfortheevent,shefeelssomethingofthethrillthatmusthaveanimatedColumbusashefacedthesea.Sheestimatesresultsmorebythefacesofherpupilsthanbythemarksinagradebook,forthefieldofherendeavorsisthespiritofthechild,andthefaceofthechildtelegraphstohertheawakeningofthespirit.Likethesculptor,sheisstrivingtobringtheangelofherdreamintothefaceofthechild;andwhenthishopeisrealized,theprivilegeofbeingateacherseemstheveryacmeofhumanaspirations.Theanimatedfaceandtheflashingeyebetokenthesortoflifethatherteachingaimstostimulate;andwhensheseestheseunmistakablemanifestations,sheknowsthatherbigenterpriseisasuccessandrejoicesaccordingly.If,foranyreason,

herenthusiasmisrunninglow,shetakesherselfinhandandsoongeneratestheenthusiasmthatsheknowsisindispensabletothesuccessofherenterprise.

=Redemptionofcommonfromcommonplace.=--Shehasthesupremegiftofbeingabletoredeemthecommonfromtheplaneofthecommonplace.Indeed,sheneverpermitsanyfactofthebookstobecomecommonplacetoherpupils.TheyallknowthatColumbusdiscoveredAmericain1492,butwhentherecitationtouchesthisfactsheinvestsitwithlifeandmeaningandsomakesitglowasafactorintheclassexercise.Thehumdrumtraditionalteacherasksthequestion;andwhenthepupildronesforththeanswer,"ColumbusdiscoveredAmericain1492,"shedismissesthewholematterwiththephonographicresponse,"Verygood."Whata

farce!Whatatravestyupontheworkoftheteacher!Insteadofbeingverygood,itisbad,yea,inexpressiblybad.Theartistteacherdoesitfarbetter.Bythemagicofhertouchshecausestheimaginationofherpupilstobefiredandtheirinteresttothrillwiththemightysignificanceofthegreatevent.Theyfeel,vicariously,thepovertyofColumbusinhisappealsforaidandwishtheymighthavebeentheretoassist.Theyfindthemselvesstandingbesidetheintrepidmariner,watchingtheangrywavesstrivingtobeathimback.Theywatchhimpeeringintospace,dayafterday,andfeelathousandpitiesforhiminhissuspense.Andwhenhestepsoutuponthenewland,theywantto



shoutouttheirsalvosandproclaimhimavictor.

=ThevoyageofColumbus.=--Theyhaveyearned,andstriven,andprayedwithColumbus,andsohavelivedalltheeventsofhisgreatachievements.Hence,itcanneverbecommonplaceintheirthinking.Theteacherlifteditfarawayfromthatplaneandmadeitloomhighandlargeintheirconsciousness.Adramaticcriticaversthattheactionoftheplayoccurs,notuponthestage,butintheimaginationoftheauditors;thattheplayersmerelycausetheimaginationtoproducetheaction;andthatifnothingwereoccurringintheimaginationofthepeopleintheseatsbeyondwhatisoccurringonthestage,theaudiencewouldleavethetheaterbywayofprotest.Theartistteacheractsuponthisveryprincipleineveryclassexercise.Neithertheteachernorthebookcanpossiblydepictevenamoietyofallthatshehopestoproduceintheimaginationofthepupils.Sheiseverstrivingtofindtheonewordorsentencethatwillevokeawholetrainofeventsintheirminds.Justhereiswherehersuperbartisshown.AwholevolumecouldnotportrayallthattheimaginationofthepupilssawinconnectionwiththevoyageofColumbus,andyettheteachercausedallthesethingstohappenbytheuseofcomparativelyfewwords.Thisishighart;thisproclaimstheartistteacher.

=Resourcefulness.=--Inherworkthereisafinenessandadelicacyoftouchthatbafflesasatisfactoryanalysis.Shehasthepowertocall

forthColumbusfromthepasttoreÃ«nacthisgreatdiscoveryintheimaginationofherpupils--allwithoutnoise,orbombast,orgesticulation.Shedoeswhatshedoesbecausesheiswhatsheis;andsheneedsneithercopyrightnorpatentforprotection.Herworkissuffusedwithararesortofenthusiasmthatcarriesconvictionbyreasonofitsgenuineness.Thisenthusiasmgivestoherworkatoneandaflavorthatcanneitherbedisguisednorcounterfeited.Herworkisdistinctive,butnotsensationalorpyrotechnic.Leastofallisiteverhackneyed.Soresourcefulissheindevisingnewplansandnewwaysofsayinganddoingthingsthatherpupilsarealwaysanimatedbyawholesomeexpectancy.Sheisthedynamo,butthelightandheatthatshegeneratesmanifestthemselvesinthemindsofherpupils,whilesheremainssereneandquiet.

=Thethirteencolonies.=--WiththepoetKeatsshecansing:

Beautyistruth,truthbeauty,thatisallYeknowonearth,andallyeneedtoknow.

Animatedbythissentiment,shedisdainsnoformoftruth,whetherlargeorsmall,forineveryformoftruthshefindsbeauty;andherspiritreactstoitontheinstant,andjoyistheresultant.Thisisthebasisforhersuperbenthusiasmineverydetailofherworkaswellasthesourceofherjoyousliving.Herpupilsmaynamethethirteenoriginalcolonieswithoutaslip,butthatisnotenoughforher.Theestablishingofthesecoloniesformedamightyepochinhistory,andshe

mustdwellupontheeventsuntiltheythrobthroughthelifecurrentsofherpupils.Namesinbooksmustmeanpeoplewithalltheirhopes,theiraspirations,theirtrialsandhardships,theirsorrowsandtheirjoys.Theconditionsoflife,thefood,theclothing,thehouses,themodesoftravel,andthedangersmustallcomeintothementalpicture.Henceitisthatshepreparesforthelessononthecoloniesasshewouldmakereadyforatripwiththepupilsaroundtheworld,andthemeregivingofnamesisnegligibleinherinspiringenterprise.

=Everysubjectinvestedwithlife.=--Shefindsinthecirculationofthe



bloodasubjectofgreatimportandmakesreadyforthelessonwithenthusiasticanticipation.Herstepiselasticasshetakesherwaytoschoolonthisparticularday,andherfaceisbeaming,forto-daycomestothechildrenthisstupendousrevelation.Shefeelsasdidthecollegeprofessorwhenhewasjustreadytobeginanexperimentinhislaboratoryandsaidtohisstudents,"Gentlemen,pleaseremoveyourhats;IamabouttoaskGodaquestion."Sheapproacheseverytruthreverently,albeitjoyously,forshefeelsthatsheistheleaderofthechildrenoverintothePromisedLand.Inthebookalreadyquoted,ProfessorPhelpssays,"IreadinaGermanplaythatthemathematicianislikeamanwholivesinaglassroomatthetopofamountaincoveredwitheternalsnow--heseeseternityandinfinityallabouthim,butnotmuchhumanity."Notsoinherteachingofmathematics;foreverysubjectandeveryproblemtransportshertotheIsleofPatmos,andthehouriscrowdedwithrevelations.

=Humaninterest.=--Andwhereversheis,thereishumanity.Therearenodrybonesinherwork,forsheinvestseverysubjectwithhumaninterestandcausesittopulsateintheconsciousnessofherpupils.Iftherearedryboneswhenshearrives,shehasbuttotouchthemwiththemagicofherhumanity,andtheybecomethingsoflife.Whetherlongdivisionorcalculus,itistoherapartoftheliving,palpitatingtruthoftheworld,andshecausesittolivebeforethemindsofthepupils.Theso-calleddeadlanguagesspringtolifeinherpresence,and,like

Aaron'srod,blossomandbringforthathertouch.Wherevershewalksthereareresurrectionsbecauselifebegetslife.Noscience,nomathematics,nohistory,nolanguage,canbedullordrywhentouchedbyherart,butallbecomevitalbecausesheisvital.Bythesubtlealchemyofherartisticteachingallthesubjectsofherschoolaretransmutedintothepuregoldoftruthandbeauty.


1.Whatkindsofartsarethereotherthanthefinearts?

2.Howdothemotivesoftheartisandifferfromthoseoftheartist?

3.Whataresomeofthecharacteristicsthatgainonethedistinctionofbeingan"artist"teacher?

4.Showthattoenjoyrespectismoreworthwhilethantoattractadmiration.

5.Underwhatconditionscanonehavejoyinhiswork?Canonedohisbestwithoutit?

6.Whatistheresultonone'sworkofbroodingovertroubles?

7.HenryFordemploystrainedsociologistswhoseethatthehome

relationsofhisemployeesaresatisfactory.Why?

8.Isonewhoreadsgoodliteraturetoacquirecultureasyetan"artist"teacher?

9.Whatconstitutescharacter?

10.Whatistheinferenceconcerningone'scultureifhisclothesandbodyarenotclean?Ifhispropertyattheschoolisnotinorder?



11.Howcanoneaddtohisculture?Iswhatoneknowsorwhatonedoesthemoreimportantpartofit?Hasahighdegreeofculturebeenattainedbyapersonwhomusteverbeonhisguard?

12.Isfeelinganimportantelementofculture?Illustrate.

13.Whatistheteacher'schiefreward?

14.Canateacherleadpupilstoregardworkasaprivilegeratherthanasatask,unlessshehasthatattitudeherself?

15.Inwhatrespectsdoyouregardteachingasaprivilege?Inwhatrespectsisitdrudgerytoyou?

16.Canenthusiasmresultifthereisalackofjoyinone'swork?Ifthereisadeficiencyofphysicalstrength?Ifthereisapoorknowledgeofthesubject?

17.Whatcauseshistoricalfactstoseemcommonplace?

18.Whatelementsshouldbeemphasizedinhistorytomakeitseemalivewithmeaning?

19.Whatprincipleofthedramacomesintoplayinteaching,whena

teacherdesirestoinvestthesubjectwithlife?20.Whatadvantagesarethereinhavingvarietyinone'splans?

21.Whyshouldoneavoidthesensationalinschoolwork?Whatarethecharacteristicsofsensationalism?Isthefactthataclassisunusuallyarousedareasonfordecryingamethodassensational?

22.Withwhatspiritshouldateacherpreparetoteachaboutthethirteencolonies?

23.Whyshouldateacherhavegreatjoyintheteachingofscience?

24.Isinterestinasubjectasanabstractsciencelikelytobeanadequateinterest?Ifso,isitthebestsortofinterest?Why?

25.Fromwhatshouldintereststart,andinwhatshoulditfunction?

26.Summarizethewaysinwhichtheartistteacherwillshowherselftheartist.

CHAPTERXIV

THETEACHERASANIDEAL

=Responsibilityoftheexemplar.=--Iftheteachercouldbeconvincedthateachofherpupilsistobecomeareplicaofherself,shewouldmorefullyappreciatetheresponsibilitiesofherposition.Atfirstflush,shemightfeelflattered;butwhenshecameintoafullrealizationofthemagnitudeoftheresponsibility,shewouldprobablyseekrelease.Ifshecouldknowthateachpupilisstrivingtocopyherineverydetailofherlife,herhabitsofspeech,herbodilymovements,



hertoneofvoice,herdress,herwalk,andevenhermannerofthinking,thisknowledgewouldappallher,andshewouldshrinkfromtheresponsibilityofbecomingtheexemplarofthechild.Shecannotknow,however,towhatextentandinwhatrespectsthepupilsimitateher.Nor,perhaps,couldtheythemselvesgivedefiniteinformationonthesepoints,iftheywereputtothetest.Childrenimitatetheireldersbothconsciouslyandunconsciously;so,whethertheteacherwillsitsoornot,shemustassumethefunctionsofanexemplaraswellasateacher.

=Absorbingstandards.=--IfwegivefullcredencetoTennyson'sstatement,"IamapartofallthatIhavemet,"thenitfollowsthatwehavebecomewhatweare,insomeappreciablemeasure,throughtheprocessofabsorption.Inotherwords,weareacompositeofallourideals.Thevaseofflowers,daintilyarranged,onthebreakfasttablebecomesthestandardofgoodtastethenceforth,andallthroughlifeavaseofflowersarrangedlessthanartisticallygivesoneasensationofdiscomfort.AtravelerrelatesthatinahotelinBrusselshesawwindowcurtainsofadelicatepattern;and,sincethattime,hehassoughtinmanycitiesforcurtainsthatwillfillthemeasureoftheidealheabsorbedinthathotel.Beautyisnotinthethingitself,butintheeyeofthebeholder,andtheeyeisbuttheinterpreteroftheideal.Onepersonrhapsodizesoverapicturethatanotherturnsawayfrom,becausethelatterhasabsorbedanidealthatisunknowntotheformer.

=Educationbyabsorption.=--Thissubjectofabsorptionhasnotreceivedthecarefulattentionthatitsimportancewarrants.Inthesocialconsciousnesseducationhasbeensolongassociatedwithbooks,andformalprocesses,thatwefinditdifficulttoconceiveofeducationoutsideoforbeyondbooks.If,aswesoconfidentlyassert,educationisaspiritualprocess,thenwhateverstimulatesthespiritmustbeeducation,whetheralandscape,aflower,apicture,oraperson.ThetravelerwhositsenraptbeforetheJungfrauforanhouroradayisbecomingmorehighlyeducated,evenintheabsenceofbooksandformalities.Thebeautyofthemountaintoucheshisspirit,andthereisaconsequentreactionthatfulfillsalltheclaimsoftheeducationalprocesses.Inshort,heisliftedtoahigherplaneofappreciation,andthatiswhatthebooksandtheschoolsarestrivingtoachieve.

=Theprincipleillustrated.=--Inthepresenceofthismountainthetouristgainsanidealofgrandeurwhichbecomeshisstandardofestimatingscenerythroughoutlife.Aboyonceheard"TheDeadMarch"playedbyanartist,andwhenhewasgrowntomanhoodthatwasstillhisidealofmajesticmusic.AtravelerassertsthatnomancanstandforanhouronthesummitofMt.Rigiandnotbecomeabetterandastrongermanfortheexperience.AwriteronartsaysthatitisworthatripacrosstheoceantoseethepaintingofthebullbyPaulPotter;butthat,ofcourse,dependsupontheidealsofthebeholder.Alltheseillustrationsconformtoandareinharmonywiththepsychologicaldictumthatintheeducationalprocessthespiritreactstoitsenvironment.

=Theteacherasenvironment.=--Buttheenvironmentmayincludepeopleaswellasinanimateobjects,mountains,rivers,flowers,andpictures.And,asapartofthechild'senvironment,theteachertakesherplaceintheprocessofeducationbyabsorption.Acitysuperintendentaversthatthereisoneteacherinhiscorpswhowouldbeworthmoretohisschoolthanthesalaryshereceivesevenifshedidnoteaching.Thismeansthatherpresenceintheschoolisawholesomeinfluence,andthatsheisthesortofenvironmenttowhichthepupilsreacttotheirownadvantage.Itmightnotbeasimplethingtoconvincesometaxpayersof



thetruthofthesuperintendent'sstatement,butthisfactonlyprovesthattheyhavenotyetcomeintoarealizationofthefactthattherecanbeeducationbyabsorption.

=TheGreatStoneFace.=--ThepeopleofFlorencemaintainthattheyneednottravelabroadtoseetheworld,forthereasonthattheworldcomestothem.Itistruethatmanythousandsvisitthatcityannuallytowinadefinitionofart.Theretheyabsorbtheiridealsofartandthusattainabidingstandards.Inlikemannerthechildmaysojournintheschooltogainanidealofgraceofmannerandpersonalcharmasexemplifiedbytheteacher,andnoonewillhavethetemeritytoassertthatthisphaseofthechild'seducationislessimportantthanthosethatareacquiredthroughtheformalprocesses.Theboyinthestorygrewintothelikenessofthe"GreatStoneFace"becausethathadbecomehisideal,andnotbecausehehadhadformalinstructioninthesubjectofstonefaces,orhadtakenmeasurementsoforcomputedthedimensionsoftheonestoneface.Hegrewintoitslikenessbecausehethoughtofit,dreamedofit,absorbedit,andwasabsorbedbyit,andreactedtoitwheneveritcameintoview.

=Pedagogyinliterature.=--Hawthorne,inthisstory,musthavebeentryingtoteachthelessonofunconsciouseducationoreducationbyabsorption,buthisreadershavenotallbeenquicktocatchhismeaning.Teachersoftentakegreatunctioninthereflectionthatthey

affordtothechildhisonlymeansofeducation,andthatbutforthemthechildwouldneverbecomeeducatedatall.Weareslowtoadmitthattherearemanysourcesofeducationbesidestheschool,andthatformalinstructionisnottheonlyroadtotheacquisitionofknowledge.Tennysonknewandexpressedthisconceptioninthequotationalreadygiven,butwehavenotacquiredthehabitofconsultingthepoetsandnovelistsforourpedagogy.Whenwelearntoconsultthese,weshallfindthemexpressingmanytenetsofpedagogythatarebasic.

=Thetestimonyofexperience.=--Butweneednotgobeyondourownexperiencestorealizethatmuchofoureducationhasbeenunconsciouslygained,thatwehaveabsorbedmuchofit,and,possibly,whatwenowregardasthemostvitalpartofit.Wehavebuttoexploreourown

experiencestodiscoversomepersonwhosestandardshavebeeneffectiveinluringusoutofourselvesandcausingustoyearntowardhigherlevels;whohasbeenthebeaconlighttowardwhichourfeethavebeenstumbling;whohasbeenthepatternbywhichwehavesoughttoshapeourlives;andforwhomwefeelasenseofgratitudethatcannotbequenched.Theinfluenceofthatpersonhasbeenaliberaleducationinthevitalthingsthatthebooksdonotteach,andweshuddertothinkwhatwemighthavebeenhadthatinfluencenotcomeintoourlives.Thisidealisnotsomemythical,far-awayperson,butarealmanorwomanwhohaschallengedouradmirationbylooks,byconduct,byposition,andbygeneralbearinginsociety.

=Theoneteacher.=--Thispreliminarypartofthesubjecthasbeendwelt

uponthusatlengthinanefforttowinassenttothegeneralpropositionthatunconsciouseducationisnotonlypossible,butanactuality.Thisassentbeingoncegiven,themindfeelsoutatonceforapplicationsoftheprincipleand,inevitably,bringstheparentandtheteacherintothefieldofview.Buttheparentistooneartousintime,inspace,andinrelationtoaffordtheillustrationthatweseek,andwepassontotheteacher.Intheexperienceofeachoneofustherestandsoutatleastoneteacherasclearindefinitionasacameo.Thisteachermaynothavebeenthemostscholarly,orthemostsuccessfulinpopularesteem,oreventhemosthandsome,butshehadsomequalitythat



differentiatesherinourthinkingfromallothers.Othersmayseembutasortofblurinourmemory,butnotsothisone.Shealoneisdistinct,distinctive,andregnant.

=Hersupremacy.=--Thevicissitudesoflifehavenotavailedtodethroneher,norhavethelosses,perplexities,andsorrowsoflifecausedthelightofherinfluencetogrowdim.Sheisstillanabidingpresencewithus,norcanweconceiveofanyinfluencethatcouldpossiblyobliterateher.Shemayhavebeenidealizedbydegrees,butwhenshecamefullyintoourlivesshecametostay.Shecamenotasatransientguest,butasalifelongfriendandcomrade.Shecreptintoourlivesasgentlyasthedawncomesoverthehills,andsinceherarrivaltherehasbeennosunset.Norwasthereeverbypupilorteacheranyprofessionorprotestation,butwesimplyacceptedeachotherwithafranknessthatwouldhavebeenweakenedbywords.

=TherÃ´leofideal.=--ButtherÃ´leofidealisnotaneasyone.Itisacomparativelysimplemattertogiveinstructioningeography,arithmetic,andhistory,buttoknowone'sselftobetheidealofachild,ortoconceiveofthepossibilityofsuchasituationandrelation,issufficienttorendertheteacherdeeplythoughtful.Onceitisborneinuponherthatthechildwillgrowintoherlikeness,shecannotdismissthematterfromherthinkingasshecanthelessoningrammar.Thechildmaybeunconsciousofthematter,buttheteacheris

acutelyconscious.Whenshestandsbeforeherclasssheseesthechildgrowingintoherimage,andthisreflectiongivescauseandoccasionforacarefulandcriticalintrospection.Shefeelsconstrainedtotakeaninventoryofherselftodeterminewhethershecanstandatestthatissosearchingandsofar-reaching.

=Theteacher'sotherself.=--Asshestandsthusincontemplationsheseesthechildgrowntomaturitywithallherownpredilections--physical,mental,spiritual--wovenintothepatternofitslife.Inthischildgrownupsheseesherotherselfandcanthusestimatethequalitiesofbody,mind,andspiritthatnowconstituteherself,astheyrevealthemselvesinanother.Shethusgainsthechild'spointofviewandsoisabletoseeherselfthroughthechild'seyes.Whensheisreadingabook,

sheisawarethatthechildislookingoverhershouldertonotethequalityofliteraturethatengagesherinterest.Whensheismakingapurchaseattheshop,shefindsthechildstandingatherelbowandduplicatingherorder.Whensheisbuyingapicture,sheiscarefultoseetoitthattherearetwocopies,knowingthatasecondcopymustbeprovidedforthechild.Whensheisarrangingherpersonaladornment,sheisconsciousofthechildpeepingthroughthedoorandabsorbingherwithlanguishingeyes.

=Thestatusirrevocable.=--Wherevershegoesorwhatevershedoes,sheknowsthatthechildiswalkinginherfootstepsandreÃ«nactingherconduct.Herstatusisirrevocablyfixedinthelifeofthechild,norcananyphilosophyorsophistryabsolveherfromthesituation.She

cannotabdicateherplaceinfavorofanother,norcanshewinimmunityfromresponsibility.Sheisthechild'sidealforwealorwoe,norcanmenorangelschangethisbigfact.Throughallthehoursofthedayshehearsthechildsaying,"WhitherthougoestIwillgo,"andthereisnoescape.

=Thechild'sviewpoint.=--Thisisnoflightoffancy.Ratheritisarealityincountlessschoolroomsofthelandifonlytheteacherswerealivetothefact.Butwehavebeensobusymeasuring,estimating,scoring,andsurveyingthechildforourpurposesthatwehavegivenbut



scantconsiderationtothechild'spointofviewasregardstheteacher.Wehavenotbeenquicktonotethesignificantfactthatthechildisestimating,measuring,scoring,andsurveyingtheteacherforpurposesofitsownandinthestrictestobediencetothelawsofitsnature.

=Thechild'sneedofideals.=--Everychildneedsandhasarighttoideals,andfindstheteacherconvenientbothinspaceandinthenatureofherworktoactinthiscapacity.Becauseofthecharacterofherworkandherpeculiarrelationtothechild,theteacherassumesaplaceofleadership,andthechildnaturallyappropriatesherasthelodestarforwhichhisnatureisseeking.Andso,whethertheteacherleadsintothemorassorintothejungle,thechildwillfollow;butifsheelectstotakeherwayuptotheheights,therewillbethechildasfaithfulashershadow.Iftheteacherplucksflowersbytheway,then,intime,gatheringflowerswillbecomehabitualtothechild,norwilltherebeanyneedtoadmonishthechildtogatherflowers.Theteacherplucksflowers,andthatbecomesthechild'scommand.Educationbyabsorptionneedsneitheradmonitionnorhomilies.

=Theidealaperpetualinfluence.=--Andallthisislife--actuallife,fundamentallife,andinevitablelife.Moreover,theinevitablenessofthisphaseoflifeservestoaccentuateitsimportance.Theidealizedteachergivestothechildhisidealsofconduct,literature,art,music,home,school,andservice.Takethisteacheroutofhislifeand

theseidealsvanish.Betterbyfareliminatetheformalinstruction,importantasthatmaybemadetobe,thantorobthechildofhisideals.Theyaretheinfluencesthatareeveractiveevenwhenformalinstructionisquiescent.Theyarepotentthroughoutthedayandthroughouttheyear.Theyinducereactionsandmotoractivitiesthatgrooveintohabits,andtheyaretheexternalstimulitowhichthespiritresponds.

=Theteacher'sattitude.=--Thevitalizedschooltakesfullcognizanceofthisphaseandmeansofeducationandgiveslargescopeandfreedomforitsexerciseanddevelopment.Theteacherismoreconcernedwithwhoandwhatherpupilsaretobetwentyyearshencethansheisingettingthempromotedtothenextgrade.Sheknowsfullwellthatvisionclarifies

sight,andsheiseagertoenlargetheirvisioninordertomaketheirsightmorekeenandclear.She,therefore,adoptsasherownstandardsoflifeandconductwhatshewishesforherpupilswhentheyhavecometomaturity.Shemaynotproclaimherselfanidealteacheroramodelteacher,butsheiscognizantofthefactthatsheisthemodelandtheidealofoneormorepupilsinherschoolandbasesherruleoflifeuponthisfact.

=Propheticconduct.=--Inherdressshedecidesbetweenornatenessandsimplicityasadeterminingfactorinthelivesofherpupilsbothforthepresentandfortheyearstocome.Inthisshefeelsthatsheisbutdoingherpartinhelpingtodeterminethetrendandqualityofcivilization.Sheisreadingsuchbooksasshehopestofindintheir

librarieswhentheyhavecometoadministerhomesoftheirown.Sheisdirectingherthinkingintosuchchannelsaswillbearthethoughtsofherpupilsoutintotheopenseaofbignessandsublimity.Knowingthatpettinesswillbeinimicaltosocietyinthenextgeneration,sheiscarefultobanishitfromherownlife.

=Herruleoflife.=--Inherthinkingshecomesintointimaterelationswiththeseaandallitsramifiedinfluencesuponlife.Sheinvitesthemountainstotakeherintotheirconfidenceandrevealtoherthemysteriesoftheirorigin,andtheirinfluenceuponthewinds,the



seasons,theproductsoftheearth,anduponlifeitself.Shecommuneswiththegreatofalltimesthatshemaylearnoftheirconceptsastotheimmensitieswhichthemindcanexplore,aswellasintricateandinfinitemanifestationsofthehumansoul.Sheassociateswiththeplanetsandridesthespacesintheircompany.Sheaskstheflowers,thesunriseglowofthemorning,thehuesoftherainbow,andthedropofdewtoexplaintoherwhatGodis,andrejoicesintheirresponses.

=Hergrowth.=--Andso,throughherthinkingshegrowsbig--biginheraspirations,biginhersympathieswithallnatureandmankind,biginheraltruism,andbiginherconceptionsoftheuniverseandallthatitembraces.Andwhenpeoplecometoknowhertheyalmostlosesightoftheteacherintheircontemplationofthewoman.Herpupils,bytheirclosecontactandcommunion,becameinoculatedwiththegermsofherbignessandsofollowtheleadofherthinking,heraspirations,hersympathies,andherconceptionsoflife.Thustheygrowintoherlikenessbyabsorbingherthoughts,herideals,herstandards,inshort,herself.

=Seeinglifelarge.=--Thebignessofherspiritandherabilitytoseeandfeellifeinthelargesuperinducedignity,poise,andserenity.Sheneverflutters;but,calmandmasterful,shemovesonhermajesticwaywithregalmien.Norisherteachinglessthoroughorlesseffectivebecauseshehasavision.Onthecontrary,sheteachescuberootwithaccuracyandstillisabletoseeandtocauseherpupilstoseethe

indexfingerpointingoutanduptowardthemathematicalinfinities.ShecangivethelatitudeandlongitudeofRome,and,whiledoingso,reviewtheachievementsofthathistoriccity.Shecanexplaintheactionofthegeyserandstillfindtimeandinclinationtotakedelightinitswonders.Shecananalyzetheflowerandstillrevelinitsbeauty.Shecanteachthedetailsofhistoryandfindinthemthefootprintsofgreathistoricalmovements.Allthesethingsherpupilssenseandsoinvestherwiththeattributesofanideal.


1.Domostteachersrealizetowhatextenttheyhaveinfluence?

2.Isitcomfortabletothinkthatoneisanexample?Ifnot,whynot?Isitonlyteacherswhoneedtofeelthattheyareexamples?Isitfairtodemandahigherstandardoftheteacherandpreacher?

3.Givefromyourownexperienceinstancesinwhichyouhaveabsorbedanidealwhichhaspersisted.Istheredangerofadoptinganidealthat,whileitisworthyasfarasitgoes,ismerelyincidentalandnotworthwhile?(Suchareanaccuratememoryofunimportantdetails,certainfinesseinmannersandspeech,punctiliousnessinengagements,exhaustivenessinshoppingbeforemakingpurchases,perfectioninpenmanshipandotherartsattheexpenseofspeed:suggestothers.)

4.Howcanthecontemplationofarainboweducate?WhateducationshouldresultfromaviewofNiagaraFalls?

5.Whatqualitieswouldateacherhavetopossessthatherinfluenceasidefromherteachingmightbeofmorevaluethantheteachingitself?

6.Thatonemayhaveinfluenceisitenoughforonetobegood,orisitwhatonedoesthatcounts?Suggestlinesofactionforateacherthatwouldincreaseherinfluenceforgood.



7.Explainhowafineunconsciousinfluenceexertedbyateacherhelpstokeeppupilsinschool.

8.InHawthorne'sstoryofthe_GreatStoneFace_whatqualitieswereattainedbythosewhomErnestexpectedtogrowintothelikeness?

9.WhydidErnest'sfacecometoresemblethatofthegreatstoneface?

10.Inwhatwaysisgoodfictionofvaluetoteachers?

11.Citesomethingthatyouhavegainedfromtheunconsciousinfluenceofanother.

12.Whatattainmentsorqualitieshaveyouyettoacquireinordertostandoutas"distinctiveandregnant"toagoodmanypupils?

13.Abacteriologistmakesa"culture"ofadropofblood,multiplyingmanytimesthebacteriainit,todeterminewhetherseriousdiseasegermsareprevalent.Iftheinfluenceofapersoncouldbeobservedinalargeway,wouldthatbeconclusiveastotheperson'scharacter,justastheresultofthecultureprovestheconditionoftheblood?Maytherenotbeanobscureelementintheteacher'scharacterthatishavingadeleteriouseffect?Orisitonlytheoutstandingfeaturesofhisconductthataffectthepupils?

14.Whyisitmoreimportanttoacquireidealsthantoacquireknowledge?

15.Describetheattitudeoftheteachertowardthepupilsinthe"vitalized"school.

16.Showhowtheteachershouldhaveinviewthefutureofthepupils.

17.Isitacomplimenttobeeasilyrecognizedasateacher?Whyorwhynot?

18.Justwhatismeantby"narrowness"inateacher?Whatismeantby

"bigness"?Whatistheireffectiftheteacheristakenasanideal?

19.Canoneinstillhighidealsinotherswithoutfrequentlyabsorbinginspirationhimself?Whataresuitablesources?

CHAPTERXV

THESOCIALIZEDRECITATION

=Thetermdefined.=--Thesocializedrecitation,asitsnameimplies,isarecitationinwhichteacherandpupilsformthemselvesintoacommitteeofthewholeforthepurposeofinvestigatingsomephaseofaschoolstudy.Inthiscommitteethelineofcleavagebetweenteacherandpupilsisobliteratedasnearlyaspossible,theteacherexercisingonlysomuchofauthorityaswillpreservetheintegrityofthegroupandforestallitsdisintegration.TheteacherthusbecomesacoÃ¶rdinateandcoÃ¶peratingmemberofthegroup,andhersuperiorknowledgeofthesubjectisheldinabeyancetobecalledintorequisitiononlyinanemergencyandasalastresort.Itwillreadilybeseen,however,that



theteacher'sknowledgeofthesubjectmustbefarmorecomprehensiveinsuchaprocedurethaninthequestion-and-answertypeofrecitation,fortheverycogentreasonthatthediscussionisbothliableandlikelytodivergewidelyfromthelimitsofthebook;andtheteachermustbeconversant,therefore,withalltheauxiliaryfacts.Shemustbeabletociteauthoritiesincaseofneed,andmakespecificdatareadilyaccessibletoallmembersofthegroup.Thispresupposeswidereadingonherpart,andaconsequentfamiliaritywithallthesourcesofknowledgethathaveabearinguponthesubjectunderconsideration.

=Thepupil-teacher.=--InordertomakethecoÃ¶perativeprincipleoftherecitationactiveinpracticeapupilactsaschairmanofthemeeting,servinginrotation,andgivesdirectiontothediscussion.Heisclothedwithauthority,also,torestrictthediscussiontotimelimitsthattheremaybenosemblanceofmonopolyandthatthesamerightsandprivilegesmaybeaccordedtoeachmemberoftheclass.Thechairman,inshort,actsbothascaptainandasumpire,withtheteacherinthebackgroundasthecourtoffinalappeal.Knowingtheorderofrotation,eachpupilknowsinadvanceuponwhatdayheistoassumethefunctionsofchairmanandmakespreparationaccordingly,thathemayacquithimselfwithcreditinmeasuringuptotheaddedresponsibilitieswhichthepositionimposes.Intakingthechairhedoesnotaffectanairofsuperiorityforthereasonthatheknowsthepositiontohavecometohimbyrotationandthatuponhisconductofthedutiesdependhis

chancesforhonor;andactingforhispeersheiscarefulnottodoanythingthatwillleadtoaforfeitureoftheirrespectandgoodwill.

=Someadvantages.=--Itrequiresfarmoretimetodescribethesepreliminaryarrangementsthanitdoestoputthemintooperation.Indeed,afterthefirstday,theybecomewell-nighautomatic.Becauseoftheiradaptablenessthepupilslookupontheneworderastheestablishedorder,and,besides,therotationinthechairaffordsapleasingantidotetomonotony.Eachdaybringsjustenoughnoveltytogenerateawholesomedegreeofanticipation.Theyareallstimulatedbyaneagernesstoknowjustwhatthedaywillbringforth.Theclassexerciseisrelievedofmuchoftheheavyformalismthatcharacterizesthetraditionalrecitationandthatissoirksometochildrenofschool

age.Thesocializedrecitationisaworthyenterprisethatenliststheinterestofallmembersofthegroupandunifiesthemupontheplaneofacommonpurpose.Inthecommonquesttheybecomemembersinasocialcompactwhoseobjectistheinvestigationofsomesubjectthathasbeenfoundworthytheattentionandthoughtfulconsiderationofscholarsandauthors.

=Thegangelement.=--Themembersofthegrouprepresentallstrataofsociety,andthegroupis,inconsequence,aworkingdemocracy.Movinginthesamedirectionunderacommonimpulseandintentuponalaudableenterprise,raceandclassdistinctionsareconsiderednegligible,if,indeed,theyarenotentirelyoverlookedorforgotten.Thegroupis,intruth,asublimatedgangwiththeundesirableelementseliminatedand

thepotentialqualitiesofthegangretained.Thegangspiritwhenimpellinginrightdirectionsandtowardworthyendsistobehighlycommended.Inthegang,eachmemberstimulatesandreÃ«nforcestheothermembers,andtheirachievementsincombinationamplyjustifytheircoÃ¶peration.Thepotencyofthegangspiritiswellexemplifiedinsuchenterprisesas"tagday"forthebenefitofcharity,thesaleofRedCrossstamps,andthesaleofspecialeditionsofpapers.PeoplewillinglyenlistintheseenterpriseswhowouldnotdosobutfortheelementofcoÃ¶peration.Wehavecometorecognizeandwriteuponthepsychologyofthegang,andthesocializedrecitationstrivestoutilize



thesepsychologicalprinciplesfortheadvancementandadvantageoftheenterpriseinhand.

=Proprietaryinterest.=--InacoÃ¶perativeenterprisesuchastheoneunderconsiderationeachmemberofthegroupfeelsasenseofresponsibilityforthesuccessoftheenterpriseasawhole,andthismakesforincreasedeffort.Inthetraditionalrecitationthepupilfeelsresponsibilityonlyforthatpartofthelessonuponwhichheiscalledtorecite.Inhisthinkingtheenterprisebelongstotheteacher,andthereforehefeelsnoproprietaryinterest.Ifthelessonisafailure,heexperiencesnospecialcompunction;ifasuccess,hefeelsnospecialelation.Ifthetrunkwithwhichhestrugglesupthestairsishisown,hehasthefeelingofavictorwhenhereachesthetop;butsinceitbelongstotheteacher,hefeelsthathehasfinishedadisagreeabletask,takeshiscompensatingpittanceintheformofagrade,andgoesonhiscomplacentway.Theboywhodigspotatoesfromhisowngardenthinksthemlargerandsmootherthantheoneshedigsforwages.Thelatterarepotatoes,whiletheformerarehispotatoes.Proprietaryinterestsinksitsrootsdeepintothemotivesthatimpeltoaction.

=Thisinterestinpractice.=--Therecitationinquestionstrivestogenerateaproprietaryinterestintheenterpriseonthepartofeverymemberoftheclasssothateachonemayhaveashareinthejoyof

success.Suchaninterestgivesdirectionandefficacytotheworkoftheclassexercise.Givensuchaninterest,thepupilwillnotsitinertthroughtheperiodunlessstimulatedbyaquestionfromtheteacher,butwillaskintelligentandpertinentquestionstohelptheenterprisealong.Moreover,eachpupil,becauseofhisproprietaryinterestintheenterprise,willfeelconstrainedtobringtoclasssuchsubsidiaryaidsashishomeaffords.Hisinterestcauseshimtoreacttoclippings,pictures,magazinearticles,books,andconversationsthathaveabearinguponthetopic,andthesehecontributesopportunelyinhiszealforthesuccessoftherecitation.Hispocketsbecomeproductiveofavariedassortmentofmaterialsthatthetentaclesofhisinteresthaveseizeduponinhispreparationfortheevent,andsoallmembersoftheclassbecomebeneficiariesofhisexplorationsanddiscoveries.

=Thepotencyofownership.=--Achildisinterestedinhisownthings.Thelittlegirlfondlesherdollinthemosttenderway,eventhoughitdoesnotmeasureuptotheacceptedstandardsofexcellenceorelegance.Butitisherdoll;henceheraffection.Volumeshavebeenwrittenuponthegeneralsubjectofinterest,andwehavebeenadmonishedtoattachourteachingtothenativeinterestsofthechild,butthefundamentalinterestofproprietorshiphasstrangelyenoughbeenoverlooked.Ifwewanttodiscoverandlocalizethechild'sinterest,wehavebuttomakeaninventoryofhispossessions.Hispony,hisdog,orhiscartwilldiscovertousoneofhisinterests.Again,ifwewouldgenerateaninterestinthechild,wehavebuttomakehimconsciousthatheistheownerofthethingforwhichwehopetoawakenhisinterest.Thisis

fundamentalinthistypeofrecitation.Theteachereffacesherselfasmuchaspossibleinordertodevelopinthepupilsafeelingofproprietorshipintheexerciseinprogress,andthepupilsarequicktotaketheadvantagethusaffordedtomaketheworktheirown.

=Exemplifiedinsociety.=--Thesocializedrecitationhasitscounterpartinmanyagroupinsociety.Intheblacksmithshop,atthegrocery,inthebarbershop,intheoffice,attheclub,andinthefield,wefindgroupsofpeopleinearnest,animatedconversationordiscussion.Theyarediscussingpolitics,religion,communityaffairs,public



improvements,tariff,war,fashions,crops,livestock,ormachinery.Whateverthetopic,theypursuethegive-and-takepolicyintheireffortstoarriveatthetruth.Theycontesteverypointandmakeconcessionsonlywhentheyareconfrontedbyindisputablefacts.Somefeeling,orevenacrimony,maybegeneratedinthecourseofthediscussion,butthisisalwaysaccountedaweaknessandasubstituteforvalidargument.Therecitationisrathermoredecorousthansomeoftheseotherdiscussions,but,inprinciple,theyareidentical.Everyonehasfreedomtoexpresshisconvictionsandtoadducecontributoryargumentsorevidence.Therearenorestrictionssavetheimpliedoneofdecorum.Theutmostcourtesyobtainsintherecitation,evenatthesacrificeofsomeeagerness.Theremaybeahalf-dozenmembersofthegroupontheirfeetandanxioustobeheard,buttheydonotinterruptoneanotherwithoutdueapology.

=Abidingresultants.=--Unlikesomeoftheirelders,theyarereadytoacknowledgemistakesandtomakeconcessions.Theydonotscrupletocorrectthemistakesofothers,knowingthatcorrectionswillbegratefullyreceived,buttheydonotacceptmerestatementsfromoneanother.Theymusthaveevidence.Theycombatstatementswithevidencefrombooksorothersourcesthatareregardedasauthorities.Theyreadextracts,ordrawdiagrams,ordisplaypicturesorspecimensinsupportoftheircontentions.Thereisanimation,tobesure;and,attimes,theflushedfaceandtheflashingeyebetokenintensefeeling.Butthe

psychologistknowsfullwellthattheseexpressionsintensifyandmakeabidingtheimpressions.Bothinvictoryandindefeatthepupilcomestoanappreciationofthetruth.Defeatmayhumiliate,buthewillevermoreknowtherockonwhichhiscraftwaswrecked.Victorymayelateandexalt,buthewillnotforgettheoccasionorthefacts.Thetruthsofthelessonbecomeenmeshedinhisnervoussystemandthroughoutlifetheywillbeapartofhimself.

=Reflexinfluence.=--Stillfurther,thistypeofrecitationreachesbackintothehomeandbegetsawholesomecoÃ¶perationbetweenthehomeandtheschool,andthisisadesideratumofnoslightimport.Theeventsofthedayarerecountedatthehomeintheevening,andthecontributionsofthemembersofthefamilyaredepositedasassetsintherecitation

thenextday.Thenthefamilyiseagertolearnofthereactionsoftheclasstotheircontributions.Suchacommunityofinterestscannotbeconfinedtothefourwallsofahome,butfindsitswaytootherhomesandtoplacesofbusiness;thediscussionsoftheclassbecomethepropertyofsociety,andtheinfluenceismostsalutary.Indirectly,theschoolisaffordingthepeopleofthecommunitymanyprofitabletopicsofconversation,andthesereadilysupplantthefutileandlessprofitabletopics.Itiseasytomeasuretheintelligenceofanindividualorofacommunitybynotingthetopicsofconversation.Gossipandsmalltalkdonotthriveinasoilthathasbeenthoroughlyinoculatedwithhistory,art,music,literature,economics,andstatecraft.

=Influenceuponpupils.=--Fromtheforegoingitwillbeseenthatthistypeofrecitationrepresents,nota_modusoperandi_,but,rather,a _modusvivendi_,notawayofdoingthings,merely,butamannerofliving.Theworkoftheschoolisredeemedfromtheplaneofataskandliftedtotheplaneofaprivilege.Thepupil'sinitiativeisgivenfullrecognitionandinspiritingfreedomensues.Theteacherisnotataskmasterbutafriendinneed.Pupilsandteacherliveandworktogetherinanenterpriseinwhichtheyhavecommoninterests.Theemolumentsattendingsuccessaresharedequallyandthereisnoplaceforenvyinthedistributionofdividends.Thereisfairdealingin



everydetailofthework,withnosemblanceofdiscrimination.Thereisacashbasisineverytransaction.Ifapupil'sofferingsarerejected,heseesatoncethattheyareinferiortoothersandbecomesawillingshareholderintheonesthataresuperiortohisown.Nothingthatisspuriousorcounterfeitcangaincurrencyintheenterprise,becauseofthecriticalinspectionofthemembersofthegroup,allofwhomarejealousforthepreservationoftheintegrityoftheirorganization.

Inthiscrosssectionoflifewefindyoungpeoplelearning,bythelaboratorymethod,therealmeaningofreciprocity;wefindthemwinningtheviewpointsofotherswithnoabatementorabrogationoftheirownindividuality;wefindthemableandwillingtomakeconcessionsforthegeneralgood;wefindthemlearningjusticeanddiscriminationintheirassessmentofvalues;wefindthemenlargingtheirhorizonsbyascendingtohigherlevelsofintelligence.Thisworkisasmuchapartoflifeforthemastheirfoodortheirgamesandtheyacceptitonthesameterms.Theyarebecomingupright,intelligent,effectivecitizensbyperformingsomeoftheworkthatengagesthetimeandenergiesofsuchcitizens.Theyarelearninghowtolivebytheexperienceofactualliving.

=Partofanactualrecitationgiven.=--Someschoolshavedevelopedthistypeofrecitationtoaverycompletedegreeandinaveryeffectiveway.Inonesuchschooltheyoungwomanwhoteachesthesubjectof

historymakesthefollowingreportofapartofoneofherrecitationsinthisstudy:

Theclasswascalledtoorderbythechairmanfortheassignmentforthenextday'slesson,whichproceededasfollows:

Teacher:--To-morrowweshallhavefortheworkofthisconventiontheNewConstitutionasawhole.Wearereadyforsuggestionsastohowwehadbestproceed.

Earl:--ItseemstomethatagoodwaywouldbetocompareitwiththeArticlesofConfederation.

Joe:--Idon'tquitegetyouridea.Doyoumeantotakethemarticlebyarticle?

Earl:--Yes.

(JoeandFrankbeginatthesametime.TeacherindicatesJoebynod.)

Joe:--Buttherearesomanythingsinthenewthatarenotintheold.

Earl:--Thatisjustit.Let'smakealistofthepointsinonethatdonotappearintheother.Thenbyinvestigationanddiscussionseeifwecantellwhy.

Teacher:--Frank,youhadsomethingtosayamomentago.

Frank:--NotonEarl'splan,whichIthinkanexcellentone,butIwishedtoasktheclassiftheythinkitimportantwhilelookingthroughthesetwodocumentstokeepinmindthequestions:"Isthisthewaythingsaredoneto-day?"and"Doesthisapplyinourowncity?"and"IncasethePresidentorCongressfailedintheirduty,whatcouldthepeopledoaboutit?"

Ella:--ItseemstomethatFrank'ssuggestionisagoodoneforitbears



uponwhatwedecidedinthebeginning,thatwemustapplythehistoryofthepasttoseehowitaffectsusto-day.

Violet:--Ishouldliketoknowhowthepeoplereceivedtheworkofthisconvention.Youknowthatitwasallsosecretnooneknewwhattheyweredoingbehindtheircloseddoors.Ifthepeoplewereliketheyareto-daytherewouldcertainlybesomeoppositiontotheNewConstitution.

Elsie:--Good.Mr.Chairman,ImovethatVioletreportthereceptionandrejectionoftheNewConstitutionbythepeopleoftheseveralStatesasaspecialtopicforto-morrow.

Robert:--Secondthemotion.

Chairman:--MissBrown,haveyouanysuggestionastotimelimit?

Teacher:--Isuggesttenminutes.(Chairmanputsvoteandsuggestioniscarried.)

Teacher:--Mr.Chairman,maywehavethesecretaryreadtheseveralpointsintheassignment?

Atthechairman'srequestthesecretaryreadsandtheclassnoteasfollows:StudyoftheNewConstitution,emphasizingpointsofsimilarity

anddifference.Seekreasonsforsame.

ApplicationofConstitutiontoourpresent-daylife.

Remedyforfailuresifofficersfailtodotheirduty.

SpecialtopictenminutesinlengthonthereceptionoftheConstitutionbythepeopleofthedifferentStates.

Teacher:--Ithinkthatwillbeenough--consultthetext.InconnectionwiththespecialtopicsomevaluablematerialmaybefoundintheCivics

sectioninthereferenceroom.Theotherreferencesonthissubjectyouhadgivenyou.Mr.Chairman,maywehavethesecretaryreadthepointsbroughtoutbyyesterday'srecitation?


1.Whatismeantbythe"socializedrecitation"asthetermishereused?

2.Defineseparatelytheword"socialized"asusedinthisconnection.

3.Whataretheteacher'sfunctionsinsucharecitation?

4.Whataretheteacher'sfunctionsinthetraditionalrecitation?

5.Comparethekindsofknowledgerequiredofateacherinconnectionwiththetwotypesofrecitations.

6.Suggestamethodofproceedinginasocializedrecitationandshowtheadvantagesofthemethod.

7.Givesomeofthereasonswhythesocializedrecitationenhances



interest.

8.Whatistheessenceofthe"gangspirit"?

9.Comparethecharacterandextentoftheindividual'sresponsibilityinthetwotypesofrecitations.

10.Inwhatotherwaysisthesocializedrecitationlikelytoproducebetterreactions?

11.Someonesaysthattheconventionstyleofrecitationwillnotdo,becauseafewdoallofthework.Fromyourexperienceorobservationdoyoufindthistrue?Ifso,isthisconditionpeculiartothattypeofrecitation?Suggestmethodsofcounteractingthistendencyinthesocializedclass.Wouldtheseproveeffectiveinaclasstaughtintheordinaryway?

12.Isonelikelytooverestimatethevalueofone'spossessions,mentalorphysical?Arethepupils(andperhapstheteacher)likelytooverestimatewhatisdoneinthesocializedrecitation?Whatthingsmayoffsetthistendency?

13.Comparethesocializedrecitationwithadebate.

14.Compareitwithanordinarydiscussionorargument.15.Showjustwhytheresultsofthesocializedrecitationarelikelytobepermanent.

16.Howdoessocializedclassworkaffectthehomeandsociety?

17.Thoughschoolisapreparationforlife,it,atthesametime,islife.Showthatthesocializedrecitationpresupposesthistruth.

18.Comparethevalueoftheassignmentofahistorylessoninthemannerdescribedinthenotesquotedwiththevalueofanordinaryassignment.

19.Describeatleastoneothersocializedrecitation.

20.ComparesocializedworkasdescribedinScott'sSocialEducation(C.A.Scott,Ginn&Co.,1908)withthesocializedrecitationheredescribed,asto(_a_)aim,(_b_)method,(_c_)results.

21."Lessonsrequiretwokindsofindustry,theprivateindividualindustryandthesocialindustryorclasswork."Isthistrue?Ifso,whatsortofrecitation-lessonwillstimulateeachkind?

CHAPTERXVI

AGRICULTURE

=Agricultureatypicalstudy.=--Inthevitalizedschoolthesubjectofagricultureistypicalandmayprofitablybeelaboratedsomewhatbywayofillustratingtherelationofasubjecttoschoolprocedure.Fromwhateverangleweapproachthesubjectofagriculturewefindit



inextricablyconnectedwithhumanlife.Thisfactalonegivestoittherankoffirstimportance.Itspresentprominenceasaschoolstudyisconclusiveevidencethatthosewhoarechargedwiththeresponsibilityofadministeringtheschoolsarebecomingconsciousoftheneedforvitalizingthem.Timewaswhenarithmeticwasregardedasthemostpracticalsubjectintheschooland,therefore,itwasgivenprecedenceoverallothers.History,grammar,andgeographywererelegatedtosecondaryrank,andagriculturewasnoteventhoughtofasaschoolstudy.Butaspopulationincreasedandtheproblemofprovidingfoodbegantoloomlargeinthepublicconsciousness,thesubjectofagricultureassumedanimportancethatrendereditworthyaplaceintheschoolcurriculum.Itisahightributetotheschoolthatwheneveranysubjecttakesholdofthepublicmindtheschoolisthoughtofatonceasthebestagencyforpromulgatingthatsubject.Thesubjectsoftemperanceandmilitarytrainingaptlyillustratethisstatementoffact.

=Itsrapiddevelopment.=--Sosoon,therefore,asthesubjectofagriculturebecameprominentinthepublicconsciousnessthereensuedaspeedydevelopmentofcollegesandschoolsofagricultureforthetrainingofteachers.ThismovementwaspropheticoftheplanandpurposetoincorporatethisstudyintheschoolrÃ©gime.Andthisprophecyhasbeenfulfilled,fortheschoolnowlooksuponagricultureasabasicstudy.True,weareasyetonlyfeelingourway,andthatfor

theverygoodreasonthatthemagnitudeofthesubjectbewildersus.Wehavewrittenmanytextbooksonthesubjectthatweresoonsupplementedbybetterones.Themorethesubjectisstudied,themoreweappreciateitsfar-reachingramifications.Wefinditattachingitselftomanyothersubjectstowhichitseemedtohavebutremoterelationintheearlierstagesofourstudy.Inbrief,wearenowontheborderlandofarealizationofthefactthatagricultureisasbroadaslifeand,therefore,mustembracemanyotherstudiesthathaveacloserelationtolife.

=Relationtogeologyandothersciences.=--Inthebeginning,geologyandagricultureseemedfarapart,butourcloserstudyofagriculturehasrevealedthefactthattheyareintimatelyrelated.Itremainedfor

agriculturetolaytherightemphasisupongeology.Thestudyofthecompositionandnatureofthesoilcarriedusatoncetoastudyofitsoriginandwefoundourselvesattheverydoorofgeology.Whenwebegantoinquirehowthesoilcametobewhereitisandwhatitis,wefoundourselvesyearningfornewandclearerlinesofdemarcationinscience,forwecouldscarcelydistinguishbetweengeologyandphysiography.Wesoontracedouralluvialplainsbacktotheiruplandorigin,andthenwewerecompelledtoexplaintheirmigration.Thisledusinevitablyintotherealmofmeteorology,for,ifweomitmeteorology,thechainisbrokenandweloseourwayinoursearchfortheexplanationweneed.Buthavingavailedourselvesoftheaidofmeteorology,wehaveastorythatisfullofmarvelousinterest--thegreatstoryoftheevolutionofthecornfield.Inthisstorywefindmanyalluringdetailsof

evaporation,airmovements,precipitation,erosion,andtheattractionofgravitation.Butinallthiswearebutlingeringintheanteroomofagriculture.

=Theimportanceofbotany.=--Advancingbutasinglestepwefindourselvesintherealmofbotany,whichisafieldsovastandsofascinatingthatmenhavedevotedanentirelifetimetoitswonders,andthenrealizedthattheyhadbutmadeabeginninginthewayofexploringitspossibilities.InourowntimeMr.Burbankhasmadehisnameknownthroughouttheworldbyhisworkinonephaseofthissubject,anda



scoreofotherBurbanksmightbeworkingwithequalsuccessinotherbranchesofthesubjectandstillnottrenchupononeanother'sdomain.Venturesome,indeed,wouldbetheprophetwhowouldattempttopredictthedevelopmentsinthefieldofbotanyinthenextcenturyinthewayofprovidingfood,shelter,andclothingfortherace.Thepossibilitiesstaggertheimaginationandtheprophetstandsbewilderedashefacesthisever-wideningfield.Butbotany,vastasitisseentobe,isonlyoneofthebranchingsciencesconnectedwithagriculture.

=Physicsandchemistry.=--Anotheradvancebringsusintothewideandfertilefieldofphysicsandchemistry,forinthesesubjectswefindthemeansofinterpretingmuchinagriculturethatwithouttheiraidwouldeludeourgrasp.Wehaveonlytoresolveagrainofcornintoitscomponentelementstorealizethepotencyandscopeofchemistry.Thenifweinquireintothesourcesoftheseelementsastheyhavecomefromthesoiltoformthisgrainofcorn,theindispensabilityofaknowledgeofchemistrywillbecomemoreapparent.Inourexplanationsweshallsooncomeuponcapillaryattraction,andthepersonisdull,indeed,whodoesnotstandinawebeforethemysteryofthissubject.Ifwebroadenourinquirysoastocompasstheevolutionofanearofcorn,weshallrealizethatwehaveentereduponaninquiryofvastandfascinatingimport.Theintricateanddelicateprocessesofgrowth,combining,astheydo,theinfluencesofsunshineandmoistureandtheconversionintofoodproductsofelementswhoseorigingoesbacktoprimeval

times,--theseprocessesarealtogetherworthyofthecombinedenthusiasmsofscientistandpoet.

=Physiology.=--Butnomentionhasbeenmade,asyet,ofthescienceofphysiology,which,alone,requiresvolumes.Wehavebuttoaskhowwheatisconvertedintobrainpowertocomeuponarealizationofthemagnitudeofthestudyofthisscience.Wehaveonlytorelaxtheleashoffancytoseethattherearenolimitstotheexcursionsthatmaybemadeinthisfield.Ifweallowfancytoroam,takingthe_aposteriori_ course,wemightbeginwith"ParadiseLost"andreachitssourcesingardenandfield,inorchard,andinpasturewheregrazeflocksandherds.Butinanysuchfancifulmeanderingweshouldbewellwithinthelimitsofphysiology,andshouldbetryingtointerprettheadaptation

ofmeanstoend,or,tousethelanguageofthepresent,weshouldbemakingaquesttodeterminehowtheproductsoffield,orchard,andpasturemaybeutilizedthattheymayfunctioninpoetry,inoratory,indiscoveries,andininventions.Inshort,weshouldbetryingtoexplaintoourselveshowagriculturefunctionsinlife.

=Artasanauxiliary.=--Inarecentworkoffictionachapteropenswithapictureofalittlegirleatingasliceofbreadandbutterwhichisfurthersurmountedbyapplesauceandsugar.Iftheauthorofthebook"AgricultureandLife"hadonlycaughtaglimpseofthispicture,hemighthavechangedthetitleofhisbookto"LifeandAgriculture."Hecertainlywouldhavegiventothelifeelementfarmoreprominencethanhisbookinitspresentformaffords.Histitlemakesapromisewhich

thebookitselfdoesnotredeem,more'sthepity.Ifsciencewoulduseartasanally,itneednotbelessscientific,anditsteachingswouldprovefarmorepalatable.Thelittlegirlwithherbreadandbutterwouldprovequiteasaptasanintroductorypictureforabookonagricultureasforaworkoffiction.Itmattersnotthatagricultureincludessomanyothersciences,forlifeisthegreatobjectiveofthestudyofallthese,andthelittlegirlexemplifieslife.

=Relationofsciencestolife.=--Thepicturesarepracticallyendlesswithwhichwemightintroducethestudyofagriculture--aboyinthe



turnipfield,amilkmaidbesidethecow,orMillet'scelebratedpicture"FeedingtheBirds."And,soonerorlater,pursuingourjourneyfromsuchastartingpoint,weshallarriveatphysiology,chemistry,botany,physics,meteorology,andgeology,andstillneverbedetachedfromthesubjectoflife.Intheschoolconsciousnessagricultureanddomesticscienceseemfarapart,butbyrightteachingtheyaremadetomergeinthesubjectoflife.Uponthatplanewefindthemtobecomplementaryandreciprocal.Inthesamewaychemistry,botany,andphysiologymergeinagricultureforthereasonthatallthesesciencesaswellasagriculturehavetodowithlife.Inthetraditionalschoolchemistryistaughtaschemistry--asabranchofscience,andthelearnerisencouragedtoseekforknowledge.Inthevitalizedschoolthetruthsofchemistryarenolessclearlyrevealed,but,inaddition,theirrelationstolifearemademanifest,andthelearnerhasafullerappreciationoflife,becauseofhisstudyofchemistry.

=Traditionalmethods.=--Inthetraditionalschooldomesticscienceistaughtthatthegirlmaylearnhowtocook;butinthevitalizedschoolthegirllearnshowtocookthatshemaybeabletomakelifemoreagreeableandproductivebothforherselfandforothers.Inthetraditionalschoolthestudyofagricultureconsistsofthetestingofsoilsandseeds,workingoutscientifictheoriesonthesubjectoftherotationofcrops,testingforfoodvaluesthevariousproductsofthefarm,judgingstock,studyingthebestmethodofpropagatingandcaring

fororchards,andtestingforthemosteconomicprocessesforconservingandmarketingcrops.Inthevitalizedschoolallthisisdone,butthisisnottheultimategoalofthestudy.Theendisnotreacheduntilalltheseramificationshavetouchedlife.

=Thechildastheobjective.=--Revertingoncemoretothelittlegirlofthepicture,itwillbeconceded,uponcarefulconsideration,thatsheisthecenterandfocusofalltheactivitiesofmindandhandpertainingtoagriculture.Everyfurrowthatisplowedisplowedforher;everytreethatisplantedisplantedforher;everycropthatisharvestedisharvestedforher;andeverytrainloadofgrainismovingtowardherasitsdestination.Butforher,farmmachinerywouldbesilent,orchardswoulddecay,trainswouldceasetomove,andcommerce

wouldbenomore.Sheitisthatcausesthewheelstoturn,theharvesterstogoforthtothefields,theexperimentstationstobeequippedandoperated,themarketstothrobwithactivity,andtheshipsofcommercetoplytheocean.Forhertheorchard,thegranary,thedairy,andtheloomgiveoftheirstores,andamillionwillinghandstill,andtoil,andspin.

=Thestoryofbread.=--Butthebreadandbutter,theapplesauce,andthesugar!Theymaynotbeomittedfromthepicture.Thebreadtransportsustothefieldsofwavinggrainandconjuresupinourimaginationvisionsofharvesterswiththeirimplements,wagonsgroaningbeneaththeirgoldenloads,richesofgrainpouringforthfrommachines,andbringstoournostrilsthetangoftheharvesttime.Intothisslice

ofbreadthesunhaspouredhiswealthofsunshineallthesummerlong,andintoitthekindlycloudshavedistilledtheirtreasures.Initwefindthegloryofthesunrise,thesparklingdewdrop,thesongoftherobin,thegentlemooingofthecows,themurmurofthebrook,andthecreakingofthemillwheel.Initwereadthepoetryofthemorningandoftheevening,theprophecyofthenoontideheat,andthemightyproclamationsofNature.Andittellsuscharmingstoriesofhealth,ofrosycheeks,oflaughingeyes,ofhappiness,ofloveandservice.

=Foodandlife.=--Thebutter,theapplesauce,andthesugareachhasa



storyofitsowntotellthatrendersfictionweakbycomparison.Ifourheartswerebutattunedtothecharmandromanceofthestoriestheyhavetotell,everybreakfast-tablewouldberedolentwiththefragranceofthanksgiving.Ifourheartswereresponsivetotheeloquenceofthesestories,theneatingwouldbecomeaceremonyanduponthefarmerwhoprovidesourfoodwoulddescendourchoicestbenedictions.Ifthescalescouldbutfallfromoureyesthatwemightbeholdthevisionswhichourfoodforetells,wecouldlookdownthevistaoftheyearsandseethechildrengrowntomanhoodandwomanhood,happyandbusyintheirworkofenlargingandbeautifyingcivilization.

=Agriculturethesourceoflife.=--Agricultureisnotthesordidthingthatourdulleyesandheartswouldmakeitappear.InitweshallfindtheromanceofaVictorHugo,thepoetryofaShelleyoraShakespeare,themusicofaMozart,theeloquenceofaDemosthenes,andthepaintingofaRaphael,whenweareabletointerpretitsrealrelationtolife.Whenthemorningstarssangtogethertheywerecelebratingthebirthofagriculture,butmanbecamebewilderedinthemazesofcommercialismandforgotthemusicofthestars.Itisthehighmissionofthevitalizedschooltoleadusbackfromourwanderingsandtorestoreustoourrightfulestateamidthebeauties,theinspiration,thepoetry,andthefar-reachingpropheciesofagriculture.Thisitcandoonlybyrevealingtousthepossibilities,theglories,andthejoyoflifeandcausingustoknowthatagricultureisthesourceoflife.

=Syntheticteaching.=--Theanalyticteachingofagriculturewillnotavail;wemusthavethesyntheticalso.Toolonghavewestoppedshortwithanalysis.Wehavecomewithinsightofthepromisedlandbuthavefailedtogoupandpossessit.Wehavestudiedtheskeletonofagriculturebuthavefailedtoendowitwithlife.Wemustkeepbeforeoureyesthepictureofthelittlegirl.Wemustfeelthatthequintessenceandspiritofagriculturethrobsthroughallthearteriesoflife.Hereliesthefieldinwhichimaginationcandoitsperfectwork.Hereisasubjectinwhichthevitalizedschoolmayfinditshighestandbestjustification.Bynomeansisittheonlystudythatfitlyexemplifieslife,but,inthisrespect,itistypical,andthereforeaworthystudy.Onthesideofanalysistheteacherfindsthe

bladeofgrasstobeathingoflife;onthesideofsynthesisshefindsthebladeofgrasstobealife-givingthing.Andthesynthesisisnolessinaccordwithsciencethantheanalysis.

=Theelementoffaith.=--Thenagainagricultureandlifemeetandmergeontheplaneoffaith.Theelementoffaithfertilizeslifeandcausesittobringforthinabundance.Manmusthavefaithinhimself,faithinthepeopleabouthim,andfaithinhisownplansandpurposestomakehislifepotentandpleasurable.Byfaithheattachesthetruthsofsciencetohisplansandthustotheprocessesoflife;forwithoutthefaithofmanthesetruthsofsciencearebutstatic.Faithgivesthemtheirworkingqualities.Thereisfaithintheplowingofeachfurrow,faithinthesowingoftheseed,faithintheplantingofeachtree,and

faithinthepurchaseofeachmachine.Thefarmerwhobuildsasilohasfaiththattheproductsofthesummerwillbringjoyandhealthtothewinter.Byfaithhetransmutesthemountainsoftoilintovalleysofdelight.Throughtheeyesoffaithheseestheworkofhishandsbringingingoldensheavesofhealthandgladnesstohisownandotherhomes.




1.Inwhatwaysisagricultureatypicalstudy?

2.Whywasitsimportancenotrealizeduntilrecently?

3.Whateducationalagencyinyourstatefirstreflectedtheneedofscientificinstructioninagriculture?

4.Thestudyofagricultureinthepublicschoolwasatfirstridiculed.Why?Whatisnowthegeneralattitudetowardit?

5.Towhatextentisthestudyofagricultureimportantinthecityschool?Isthereanothersubjectasimportantforthecityschoolasagricultureisfortheruralschool?

6.Mentionsomeschoolsubjectsthatarecloselyrelatedtoagriculture.Showhoweachisrelatedtoagriculture.

7.IsLutherBurbank'sworktoberegardedasbotanicalorasagricultural?Why?Towhichofthesesciencesdoplantvariationandimprovementproperlybelong?

8.Inmanyschoolsagricultureanddomesticscienceareassociatedinthecurriculum.Whathavetheyincommontojustifythis?

9.Inthechemistryclassinacertainschoolfoodproductsareexaminedforpurity.Howwillthisincreasethepupils'knowledgeofchemistry?

10.Inacertainschoolsixgirlsappointedforthedaycookluncheonforonehundredpersons,sixothergirlsserveit,andsixothersfigurethecosts.Criticizethisplan.

11.Showhowsomeparticularphaseofagriculturalinstructionmayfunctioninagriculturalpractice.

12.Whatbenefitsaccruetoateacherfromthestudyofasubjectinitsramifications?

13.Inwhatrespectsisagricultureanoblepursuit?Compareitinthisrespectwithlaw.Howdoesagricultureleadtotheexerciseoffaith?Teaching?Law?Electricalengineering?

CHAPTERXVII

THESCHOOLANDTHECOMMUNITY

=Ananalogy.=--Ifwemaywinaconceptoftheanalogybetweenthe

vitalizedschoolandafiltration-plant,weshall,perhaps,gainaclearernotionofthepurposeoftheschoolandcomeuponajusterestimateofitsprocesses.Thepurposeofthefiltration-plantistopurify,clarify,andrendermoreconducivetolifethestreamthatpassesthrough,andthefunctionoftheschoolmaybestatedinthesameterms.Thestreamthatenterstheplantismurkyanddeeplyimpregnatedwithimpurities;thesamestreamwhenitissuesfromtheplantisclear,freefromimpurities,and,therefore,betterinrespecttonutritivequalities.Thestreamoflifethatflowsintotheschooliscomposedofmanyheterogeneouselements;thestreamthatissuesfromtheschoolis



farmorehomogeneous,clearer,morenearlyfreefromimpurities,and,therefore,moreconducivetothelifeandhealthofthecommunity.Thestreamoflifethatflowsintotheschooliscomposedofelementsfromallcountries,languages,andconditions.InthisareGreeksandbarbarians,JewsandGentiles,saintsandsinners,thewashedandtheunwashed,theignorant,thehigh,thelow,thedepraved,theweak,andthestrong.

=Life-givingproperties.=--Thestreamthatissuesfromtheschoolistheveryantithesisofallthis.Insteadofalltheseheterogeneouselements,thestreamwhenitcomesfromtheschooliscomposedwhollyofAmericans.Ahundredflagsmaybeseeninthestreamthatenterstheschool,butthestreamthatflowsoutfromtheschoolbearsonlytheAmericanflag.Theschoolhasoftenbeencalledthemelting-pot,inwhichthemanynationalitiesarefused;butitisfarmorethanthat.True,somehowandsomewhereintheschoolprocesstheseelementshavebeenmadetocoalesce,butthatisnottheonlychangethatiswrought.Thevolumeoflifethatissuesfromtheschoolisthesameasthatwhichenters,barringtheleakage,buttheresultantstreamisfarmorepotentinlife-givingpropertiesbecauseofitspassagethroughtheschool.

=Changeswrought.=--Whenweseethestreamenteringthefiltration-plantpollutedwithimpuritiesandthencomingforthclearandwholesome,weknowthatsomethinghappenedtothatstreamintransit.Similarly,when

weseethestreamoflifeenteringtheschoolasamereaggregationofmoreorlessdiscordantelementsandthencomingforthinavirtuallyunifiedhomogeny,weknowthatsomethinghashappenedtothatstreaminitsprogressthroughtheschool.Todeterminejustwhathappensineithercaseisataskforexpertsandatask,moreover,thatiswellworthwhile.Ineithercasewemaywellinquirewhetherthethingsthathappenaretheverybestthingsthatcouldpossiblybemadetohappen;and,ifnot,whatimprovementsarepossibleanddesirable.

=Anothermisconception.=--Theanalogybetweentheplantandtheschoolwillnotholdifwestillretainintheparlanceofschoolproceduretheexpression"gettinganeducation."Theactofgettingimpliesmaterialsubstance.Educationisnotasubstancebutaprocess,anditis

palpablyimpossibletogetaprocess.Sotherecanbenosuchthingasgettinganeducation,inspiteofthetenacityoftheexpression.Eventostatethefactwouldseemaltogethertrite,werewenotconfrontedeverydaywiththefactthatteachersandparentsareeitherunableorunwillingtosubstitutesomerightexpressionforthiswrongone.Educationisnottheprocessofgettingbut,rather,theprocessofbecoming,andthedifferenceisaswideasthedifferencebetweenthetrueandthefalse.

Justhowlongitwillrequiretoeradicatethisconceptionfromtheschoolandsocietynoonecanwellconjecture.Itspresenceinournomenclaturereveals,inamarkedway,thestrengthofhabit.Manyteacherswillgivewillingassenttothefactandthenusethe

expressionagainintheirnextsentence.Certainlyweshallnotevenapprehendthetruefunctionandprocedureofthevitalizedschooluntilwehaveeliminatedthisexpression.Ifweadmitthevalidityofthecontentionastothisexpression,thenwemayprofitablyresumetheconsiderationofouranalogy,for,inthatcase,weshallfindinthisanalogynoineptitude.

=Thevalidityoftheanalogy.=--Wecausethestreamofwatertopassthroughthefiltration-plantthatitmaybecomerectified;wecausethestreamoflifetopassthroughtheschoolthatitmaybecomerectified.



Whenthestreamofwaterbecomesrectified,bodilydiseaseisaverted;whenthestreamoflifeisrectified,mentalandspiritualdiseaseisaverted.Theanalogy,therefore,holdsgoodwhetherweconsidertheprocessitselforitseffect.Wehaveonlytostatethecasethustohaveopenedupforusawidefieldforprofitablespeculation.Thediseasesofmindandspiritthatinvadesocietyarethecausesthatliebackofourpolicecourts,ourprisons,and,veryoften,ouralmshouses.Hence,ifthestreamoflifecouldbeabsolutelyrectified,theseundesirableinstitutionswoulddisappear,andlifefortheentirecommunitywouldbefarmoreagreeablebyreasonoftheirabsence.

=Functionoftheschool.=--Theschool,then,isestablishedandadministeredtocarryonthisprocessofrectification.Bymeansofthisprocessignorancebecomesintelligence,coarsenessbecomesculture,strifebecomespeace,impuritybecomespurity,diseasebecomeshealth,anddarknessbecomeslight.Thechildcomesintotheschoolnottogetsomethingbuttohavesomethingdonetoandforhimthathemaybecomesomethingthathewasnotbefore,and,therefore,thathemaythebetterexecutehisfunctionsasamemberofsociety.Inshort,hecomesintotheschoolthathemaypassthroughtheprocessofrectification.Inthisprocesshelosesneitherhisname,hisextraction,hisidentity,norhisindividuality.Onthecontrary,alltheseattributesaresoacteduponbytheprocessthattheybecomeassetsofthecommunity.

=Language.=--Inordertoleadtoagreaterdegreeofclarityitmaybewelltobeevenmorespecificinexplainingthisprocessofrectification.Languageisfundamentalinalltheoperationsofsociety.Itisindispensabletothegrocer,thefarmer,thelawyer,thephysician,themanufacturer,thehousewife,andthelegislator.Itisthemeansbywhichmembersofsocietycommunicatewithoneanother,andwithoutcommunication,insomeform,therecanbenosocialintercourse,and,therefore,nosociety.Peopleareallinterdependent,andlanguageisthebondofunion.Theymustusethesamelanguage,ofcourse,andthewordsmustbeinvestedwiththesamemeaninginordertobeintelligible.

=Languageasocialstudy.=--Justheregreatcaremustbeexercisedorwe

shallgoastrayindepictingtheworkoftheschoolindealingwiththissubjectoflanguage.Thechildcomesintotheschoolwithlanguageofasort,butitneedsrectificationinordertorenderitreadilyavailableforthepurposesofsociety.Hereinliesthecruxofthewholematter.Ifthischildwerenottobecomeamemberofsociety,itwouldmatterlittlewhatsortoflanguageheusesorwhetherheusesanylanguage.Ifheweretobebanishedtosomeislandtheretodwellalone,languagewouldbeunnecessary.Hence,hisstudyoflanguageintheschoolis,primarily,forthewell-beingofsocietyandnotforhimself.Languageissoessentialtothelifeprocessesthat,withoutit,societywouldbethrownoutofbalance.Theneedsofsocietyareparamount,andhencelanguageasitconcernsthechildrelatestohimchieflyifnotwhollyasamemberofsociety.

=Grammar.=--Grammarisnothingelsethanlanguagereducedtoasystemofcommontermsthathavebeenagreeduponintheinterestsofsociety.Peoplehaveenteredintoalinguisticcompact,anagreementthatcertainwordsandcombinationsofwordsshallbeunderstoodtomeancertainthings.Thetradesmanmustunderstandthepurchaserortherecanbenoexchange.Theticket-agentmustunderstandtheprospectivetravelerorthelattercannottakethejourneyandreachhisdestination.Hence,grammar,withallthatthetermimplies,isameansoffacilitatingtheactivitiesofsocietyandpertainstotheindividualonlyinhis



relationtosociety.

=Needsofsociety.=--True,theindividualwillfindlifemoreagreeableinsocietyifheunderstandsthecommonlanguage,justasthetravelerismorecomfortableinaforeigncountryifheunderstandsitslanguage.Butweneedemphasisuponthestatementthatwehavegrammarintheschoolbecauseitisoneoftheneedsofsociety.Theindividualmaynotneedchemistry,butsocietydoesneedit,andtheschoolmustsomehowprovideitbecauseofthisneed.Henceweplacechemistryintheschoolasoneoftheingredientsofthesolventwhichweemployintheprocessofrectification.Thosewhoaresusceptibletotheinfluencesofthisingredientwillbecomeinoculatedwithitandbearitforthintotheusesofsociety.

=Caution.=--Butjustherewefindthemostdelicateanddifficulttaskoftheschool.HereweencountersomeofthefundamentalprinciplesofpsychologyasexplainedandemphasizedbyJames,McDougall,andStrayer.Herewemustbeginourquestforthenativetendenciesthatconditionsuccessfulteaching.Wemustdiscoverwhatpupilsaresusceptibletochemistrybeforewecanproceedwiththeworkofinoculation.Thishasbeenthesceneandsourceofmanytragedies.Wehavebeenwonttoaskwhetherchemistrywillbegoodfortheboyinsteadofmakinganefforttodiscoverwhethertheboywillbegoodforchemistry--whetherhisnativetendenciesrenderhimsusceptibletochemistry.

=Somemistakes.=--Ourprocedurehasoftencomebutlittleshortofaninquisition.WehavefollowedourownpredilectionsandprejudicesinsteadofbeingdocileatthefeetofNatureandaskingherwhattodo.Wehaveappliedopprobriousepithetsandresortedtoostracism.Wehavebeenfreelydispensingsuspensionsandexpulsionsinavainefforttoprovethattheschoolisbothomniscientandomnipotent.Wehavetriedtotransformapoetintoamechanic,ablacksmithintoanartist,andanastronomerintoaditcher.Andourcomplacencyinthepresenceofthemisfitsoftheschoolisthesaddesttragedyofall.Wehavetakencounselwithtraditionratherthanwiththenatureofthepupil,thewhilerejoicinginourowninfallibility.

=Nativedispositions.=--Societyneedsonlyalimitednumberofchemistsandonlysuchashavethenativetendenciesthatwillmakechemistrymosteffectiveintheactivitiesofsociety.Butwehavebeenproceedingupontheagreeableassumptionthateverypupilhassuchnativetendencies.Suchanassumptionabsolvestheschool,ofcourse,fromthenecessityofdiscoveringwhatpupilsaresusceptibletochemistryandofdevisingwaysandmeansofmakingthisimportantdiscovery.Becausewedonotknowhowtomakethisdiscoverywefindsolaceintheassumptionthatitcannotorneednotbemade.WethenproceedtoapplytheProcrusteanbedprinciplewiththeveryacmeof_sangfroid_.Hereisworkfortheefficiencyexpert.Whenchildrenaresittingatthetableoflife,thehomeandtheschoolincombinationoughttobeabletodiscoverwhatfoodtheycraveandnotinsistupontheireatingolives

whentheyreallycraveoatmeal.

=Theidealoftheschool.=--Weshallnothaveattainedtorightconditionsuntilsuchtimeasthestreamoflifethatissuesfromtheschoolshallcombinetheagencies,inrightproportionsandrelations,thatwillconservethebestinterestsofsocietyandadministeritsactivitieswiththemaximumofefficiency.Thisistheidealthattheschoolmustholdupbeforeitselfasthedeterminingplaninitseverymovement.Butthisidealpresupposesnomisfitsinsociety.Iftherearesuch,thenitwilldeclineinsomedegreefromtheplaneofhighest



efficiency.IftherearesomemembersofsocietywhoarestrainingattheleashwhichNatureprovidedforthemandaretryingtodoworkforwhichtheyhaveneitherinclinationnoraptitude,theycannotrenderthebestservice,andsocietysuffersinconsequence.

=Misfits.=--Thebooksteemwithexamplesofpeoplewhoarestrivingtofindthemselvesbyfindingtheirwork.Butnothinghasbeensaidofsocietyinthissamestrain.Wehaveonlytothinkofsocietyascomposedofallthepeopletorealizethatonlybyfindingitsworkcansocietyfinditself.Andsolongasthereisevenonememberofsocietywhohasnotfoundhimself,solongmustwelookuponthisoneexceptionasadiscordantnoteinthegeneralharmony.Ifonemanisworkingattheforgewhobynatureisfittedforaplaceatthedesk,thenneitherthismannorsocietyisatitsbest.Andalargemeasureoftheresponsibilityforsuchdiscordandmisfitsinsocietymustbelaidatthedooroftheschoolbecauseofitsinabilitytodiscovernativetendencies.

=Commoninterests.=--Therearemanyintereststhatallchildrenhaveincommonwhentheyentertheschoolinthemorning,andtheseinterestsmaywellbecomethestartingpointsintheday'swork.Theconversationsatbreakfasttablesandthemorningpaperbegetandstimulatemanyoftheseinterestsandtheschooldoesviolencetothechildren,thecommunity,anditselfifitattemptstotabootheseinterests.Itswork

istorectifyandnottosuppress.Whenthechildrenreturntotheirhomesintheeveningtheyshouldhaveclearerandlargerconceptionsofthethingsthatanimatedtheminthemorning.Iftheycomeintotheschoolallaglowwithinterestinthegreatsnowstormofthenightbefore,theteacherdoeswelltoholdthelessonindecimalsinabeyanceuntilshehasledaroundtothesubjectbymeansofreadingsorstoriesthathavetodowithsnowstorms.Theparamountandcommoninterestofthechildreninthemorningissnowand,therefore,thedayshouldholdsnowintheforegroundintheirthinking,sothat,atthecloseoftheday,theirhorizoninthesnow-worldmaybeextended,andsothattheymaythusbeabletomakecontributionstothehomeonthesubjectofsnow.

=Realinterests.=--Inthemorningthepupilshadobjectivesnowinwhichtheyrollickedandgamboledinglee.Alldaylongtheyhadsubjectivesnowinwhichtheteacherwithfinetechniquecausedthemtorevel;and,intheevening,theirconceptofsnowwassomuchenlargedthattheyexperiencedafreshaccessofdelight.Andthatdaywastheirsnowepiphany.Onthatdaytherewasnobreakinthestreamoflifeattheschoolhousedoor.Therewasnosupplantingoftherealinterestsofthemorningwithfictitiousinterestsoftheschool,tobeenduredwithillgraceuntiltherealinterestsofthemorningcouldberesumedintheevening.Onthecontrary,bysomemagicthatonlythevitalizedteacherknows,everyexerciseofthedayseemedtohavesnowasitscenter.Snowseemedtobethemajorinthereading,inthespelling,inthegeography,andinthehistory.

OnthatdaytheybecameacquaintedwithHannibalandhisstrugglesthroughthesnowoftheAlps.Onthatdaytheylearnedoftheavalanche,itsorigin,itsdevastatingpower,and,ofcourse,itsspelling.Onthatdaytheyread"SnowBound"andthesnowpoemsofLongfellowandLowell.Thusthestreamoflifewasclarified,rectified,andamplifiedasitpassedthroughtheschool,and,incidentally,theteacherandtheschoolwereglorifiedintheirthoughts.

=Circusday.=--Butsnowismerelytypical.Onotherdaysotherinterests



areparamount.Oncircusdaythechildren,again,haveacommoninterestwhichaffordstheteacherasupremeopportunity.Thedayhasbeenanticipatedbytheteacher,andthepupilshavecausetowonderhowandwhencesheeveraccumulatedsuchawealthofpicturesofanimallife.Alldaylongtheyareregaledwithasubjectivemenagerie,andwhentheyattendthecircusintheeveningtheyastonishtheirparentsbytheextentandaccuracyoftheirinformation.Theyknowtheanimalsbyname,theirhabitat,theirhabits,theirfood,andtheiruses.Inshort,theyseemedtohavecompassedaworkingknowledgeoftheanimalkingdominasingledaythroughtheskilloftheteacherwhoknowshowtomaketheschoolreÃ«nforcetheirlifeinterests.

=Thequalityoflife.=--Ifwenowextendthescopeofcommonintereststhatbelonginthecategorywiththesnowandtheanimals,weshallreadilyseethattheanalogyofthefiltration-plantholdsgoodintheentirerÃ©gimeofthevitalizedschool.Butwemustneverlosesightoftheadditionalfactthatthequalityoflifethatissuesfromtheschoolisfarbetterbecauseofitspassagethroughtheschool.Thevolumemaybeless,throughunfortunateleakage,butthequalityissomuchbetterthatitsvaluetosocietyisenhancedahundred-orathousand-fold.Thepeoplewhopassthroughtheschoolhavelearnedacommonlanguage,havebeenimbuedwithacommonpurpose,havelearnedhowtoliveandworkinheartyaccord,havecometorevereacommonflag,andhavebecomecitizensofacommoncountry.


1.Whatisthegeneralfunctionoftheschool?

2.Whatismeantbytheschool'sbeingthe"melting-pot"?

3.Whatobjectionistheretotheexpression"gettinganeducation"?Whatwouldbeabetterexpressiontoindicatethepurposeofattendingschool?

4.Whatdiseasesthatinvadesocietywouldbecheckedifinschoolthe

streamoflifewererectified?

5.Whyisitdesirablethatpupilsshallnotlosetheirindividualityinpassingthroughschool?

6.Whatistheprimarypurposeofeachschoolstudy,forinstance,language?

7.Whatisthetruepurposeofgrammar?

8.Whatdothesefunctionsoftheschoolandofitsstudiesteachusregardingtheadaptationofsubjectsandmethodstotheindividual?

9.TellsomethingoftheworkdoneinvocationalguidanceinBoston.

10.Tellsomethingofthemethodsemployedbysomecorporationsinchoosingemployeesnaturallyfittedforthework.

11.TellsomethingofthepsychologicaltestsforvocationsdevisedbyProfessorMÃ¼nsterberg.(PsychologyandIndustrialEfficiency,HugoMÃ¼nsterberg,HoughtonMifflinCo.,1913.)

12.Whatdoyouthinkisthepracticablewayofhelpingthepupilsin



yourschooltodevelopalongthelinesoftheirnaturalendowment?

13.Whatistheeffectonsocietywhenamandoesworkforwhichheisnotfitted?

14.Showsomewaysinwhichtheinterestsoftheschoolasawholemaybefosteredandanaturaldevelopmentoftheclassasawholebesecured.

15.Therehasbeenabigfireintown.Showhowtheinterestinthiseventmaybeusedintheday'swork.

16.Inwhatwaysisonewhohashadprivateinstructionlikelytobeapoorercitizenthanonewhohasattendedschool?

17.Whatconditionsmightcausesomeofthosewhogothroughschooltobepollutedinsteadofrectified?Whosefaultwoulditbe?

18.Whatquestionsshouldweaskourselvesaboutthethingsthatarebeingdoneinourschools?

CHAPTERXVIIIPOETRYANDLIFE

=Poetrydefined.=--Poetryhasbeendefinedas"amessagefromtheheartoftheartisttotheheartoftheman";and,seeingthattheheartisthecenterandsourceoflife,itfollowsthatpoetryisameansofeffectingatransfusionoflife.Thepoetponderslifelonganddeeplyandthengivesforthaninterpretationinartisticformthatissurchargedwiththeveryquintessenceoflife.Thepoetabsorbslifefromathousandsources--thesky,theforest,themountain,thesunrise,theocean,thestorm,thechildinthemother'sarms,andthemanathis

work,andthentransmitsitthattherecipientmayhaveanewinfluxoflife.Thepoet'squestislife,histhemeislife,andhisgifttomanislife.Hismissionistogainalargeraccessoflifeandtogivelifeingreaterabundance.Hegainsthemeaningoflifefromthesnowflakeandtheavalanche;fromthegrainofsandandthefertilevalley;fromtheraindropandthesea;fromthechirpofthecricketandthecrashingofthethunder;fromthefireflyandthelightning'sflash;andfromVesuviusandSinai.Toknowlifehelistenstothebaby'sprattle,themother'slullaby,andthefather'sprayer;helooksuponfacesthatshowjoyandsorrow,hopeanddespair,defeatandtriumph;andhefeelsthepulsationsofthetides,thehurricane,andthehumanheart.

=Howthepoetlearnslife.=--Hesitsbesidethebedofsicknessand

hearsthefeebleandbrokenwordsthattellofthepast,thepresent,andthefuture;hevisitsthefieldofbattleandseesthewreckageofthepassionsofmen;hegoesintothedungeonandhearstheravingsandrevilingsofadistortedsoul;hevisitspastoralsceneswherepeaceandplentyuniteinasongofpraise;heridesthemightyshipandknowstheheartbeatsoftheocean;hesitswithinthechurchandopensthedoorsofhissoultoitsholyinfluences;heentersthehovelwhosesqualorproclaimsittheabodeofignoranceandvice;hevisitsthehomeofhappinesswhereindustryandfrugalitypourforththeirbounteousgiftsandloveswaysitsgentlescepter;andhesitsatthefeetofhismother



andimbibeshergraciousspirit.

=Transfusionoflife.=--Andthenhewrites;andashewriteshispendripslife.Heknowsandfeels,and,therefore,heexpresses,andhiswordsarethedistillationsoflife.Hisspiritualpercipiencehasrenderedhissoulaveritablegardenofemotions,andwithhispenhetransplantstheseinthewrittenpage.Andmenseeandcometoplucktheflowerstotransplantagainintheirownsoulsthatthey,too,mayhaveagardenlikeuntohis.His_Ã©lan_carriesoverintothelivesofthesemenandtheyglowwiththeardorofhisemotionsandareinspiredtodeedsofcourage,ofservice,andofsolace.Foreveryflowerpluckedfromhisgardenanothergrowsinitssteadmorebeautifulandmorefragrantthanitsfellow,andheisreinspiredasheinspiresothers.Andthusinthistransfusionoflifethereisanundertowthatcarriesbackintohisownlifeandmakeshisspiritmorefertile.

=Aspiration.=--Whenhewouldteachmentoaspirehewrites"Excelsior"andsocausesthemtoknowthatonlyhewhoaspiresreallylives.Theyseethegroundling,theboor,thedrudge,andtheclowncontenttodwellinthevalleyamidtheloavesandfishesofanimaldesires,whilethemanwhoaspiresisstrugglingtowardtheheightswhencehemaygainanoutlookuponthegloriesthatare,knowthethrobandthrillofnewlife,andexperiencetheswingandsweepofspiritualimpulses.Hemakesthemtoknowthatthemanwhoaspiresrecksnotofcold,ofstorm,orof

snow,ifonlyhemayreachthesummitandlavehissoulintheglorythatcrownsthemarriageofearthandsky.Theyfeelthattheaspirantisbutyieldingobediencetothebehestsofhisbetterselftoscaletheheightswheresublimitydwells.

=Perseverance.=--Orhewritesthefourth"Ãneid"tomakemenfeelthatthepalmofvictorycomesonlytothosewhoperseveretotheend;thatdutydoesnotabdicateinfavorofinclination;andthatthehighgodswillnotholdguiltlessthemanwhostopsshortofItalytoloiteranddallyinCarthageeveninthesunshineofaDido'ssmile.WhenItalyiscalling,nosirensongofpleasuremustavailtolurehimfromhiscourse,normusthissailbefurleduntilthekeelgratesupontheItalianshore.Hisnavigatingskillmustguidehimthroughtheperilsof

ScyllaandCharybdisandthestoutheartofmanhoodmustbearhimpastMountÃtna'sfierymenace.Hisdauntlesscouragemustbravetheangerofthegreedywavesandboldlyridethemdown.Normusthiscupofjoybefulluntilthewished-forlandshallgreethiseagereyes.

=Overweeningambition.=--Or,again,thepoetmayyearntoteachthewrongofoverweening,vaultingambitionandhewrites"ParadiseLost"and"Recessional."HepicturesSatanoverthrown,liketheGiantswhowouldclimbintothethroneonOlympus.HepicturesHellasthefittingplaceforSatanoverthrown,andinhisownplacehepicturestheoutcastanddowncastSatanwrithingandcursingbecausehewasbalkedofhisunholyambition.And,lestmortalssinkfromtheirhighestate,bornedownbytheirsinsofunsanctifiedambition,heprays,andpraysagain,

"LordGodofHosts,bewithusyet,lestweforget,lestweforget."AndtheprayerechoesandreÃ«choesinthesouloftheman,andtheworldseeshislipsmovingintheprayerofthepoet,"Lestweforget,lestweforget."

=Nativeland.=--Or,again,hewritesBannockburnandthespiritisfiredwithpatrioticdevotiontonativeland.Wehearthebagpipeandthedrumandseethemartialclansgatheringinserriedranksandcatchtheglintoftheirarmsandarmorastheyflashbackthesunlight.Weheartheirlustycallsastheyrushtogethertodefendthehillsandthehomesthey



love.Wesee,again,theWallaceandtheBruceincitingvalorousmentodeedsofheroismandhearthehillsreÃ«choingwiththeshockofsteeluponsteel.Fromhilltohillthepibrochleaps,andheartsandfeetquickenatitssound.Andmothersarepressingtheirbairnstotheirbosomsastheycheertheirlovedonesawaytothestrife.Andwhiletheireyesareweepingtheirheartsaresaying:

"Whawillbeatraitorknave?Whacanfillacoward'sgrave?Whasobaseasbeaslave?Lethimturnandflee!"

=Faith.=--Andafterthesoundsofbattlearehushedhesings"ToMaryinHeaven"andcausesthemantostandinthepresenceoftheBurningBushandtohearthecommand"Putoffthyshoesfromoffthyfeet,fortheplacewhereonthoustandestisholyground."AndtheheartofthemangrowstenderasthepoetopenshiseyestocatchaglimpseofthelifeoffaiththatthestarforetellsevenastheStarofBethlehemwasprophetic.And,throughtheeyesofthelover,helooksoverintotheotherlifeandknowsthathisfaithisnotinvain.Andwhenfaithsitsenthroned,themusicofthebrookathisfeetbecomessweeter,thestarsshinemorebrightly,theearthbecomesaplaceofgladness,andlifeisfarmoreworthwhile.ThepoethascausedthescalestofallfromhiseyesandthroughthemthelightofHeavenhasstreamedintohissoul.

=Theteacher'sinfluxoflife.=--Andtheteacherimbibesthespiritofthepoetandbecomesvitalandthusbecomesattunedtoalllife.Flowersspringupinherpathwaybecausetheyareclaimingkinshipwiththeflowersthatarebloominginhersoul.Theinsectchirpsforthitsmusic,andherownspiritjoinsinthechorusoftheforest.Thebrookletlaughsasitripplesitswaytowardthesea,andherspiritlaughsinunisonbecausethepoethaspouredhislaughterintohersoul.Shestandsunafraidinthepresenceofthestormbecauseherfeelingformajestyovermastersherapprehensionofdanger.Thelightning'sflashmayrendtheoakbut,evenso,shestandsinmuteadmirationatthiswondrousmanifestationoflife.Herquickenedspiritrespondstotherollandreverberationofthethunderbecauseshehasgrowntowomanhood

throughthepoet'scopiousdraughtsoflife.

=Thebookoflife.=--Thevoicesofthenightenchantherandthestarstakeherintotheircounsels.Theswayingtreespeaksherlanguagebecausebothspeakthelanguageoflife.Shetakesdelightinthelexiconoftheplanetsbecauseitinterpretstoherthebookoflife,andintherevelationsofthisbookshefindsherchiefjoy.Forhertherearenodullmomentswhethershewandersbytheriver,throughtheglades,oroverthehills,becausesheiseverturningthepagesofthisbook.Shemovesamongthethingsoflifeandaccountsthemallherfriendsandcompanions.Sheknowstheirmoodsandtheirlanguageandwiththemholdsintimatecommunion.Theysmileuponherbecauseshecanreciprocatetheirsmiles.Lifetoherisabuoyant,ajoyousexperience

eachhourofthedaybecausethepoethaspouredintoherspirititsfuller,deepermeanings.

=Theteaching.=--Andbecausethepoethastouchedherspiritwiththewandofhispowerthewatersoflifegushforthinsparklingabundance.Andchildrencometothefountainofherlifeanddrinkofitswatersandaretherebyrefreshedandinvigorated.Thentheysmilebacktheirgratitudetoherintheirexuberanceofjoyouslife.




1.Whatispoetry?

2.Whatisthepurposeofrhyme?

3.Maywritinghavetheessentialsofpoetryandyethavenoregularrhythm?WhatofthePsalms?

4.Whyispoetryespeciallyvaluabletotheteacher?

5.Showhowsomepoemotherthanthosementionedinthechapterteachesalessonorgivesaninspiration.

6.Name,ifyoucan,somemethodsoftreatmentthatcausepoetrytofailtoaffectthelivesofthepupilsasitshould.

7.Suggestusesofpoetryandthetreatmentthatwillinsuretherightresults.

8.Istheredangerthatateachermaybecometooappreciativeorsusceptible--toopoeticintemperament?Recallobservationsofthosewhowereeithertoomuchsoortoolittle.

9.Istheredangerthatonemayhavetoomuchofagoodquality,oristhedangernotinhavingtoolittleofsomeotherquality?

10.Showhowawideandappreciativereadingofpoetrymakesforaproperbalanceoftemperament.

CHAPTERXIX

ASENSEOFHUMOR

=AnAmericanstory.=--ThereisastorytotheeffectthatacertainMr.Joneswasmuchgiventoboastingofhisearlyrising.Hestoutlymaintainedthathewasgoingabouthisworkeverymorningatthreeo'clock.Someofhisfriendswereinclinedtobeincredulousastohisrepresentationsandenteredintoakindlyconspiracytoputthemtothetest.AccordinglyoneofthenumberpresentedhimselfatthekitchendooroftheJonesresidenceonemorningathalf-pastthreeandmadeinquiryofMrs.Jonesastothewhereaboutsofherhusband,askingifhewasathome.InaverygraciousmannerMrs.Jonesreplied:"No,heisn'therenow.HewasaroundhereearlythismorningbutIdon'treallyknowwhereheisnow."Thisisaclean,fine,typicalAmericanstory,and,bymeansofsuchastory,wecantestforasenseofhumor.Theboyin

schoolwilllaughatthisstorybothbecauseitisagoodoneandbecauseheisanormalboy.Ifhedoesnotlaughatsuchastory,thereiscauseforanxietyastohismentalconditionorattitude.Iftheteachercannotordoesnotlaugh,adisharmonyisgeneratedatoncebetweenteacherandpupilwhichmilitatesagainstthewell-beingoftheschool.Iftheteacherreprimandstheboy,theboyascertainlydiscreditstheteacherandallthatsherepresents.Ifshecannotenjoysuchawholesomestory,hefeelsthatherarithmetic,geography,andgrammarareresponsible,andthesestudiesdeclinesomewhatinhisesteem.Moreover,hefeelsthattheteacher'sreprimandwasunwarranted



andunjustandhefainwouldconsortwithpeopleofhisownkind.Manyaboydesertsschoolbecausetheteacherisdevoidofthesavinggraceofhumor.Herinabilitytoseeorhaveanyfuninlifemakeshimuncomfortableandheseeksamoreagreeableenvironment.

=Humorinitsmanifestations.=--Asenseofhumordiffusesitselfthroughalltheactivitiesoflife,givingtothemallagentlequalitythateliminatesasperitiesandrendersthemgraciousandamiable.Likefirefliesthatbespanglethedarknessofthenight,humorscintillatesthroughalllife'sphasesandactivitiesandcausesthedaytogomorepleasantlyandeffectivelyon.Ittwinklesthroughthethoughtsandgivestolanguageasparkleandanicetythatcauseittoappealtotheartisticsense.Itgivestodiscourseapiquancythatstimulatesbutdoesnotirritate.Itistheflavorthatgivestospeechitsundulatoryquality,andredeemsitfromdesertsameness.Itpervadesthemotivesandgivesdirectionaswellasapleasingfertilitytoallbehavior.Itispervasivewithoutbecomingobtrusive.Itstealsintothesensesasquietlyasthedawnandcauseslifetosmile.Witmayflash,buthumorblithelyglidesintotheconsciousnesswitharadiantandkindlysmileuponitsface.Witmaystingandinflame,buthumorsoothesandcomforts.Themanwhohasagenerousadmixtureofhumorinhisnatureisanagreeablecompanionandasympatheticfriendtogrown-uppeople,tochildren,andtoanimals.Hisspiritisgenial,andpeoplebecomekindlyandmagnanimousinhispresence.

=OneofJohnB.Gough'sstories.=--ThecelebratedJohnB.Goughwaswonttotellastorythatwasaccountedoneofhismanymasterpieces.Itwasastoryofafree-for-allconventionwhereanyone,accordingtoinclination,hadtheprivilegeoffreelyspeakinghissentiments.Whenthefirstspeakerhadconcluded,amanintheaudiencecalledlustilyforaspeechfromMr.Henry.Thenanotherspoke,and,again,morelustilythanbefore,themandemandedMr.Henry.MoreandmorevociferousgrewthecallforMr.Henryaftereachsucceedingspeechuntil,atlast,thechairmanwithsomeacrimonyexclaimed:"ThemanwhoiscallingforMr.Henrywillpleasebequiet.ItisMr.Henrywhoisnowspeaking."Themanthusrebukedwassomewhatcrestfallen,butmanagedtosay,asifinahalf-soliloquy:"Mr.Henry!Why,thatain't

Mr.Henry.That'sthelittlechapthattoldmetoholler."

AttheconclusionofoneofhislecturesinwhichMr.Goughtoldthisstoryinhisinimitablestyle,amancametotheplatformandexplainedtohimthathehadafriendwhoseemedtolackasenseofhumorandwonderedifhemightnotprevailuponMr.Goughtotellhimthisparticularstoryinthehopethatitwouldcausehimtolaugh.InaspiritofadventureMr.Goughconsented,andatthetimeappointedtoldthestorytotheoldgentlemaninhisownbeststyle.Theoldgentlemanseemedtobedeeplyinterested,butattheconclusionofthestory,insteadoflaughingheartilyashisfriendhadhoped,hesolemnlyasked,"Whatdidhetellhimtohollerfur?"

=Themanwholacksasenseofhumor.=--Therewasnoanswertothisquestion,or,rather,hehimselfwastheanswer.Suchamanisobviouslyoutsidethepale,withouthopeofredemption.Ifsuchastory,toldbysucha_raconteur_,couldnottouchhim,heishopeless.Inhisspirituallandscapetherearenoundulations,butitrevealsitselfasamonotonousdead-levelwithoutstreamorverdure.Heeats,andsleeps,andwalksabout,buthewalksinaspiritualdaze.Tohimlifemustseemasomber,drabaffair.Ifhewereateacherinatraditionalschool,hewouldchillanddepress,buthemightbetoleratedbecauseasenseofhumorisnotoneofthequalificationsoftheteacher.But,inthe



vitalizedschool,hewouldbeintolerable.Ifchildrenshouldgotosuchateacherforspiritualrefreshment,theywouldreturnthirsty.Hehasnothingtogivethem,nobubblingwateroflife,nogeniality,nosuchgracesofthespiritasappealtobuoyantchildhood.Helacksasenseofhumor,andthatlackmakesaridtheexuberantsourcesoflife.Hemaysolveproblemsinarithmetic,buthecannotcompassthesolutionoftheproblemoflife.Thechildrenpityhim,andnogreatercalamitycanbefallateacherthantodeserveandreceivethepityofachild.Hemight,inaway,teachanatomy,butnotphysiology.Hemightbeabletodealwiththeanalytic.Hemightsucceedascuratorinamuseumofmummies,buthewillfailasateacherofchildren.

=Storyofaboy.=--Aseven-year-oldboywhowaslyingonhisbackontheflooraskedhisfatherthequestion,"Howlongsincetheworldwasborn?"Thefatherreplied,"Oh,aboutfourthousandyears."Inafewmomentsthechildsaidinatoneoffinality,"Thatisn'tverylong."Thenafteranotherinterval,heasked,"Whatwastherebeforetheworldwasborn?"Tothisthefatherreplied,"Nothing."Afteralapseoftwoorthreeminutesthechildgaveventtouncontrollablelaughterwhichresoundedthroughoutthehouse.When,atlength,thefatheraskedhimwhathewaslaughingat,hecouldscarcelycontrolhislaughtertoanswer.Butatlasthemanagedtoreply,"Iwaslaughingtoseehowfunnyitwaswhentherewasn'tanything."

=Thechild'simagination.=--Thephilosophercouldwellaffordtogivethehalfofhiskingdomtobeabletoseewhatthatchildsaw.Outofthegossamerthreadsoffancyhisimaginationhadwroughtapatternthattranscendsphilosophy.Thepicturethathisimaginationpaintedwassoextraordinarythatitproducedaparoxysmoflaughter.Thatpictureisfarbeyondthekenofthephilosopherandhewilllookforitinvainbecausehehasgrownawayfromthechildinpowerofimaginationandhaslostthechild'ssenseofhumor.Whatthatchildsawwillneverbeknown,forthepicturesoffancyareephemeral,butcertainitisthatthepowerofimaginationandakeensenseofhumoraretwooftheattributesofchildhoodwhoselossshouldgivebothhisfatherandhisteacherpoignantregrets.

=Thelittlegirlandherelders.=--Thelittlegirluponthebeachinveststhetinywaveletsnotonlywithlifeandintelligence,but,also,withasenseofhumorassheeludestheirslyadvancestoengulfherfeet.Shelaughsingleeattheirwaterypranksastheytwinkleandsparkle,nowadvancing,nowreceding,tryingtotakeherbysurprise.Shechidesthemfortheirduplicity,thenextolsthemfortheirprankishplayfulness.Shemakesthemhercompanions,andtheylaughinchorus.Ifsheknowsofsprites,andgnomes,andnymphs,andfairies,shefindsthemalldancingingleeatherfeetintheformofripplingwavelets.Andwhilesheisthusrefreshingherspiritfromthebrimmingcupoflife,hermatter-of-facteldersarereproachingherforgettingherdresssoiled.Totheparentortheteacherwholacksasenseofhumorandcannotenterintothelittlegirl'sconceptionoflife,adressis

ofmoreimportancethanthespiritofthechild.Buttheteacherortheparentwhohasthe"aptitudeforvicariousness"thatenableshertoenterintothechild'slifeinherfunandfrolicwiththeplayfulwater,andcanfeelthepresenceofthenymphsamongthewavelets,--suchateacherorparentwilladorntheschoolorthehomeandendearherselftothechild.

=Lincoln'shumor.=--ThelifeofAbrahamLincolnaffordsanotableillustrationofthesavingpowerofhumor.Rearedinconditionsofhardship,hisearlylifewasessentiallydrabandprosaic.In



temperamenthewasserious,withaninclinationtowardthemorbid,buthissenseofhumorredeemedthesituation.Whencloudsofgloomanddiscouragementloweredinhismentalsky,hiskeensenseofhumorpenetratedthedarknessandilluminedhispathway.Hewassometimestheobjectofderisionbecausemencouldnotcomprehendthedepthandbignessofhisnature,andhishumorwasoftenaccountedaweakness.ButtheGettysburgspeechrenderedfurtherderisionimpossibleandthewondrousalchemyofthataddresstransmutedcriticismintowillingpraise.

=Humorbetokensdeepfeeling.=--Laughterandtearsissuefromthesamesource,wearetold,andtheGettysburgspeechrevealedadepthandaqualityoftendernessthatmenhadnot,before,beenabletorecognizeorappreciate.Theabsenceofasenseofhumorbetokensshallownessinthatitrevealsaninabilitytofeeldeeply.Peoplewhofeeldeeplyoftenlaughinordertoforestalltears.Lincolnwasagreatsoulandhissenseofhumorwasoneelementofhisgreatness.Hisaptstoriesandhishumorouspersonalexperiencesoftencarriedoffasituationwherecoldlogicwouldhavefailed.Whetherhissenseofhumorwasagiftoranacquisition,itcertainlyservedthenationwellandgavetousallanexamplethatisworthyofemulation.

=TheteacherofEnglish.=--Manyteacherscould,withprofittothemselvesandtheirschools,sitatthefeetofAbrahamLincoln,not

onlytolearnEnglishbutalsotoimbibehissenseofhumor.NothingismorepatheticthantheeffortsofateacherwholacksasenseofhumortoteachabitofEnglishthataboundsinhumor,bymeansofthetextualnotes.Thenotesarebadenough,inallconscience,buttheteacher'slackofhumorpilesOssauponPelion.Thesolemnitythatpervadessuchmechanicalteachingwouldbefarcicalwereitnotsopathetic.Theteacherwhocannotindulgeinahearty,honest,ringinglaughwithherpupilsinsituationsthatarereallyhumorousiscertaintobelaughedatbyherpupils.Inherwork,asinLincoln's,asenseofhumorwilloftensavetheday.

=MarkTwainasphilosopher.=--MarkTwainwilleverbeaccountedaveryprinceofhumorists,andsohewas.Buthewasmorethanthat.Uponthe

currentofhishumorwerecarriedpreciouscargoesofthephilosophyoflife.Hishumorisoftensosubtlethatthesuperficialreaderfailstoappreciateitsfinequalityandmissesthephilosophyaltogether.Toextractthefullmeaningfromhiswritingonemustbeabletoreadnotonlybetweenthelinesbutalsobeneaththelines.Thesubtlequalityofhishumordefiesbothanalysisandexplanation.Ifitfailstotellitsownstory,somuchtheworseforthereader.Tosuchhumorashis,explanationamountstoanimpertinence.Peoplecaneitherappreciateitorelsetheycannot,andthere'stheendofthematter.

Inthegoodtimetocomewhentheschoolteachesreadingforthepurposeofpleasureandnotforexaminationpurposes,weshallhaveMarkTwainasoneofourauthors;anditistobehopedthatweshallhaveeditions

devoidofnotes.Thenotesmayservetogivethenameoftheeditoraplaceonthetitlepage,butthenotescannotaddtotheenjoymentoftheauthor'sgenialhumor.MarkTwainreignssupreme,andtheeditordoeswelltostanduncoveredinhispresenceandtowithholdhispen.

=ATwainstory.=--OneofMarkTwain'sstoriesissaidtobeoneofthemosthumorousstoriesextant.Thestoryrelateshowasoldierwasrushingoffthebattlefieldinretreatwhenacompanion,whoselegwasshattered,beggedtobecarriedoffthefield.Theappealmetawillingresponseandsoonthesoldierwasbearinghiscompanionawayonhis



shoulder,hisheadhangingdownthesoldier'sback.Unknowntothesoldieracannonballcarriedawaytheheadofhiscompanion.Accostedbyanothersoldier,hewasaskedwhyhewascarryingamanwhoseheadhadbeenshotaway.Hestoutlydeniedtheallegationand,atlength,droppedtheheadlessbodytoprovetheother'shallucination.Seeingthattheman'sheadwas,intruth,gone,heexclaimed,"Why,thedurnfooltoldmeitwashisleg."

=Humordefiesexplanation.=--Thehumorofthisstoryiscumulative.Wemaynotparseit,wemaynotanalyzeit,wemaynotannotateit.Wecansimplyenjoyit.And,ifwecannotenjoyit,wemayprayforaspiritualawakening,forsuchanendowmentofthesenseofhumoraswillenableustoenjoy,thatwemaynolongerleadlivesthatarespirituallyblind.BillNyewrote:

"Theautumnleavesarefalling,Theyarefallingeverywhere;TheyarefallingthroughtheatmosphereAndlikewisethroughtheair."

Woebetidetheteacherwhotriestoexplain!Thereisnoexplanation--thereisjustthehumor.Ifthateludesthereader,anexplanationwillnotavail.

AteacherofLatinreadtohispupils"TheHouse-BoatontheStyx"inconnectionwiththeirreadingofthe"Ãneid."Itwasgoodfunforthemall,andneverwasVirgilmorehighlyhonoredthanintheassiduousstudywhichthoseyoungpeoplegavetohislines.Theywereeagertocompletethestudyofthelessoninordertohavemoretimeforthe"House-Boat."Thehumorofthebookopenedwidethegatesoftheirspiritsthroughwhichthetruthsoftheregularlessonpassedblithelyin.


1.Whatisthesourceofhumorinahumorousstory?

2.Whenshouldtheteacherlaughwiththeschool?Whenshouldshenotdoso?

3.Howdoestheresponseoftheschooltoalaughableincidentreflecttheleadershipoftheteacher?

4.Whatcanbedonetobringmoreorbetterhumorintotheschool?

5.Compareascompanionsthosewhomyouknowwhoexhibitasenseofhumorwiththosewhodonot.

6.Comparetheirinfluenceonothers.

7.Whatcanbedonetobringhumorintoessayswrittenbythestudents?

8.Distinguishbetweenwitandhumor.Doeswitorhumorcausemostofthelaughterinschool?

9.Whatismeantbyan"aptitudeforvicariousness"?

10.HowdidLincolnmakeuseofhumor?IsthereanyhumorintheGettysburgspeech?Why?



11.Whatistherelationofpathostohumor?

12.GiveanexamplefromthewritingsofMarkTwainthatshowshimaphilosopheraswellasahumorist.

13.Whatbookscouldyoureadtothepupilstoenlivensomeofthesubjectsthatyouteach?

CHAPTERXX

TheElementofHumanInterest

=Yearningtowardbetterment.=--Muchhasbeensaidandwritteninrecenttimestouchingthematterandmannerofvitalizingandhumanizingthestudiesandworkoftheschool.Thediscussionshavebeennation-wideintheirscopeandmostfertileinplansandpracticalsuggestions.Nosubjectofgreaterimportanceorofmorefar-reachingimportnowengagestheinterestofeducationalleaders.Theyarequiteawarethatsomethingneedstobedone,butnoonehasannouncedthesovereignremedy.The

criticshavemademuchofthefactthatthereissomethinglackingorwronginourschoolprocedure,buttheycanneitherdiagnosethecasenorsuggesttheremedy.Theycanmerelycriticize.Wearehavingmanysurveys,buttheresultshavebeenmeagerandinadequate.Wehavebeenworkingatthecircumferenceofthecircleratherthanatthecenter.Wehavebeenstrivingtoreformoureducationaltraining,hopingforareflexthatwouldbesufficienttomodifytheentireschoolrÃ©gime.Wehaveaddeddomesticscience,hopingtherebytoreconstructtheschoolbyinoculation.Wehavelookedtoagricultureandothervocationalstudiesasthemagneticinfluencesofourdreams.Somethinghasbeenaccomplished,tobesure,butwearestillfardistantfromthegoal.Thebestthatwriterscandointheirbooksoreducationalconferencescandointheirmeetings,istoreportprogress.

=Theobstacleofconservatism.=--Oneofthegreatestobstacleswehavetosurmountinthiswholematterofvitalizingschoolworkisthehabitualconservatismoftheschoolpeoplethemselves.Themethodsofteachingthatobtainedintheschoolwhenwewerepupilshavegroovedthemselvesintohabitsofthinkingthatsmiledefianceatthetheoriesthatwehavemorerecentlyacquired.Whenweventureoutfromtheshorewewanttofeelaropeinourhands.Thesuperintendentspeaksferventlytopatronsorteachersonthesubjectofmodernmethodsinteaching,thenretirestohisofficeandtakesintimateandfriendlycounselwithtradition.Insailingtheeducationalseashemustneedskeepinsightthebuoysoftradition.Thismatterofconservatismiscitedmerelytoshowthatourprogress,intheverynatureofthecase,willbeslow.

=Schoolsofeducation.=--Anotherobstacleinthewayofprogresstowardthevitalizedschoolistheattitudeandteachingofmanywhoareconnectedwithcollegesofeducationandnormalschools.Wehavearighttolooktothemforleadership,butwefind,instead,thattheirpracticeslagfarintherearoftheirtheories.Theyteachaccordingtosuchdevitalizedmethodsandinsuchanunvitalizedwayastodiscreditthesubjectstheyteach.Itisonlyfromsuchoftheirstudentsasareproofagainsttheirstyleofteachingthatwemayhopeforaid.Onesuchteacherinacollegeofeducationinacourseofeightweeksonthe



subjectofSchoolAdministrationhadhisstudentscopyfiguresfromstatisticalreportsforseveraldaysinsuccessionandforfourandfivehourseachday.Thestudentsconfessedthattheironlyobjectivewasthegainingofcredits,andhadnointimationthattheworktheyweredoingwastofunctionanywhere.

=Themachineteacher.=--Suchworkisdeadeninganddisheartening.Ithasinitnoinspiration,nolife,nothing,inshort,thatconnectswithreallife.Suchateachercouldnotmaintainhimselfinawide-awakehighschoolforahalfyear.Theboysandgirlswoulddeserthimeveniftheyhadtodeserttheschool.Andyetteachersandprospectiveteachersmustendureandnotcomplain.Thosewhosubmitsupinelywillattempttorepeatintheirschoolsthesortofteachingthatobtainsinhisclasses,andtheirschoolswillsufferaccordingly.Hissortofteachingproclaimshimeithermoreorlessthanahumanbeingintheestimationofnormalpeople.Suchateacherdronesforthwearyplatitudesasifhisutteranceswereoracular.Theonlyprerequisiteforapositioninsomeschoolsofeducationseemstobeadegreeofacertainaltitudewithoutanyreferencetorealteachingability.

=Statisticsversuschildren.=--Suchteachingpalliateseducationalsituationswithoutaffordingasolution.Itissosteepedintraditionthatitresortstostatisticsasitwouldconsultanoracle.Welooktoseeitestablishingprecedentsonlytofinditfollowingprecedents.

Whenwewouldfindinitaleaderwefindmerelyafollower.Tosuchteachingstatisticalnumbersmeanfarmorethanlivingchildren.Indeed,childrenarebutobjectsthatbecomeusefulasameansofprovingtheories.Itlacksvitality,andthatissad;but,worstofall,itstrivesunceasinglytoperpetuateitselfintheschools.RealteachingpowerreceiveslooksaskanceinsomeofthesecollegesasifitborethemarkofCaininnotbeinguptostandardontheacademicside.Andyetthesecollegesareteachingtheteachersofourschools.

=Teachingpower.=--Hence,theworkofvitalizingtheschoolmustbegininourcollegesofeducationandnormalschools,andthisbeginningwillbemadeonlywhenweplacetheemphasisuponteachingpower.Thehumanqualitiesoftheteachersmustbesopronouncedthattheybecometheir

mostdistinguishedcharacteristics.Itisasadcommentaryuponoureducationalprocessesifamanmustpointtothelettersofhisdegreetoprovethatheisateacher.Histeachingshouldbeofsuchanatureastojustifyandglorifyhisdegree.Asthepreacherreceiveshisdegreebecausehecanpreach,sotheteachershouldreceivehisdegreebecausehecanteach,evenifwemustcreateanewdegreebywhichtodesignatetherealteacher.

=Degreesandhumanqualities.=--Thereisnodisparagementoftheacademicdegreeinthestatementthatitprovesabsolutelynothingtouchingtheabilitytoteach.Itproclaimsitspossessorastudentbutnotateacher.Yet,inourpractices,weproceedupontheassumptionthatteacherandstudentaresynonymous.Weholdexaminationsfor

teachersinourschools,butnotforteachersinourcollegesofeducation.Hisdegreeisthemagictalismanthatcausesthedoorstoswingwideopenforhim.Besides,hisverypresenceinsideseemstobeprimafacieevidencethatheisasuccess,andallhisstudentsaresupposedtojoininthegeneralchorusofpraise.

=Lifethegreathumaninterest.=--Thebooksareeloquentandpersistentintheiradmonitionsthatweshouldattachallschoolworktothenativeinterestsofthechild.Tothisdictumthereseemstobeuniversalandheartyassent.Butwedonotseemtorealizefully,asyet,thatthebig



nativeinterestofthechildislifeitself.Wehavenot,asyet,foundthewaytoenmeshtheactivitiesoftheschoolinthelifeprocessesofthechildsothattheseschoolactivitiesareasmuchapartofhislifeashisfood,hisgames,hisbreathing,andhissleep.Wehavebeeninterpretingsomeofthemanifestationsoflifeashisnativeinterestsbuthavefailedthustointerprethislifeasawhole.Thechildisbuttheaggregateofallhisinherentinterests,andwemustknowtheseinterestsifwewouldfindthechildsoastoattachschoolworktothechildhimself.

=Thechildasawhole.=--Hereisthecruxoftheentirematter,herethebigproblemforthevitalizedschool.Wehavebeentakinghispulse,testinghiseyes,takinghistemperature,andmakingexaminationsfordefects--andthesethingsareexcellent.Butallthesethingscombineddonotrevealthechildtous.Weneedtogobeyondalltheseinordertofindhim.Wemustknowwhathethinks,howhefeelsastopeopleandthings,whathisaspirationsare,whatmotivesimpelhimtoaction,whatarehisintuitions,whatthingshedoesinvoluntarilyandwhatthroughvolitionorcompulsion.Withsuchdataclearlybeforeuswecanproceedtoattachschoolworktohisnativeinterests.Wehavebeenstrivingtobendhimtoourpreconceivednotioninsteadoffindingoutwhoandwhatheisasaconditionprecedenttointelligentteaching.

=Threetypesofteachers.=--Thethreetypesofteachersthathavebeen

muchexploitedinthebooksaretheteacherwhoconceivesittobeherworktoteachthebook,theonewhoteachesthesubject,andtheonewhoteachesthechild.Thenumberofthefirsttypeisstillverylargeinspiteofallthebooksthatinveighagainstthisconception.Itwereeasytofindateacherwhosepracticeindicatesthatshethinksthatallthearithmeticthereisoroughttobeistobefoundinthebookthatliesonherdesk.Itseemsnottooccurtoherthatascoreofbooksmightbewrittenthatwouldbeequalinmerittotheonesheisusing,someofwhichmightbefarbetteradaptedtothechildreninherparticularschool.Ifshewereaskedtoteacharithmeticwithouttheaidofabook,shewouldshedcopioustears,if,indeed,shedidnotresign.

=Thefirsttype.=--TosuchateacherthebookistheUltimaThuleofall

herendeavors,andwhenthepupilscanpasstheexaminationshefeelsthatherworkisasuccess.Iftheprobleminthebookdoesnotfitthechild,somuchtheworseforthechild,andsheproceedstotrytomakehimfittheproblem.Itdoesnotoccurtohertoconstructproblemsthatwillfitthechild.Whenshecomestothesolutionoftherighttriangle,thebaseballdiamonddoesnotcometohermind.Shehastheboylearnaruleandtrytoapplyitinsteadofhavinghimfindthedistancefromfirstbasetothirdinadirectline.Inherthinkingsuchaproceedingwouldbebanalbecauseitwouldviolatethesanctityofthebook.Shemustadheretothebookthoughtheheavensfall,andtheboywiththem.

=Thebooksupreme.=--Sheseemsquiteunabletodrawuponthefarm,the

grocery,thestore,ortheplaygroundforsuitableproblems.Thesethingsseemtobeobscuredbyhersupremedevotiontothebook.Shelacksfertilityofresources,nordoessherealizethislack,becausehereyesarefasteneduponthebookratherthanuponthechild.Weresheasintentuponthechildassheisuponthebook,hisinterestswoulddirectattentiontothethingstowardwhichhisinclinationsyearnandtowardwhichhisaptitudeslurehim.Insuchacase,heringenuityandresourcefulnesswouldroamoverwidefieldsinquestoftheobjectsofhisnativeinterestsandshewouldreturntohimladenwithmaterialthatwouldfittheneedsofthechildfarbetterthanthematerialof



thebook.

=Thechildsupreme.=--Theteacherwhoseprimaryconsiderationisthechildandwhoseesinthechildtheobjectandfocusofallheractivities,nevermakesafetishofthebook.Ithasitsuse,tobesure,butitissubordinateintheschemeofeducation.Itisnotanecessity,butamereconvenience.Shecoulddispensewithitentirelyandnotdoviolencetothechild'sinterests.Nobookislargeenoughtocompassallthatsheteaches,forsheforagesineveryfieldtoobtainproperandpalatablefoodforthechild.Sheteacheswiththegrainofthechildandnotagainstthegrain.Ifthebookcontainswhatsherequiresinherwork,sheusesitandisgladtohaveit;but,ifitdoesnotcontainwhatsheneeds,sheseeksitelsewhereanddoesnotreturnempty-handed.

=Illustrations.=--Sheplacesthetruthshehopestoteachinthepathofthechild'sinclination,andthisistakenintohislifeprocesses.Lifedoesnotstopatway-stationstotakeonsupplies,butabsorbsthesuppliesthatitencountersasitmovesalong.Thisteacherdoesnotstoptheballgametoteachtherighttriangle,butmanagestohavetheproblemsolvedinconnectionwithorasapartofthegame.Shedoesnottaboothemorningpaperinordertohavealessoninhistory,butbeginswiththepaperasafavorablestartingpointtowardthelesson.Shedoesnotconfiscatethecontentsoftheboy'spocketascontraband,butis

gladtoavailherselfofalltheseasindicesoftheboy'sinterests,and,therefore,guidesforherteaching.

=Attitudetowardteachingmaterials.=--Whentheboycarriesatoadtoschool,shedoesnotshudder,butratherrejoices,becausesheseesinhimapossibleAgassiz.Whenhedisplaysaninterestinplantlife,sheseesinhimanotherBurbank.Whenshefindshimdrawingpicturesathisdesk,shesmilesapproval,forsheseesinhimanotherRaphael.Shedoesnotdisdainthelowliestinsect,reptile,orplantwhenshefindsitwithinthecircleofthechild'sinterests.Sheiswilling,nayeager,toransacktheuniverseifonlyshemaycomeuponelementsofnutritionforherpupils.Fromeveryflowerthatbloomsshegathershoneythatshemaydistillitintothelifeofthechild.Shedoesnotcoddlethe

child;shegiveshimnourishment.

=History.=--Herhistoryisaswideashumanthoughtandashighashumanaspiration.ItincludestheRosettastoneandthemorningpaper.Ittravelsbackfromtheclothingofthechildtothecottongin.Thestitchinthelittlegirl'sdressistheindexfingerthatpointstothepagethatdepictstheinventionofthesewingmachine.EveryengineleadsherbacktoWatt,andshetakesthechildrenwithher.EveryforeignmessageinthedailypaperrevivesthestoryofFieldandthelayingoftheAtlanticcable.EverymentionofthePresident'scabinetgivesoccasionforreviewingthecabinetsofotherPresidentswithcomparisonsandcontrasts.Athermagictouchthelibrariesandgalleriesyieldforthrichtreasuresforherclassroom.Lifeisthe

textbookofherstudy,andthelifeofthechildisthegoalofherendeavors.

=Thechild'snativeinterests.=--Inbrief,sheisteachingchildrenandnotbooksorsubjects,andtheinterestsofthechildrentakeemphaticprecedenceoverherown.Sheentersintothelifeofthechildandmakesexcursionsintoalllifeaccordingtothedictatesofhisinterests.Thechildisthebignativeinteresttowhichsheattachestheworkoftheschool.Theprogramiselasticenoughtoencompasseverychildinherschool.Herprogramisagardeninwhichsomethingisgrowingforeach



child,andshecultivateseveryplantwithsympatheticcare.Sheconsidersitnohardshiptolearntheplant,theanimal,theplace,orthefactinwhichthechildfindsinterest.Becauseofthechildandforthesakeofthechildsheinvestsallthesethingswiththequalityofhumaninterest.

=Theschoolandthehome.=--Arithmetic,language,history,andgeographytouchlifeatathousandpoints,andwehavebuttoselectthepointsofcontactwiththelifeofeachpupiltorenderanyoralloftheseavitalpartoftheday'sworkandtheday'slife.Theyarenotthingsthataredetachedfromthechild'slife.Thechild'serrandtotheshopinvolvesarithmetic,andthevitalizedteachermakesthisfactapartoftheworkingcapitaloftheschool.Thedinnertableaboundsingeography,andtheteacherisquicktoturnthisfacttoaccountintheschool.Herfertilityofresources,coupledwithhervitalinterestinhumanbeingsandhumanaffairs,soonestablishesareciprocalrelationbetweenthehomeandtheschool.Similarly,shecausesthelanguageoftheschooltoflowoutintothehome,thefactory,andtheoffice.

=Theskilloftheteacher.=--Historyisnotaschoolaffairmerely.Itisalifeaffair,andthroughallthecurrentsoflifeitmaybemadetoflow.Thelanguages,Latin,German,French,Spanish,areexpressionsandinterpretationsoflife,andtheymaybemadetoappearwhattheyreallyareiftheteacherisresourcefulenoughandskillfulenoughtoattach

themtothelifeofthepupilbythehumanligamentsthatareeverathand.Chemistry,physics,botany,andphysiologyallthrobwithlifeifonlytheteachercanplacethefingersofthepupilsontheirpulses.Giventhehumanteacher,thehumanchild,andthehumanizedteaching,thevitalizedschoolisinevitable.


1.Whatagencieshavebeenemployedwiththeexpectationthattheywouldimprovetheschool?

2.Whatarethereasonswhysomeofthesehavenotaccomplishedmore?

3.Giveinstancesinwhichtheconservatismofteachersseemstohavestoodinthewayofutilizingtheelementofhumaninterest.

4.Whatdoyouthinkofateacherwhoassertsthatnoimportantadvancehasbeenmadeineducationaltheoryandpracticesince,say,1910?

5.Makeanoutlineofwhatyouthinkacollegeofeducationshoulddofortheschool.

6.Whatwouldyouexpecttogainfromacourseinschooladministration?

7.ThepresidentofatleastoneOhiocollegepersonallyinspectsand

checksuptheworkoftheprofessorsfromthestandpointofproperteachingstandards,andhasthemvisitoneanother'sclassesforfriendlycriticismandobservation.Hereportsimprovementinthestandardofteaching.Howishisplanapplicableinyourschool?

8.Acityhighschoolprincipalstatesthatitisnothiscustomtovisithisteachers'classes;thatheknowswhatisgoingonandthatheinterferesonlyifsomethingiswrong.Whatdoyouthinkofhispractice?Howistheprincipleapplicableinyourschool?



9.Dothedutiesofasuperintendenthavetodoonlywithcurriculumanddiscipline,orhavetheytodoalsowithteachingpower?

10.Whataresomeofthewaysinwhichyouhaveknownsuperintendentssuccessfullytoincreasetheteachingpoweroftheteachers?

11.Whatthingsdoweneedtoknowaboutachildinordertoutilizehisinterests?

12.Distinguishthreetypesofteachers.

13.Whataretheobjectionstoteachingthebook?

14.Whataretheobjectionstoteachingthesubject?

15.Whataresomeitemsofschoolworkuponwhichsometeachersspendtimethattheyshoulddevotetofindingmaterialssuitedtothechild'sinterests?

16.Canoneteacherutilizealloftheinterestsofachildwithinanine-monthterm?Whatisthemeasureofhowfarsheshouldbeexpectedtodoso?

CHAPTERXXI

BEHAVIOR

=Behaviorinretrospect.=--Thecaptionofthischapterimpliesthebehaviorofhumanbeings,asamatterofcourse,andthestudyofthissubjectis,atonce,bothalluringandillusive.Nosoonerhasthestudentarrivedatdeductionsthatseemconclusivethanexceptionsbegintoloomuponhisspeculativehorizonthatdisintegratehistheoriesandcausehimtoretracethestepsofhisreasoning.Suchastudyaffords

largescopeforintrospection,buttoofewpeopleinclinetoexaminetheirownbehaviorinanymentalattitudethatapproachesthescientific.Theothersseemtothinkthatthingsjusthappen,andthattheirownbehaviorisfortuitous.Theyseemnottobeabletoreasonfromeffectbacktocause,ortorealizethattheremaybeanypossibleconnectionbetweenwhattheyaredoingatthepresentmomentandwhattheyweredoingtwentyyearsago.

=Environment.=--Inwhatmeasureisamantheproductofhisenvironment?Towhatextentisamanabletoinfluencehisenvironment?Thesequestionsstartusonalineofinquirythatleadstowardtherealmof,atleast,ahypotheticalsolutionoftheproblemofbehavior.Afterwehavereachedtheconclusion,bymeansofconcreteexamples,thatmany

menhaveinfluencedtheirenvironment,itbecomespertinent,atonce,toinquirestillfurtherwhencethesemenderivedthepowerthustomodifytheirenvironment.Wemaynotbeabletoreachfinalorsatisfactoryanswerstothesequestions,butitwill,nonetheless,proveaprofitableexercise.Weneednottrenchuponthetheologicaldoctrineofpredestination,butwemay,withimpunity,speculateuponthepossibilityofadoctrineofeducationalpredestination.

=Queries.=--WasMr.GeorgeGoethalspredestinedtobecometheengineerofthePanamaCanalfromthefoundationoftheworld,ormighthehave



becomeafarmer,aphysician,orapoet?CouldJuliusCÃ¦sarhaveturnedbackfromtheRubiconandrefrainedfromsaying,"Thedieiscast"?CouldAbrahamLincolnhavewithheldhispenfromtheEmancipationProclamationandpermittedthenegroracetocontinueinslavery?CouldanyinfluencehavedeterredWalterScottfromwriting"Kenilworth"?WasRobertFulton'sinventionofthesteamboatinevitable?CouldChristopherColumbuspossiblyhavedoneotherwisethandiscoverAmerica?Doeseducationhaveanythingwhatevertodoindeterminingwhatamanwillorwillnotdo?

=Antecedentcauses.=--Heresitsaman,letussay,whoiswritingamusicalselection.Heworksinaveritablefrenzy,andallelseseemsnegligibleforthetime.Hewell-nighdisdainsfoodandsleepintheintensityofhisinterest.Isthisparticularepisodeinhislifemerelyhappening,ordoessomecausativeinfluenceliebackofthiseventsomewhereintheyears?Didsomeinfluenceofhome,orschool,orplaygroundgivehimanimpulseandanimpetustowardthisevent?Or,inotherwords,aretheactivitiesofhisearlierlifefunctioningonthebitofpaperbeforehim?Ifthisisaneffect,whatandwherewasthecause?Inthecaseofanytypeofhumanbehaviorcanwepostulateantecedentcauses?Ifahundredmusicianswerewritingmusicalcompositionsatthesamemoment,wouldtheyoffersimilarexplanationsoftheirbehavior?

=Leadership.=--Asaworkinghypothesis,itmaybeaverredthatabilitytoinfluenceenvironmentbetokensleadership.Withsuchameasuring-rodinhandwemaygooutintothecommunityanddetermine,withsomedegreeofaccuracy,whoareleadersandwhoaremerefollowers.Thenweshouldneedtogofurtheranddiscoverdegreesofleadership,whethersmallorlarge,and,also,thequalityoftheleadership,whethergoodorbad,wiseorfoolish,selfishoraltruistic,noisyorserene,andallthemanyothervariations.Havingdoneallthis,wearestillonlyonthethresholdofourstudy,forwemustreasonbackfromouraccumulatedfactstotheirantecedentcauses.Ifwescoreoneman'sleadershipfiftyandanother'seighty,haveweanypossiblewarrantforconcludingthattheinfluencesintheirearlylifethattendtogenerateleadershipwereapproximatelyasfivetoeight?

=Restrictedconcepts.=--Thisquestioniscertaintoencounterincredulity,justasitiscertaintoraiseotherquestions.Bothresultswillbegratifyingasshowinganawakeningofinterest,whichisthemostandthebestthatthepresentdiscussioncanpossiblyhopetoaccomplish.Verymany,perhapsmost,teachersinthetraditionalschooldotheirteachingwithreferencetothenextexamination.Theyremindtheirpupilsdailyoftheon-comingexaminationandremindthemofthedireconsequencesfollowingtheirfailuretoattainthepassinggradeofseventy.Theyaskwhatanswerthepupilwouldgivetoacertainquestionifitshouldappearintheexamination.Iftheycansomehowgettheirpupilstosurmountthatbarrierofseventyatpromotiontime,theyseemquitewillingtoturntheirbacksuponthemandlettheteacherinthe

nextgrademakewhatshecanofsuchunprofitablebaggage.

=Eachlessonaprophecy.=--Andwestillcallthiseducation.Itisn'teducationatall,butthemeresthackwork,andthetragedyofitisthatthechildistheonetosuffer.Theteachergoesonhercomplacentwayhappyintheconsciousnessthatherpupilswerepromotedand,therefore,shewillretainherplaceonthepayroll.Itweremorelogicaltohavethesameteachercontinuewiththepupilduringhisentireschoollifeoftwelveyears,for,inthatcase,herinterestinhimwouldbecontinuousratherthantemporaryandspasmodic.Butthe



presentplanofchangingteacherswouldbeevenbetterthanthatifonlyeveryteacher'sworkcouldbemadetoprojectitselfnotonlytograduationday,buttothedaysofmaturemanhoodandwomanhood.Ifonlyeveryteacherwereabletomakeeachlessonavitalprophecyofwhatthepupilistobeandtodotwentyyearshence,thenthatlessonwouldbecomeaconditionprecedenttothepupil'sfuturebehavior.

=Outlook.=--Gropingaboutinthetwilightofpossibilitieswespeculateinamildandsuperficialwayastotheextenttowhichheredity,environment,andeducationeithersinglyorincombinationaredeterminingfactorsinhumanbehavior.Butwhennodefiniteanswerisforthcomingweloseinterestinthesubjectandhaverecoursetothetraditionalmethodsofourgrandfathers.Welosesightofthefactthatinourquestforthesolutionofthisproblemwearecomingnearerandnearertotheanswertotheperennialquestion,Whatiseducation?Hence,neitherthetimenortheeffortiswastedthatwedevotetothisstudy.Wemaynotunderstandheredity;wemayfindourselvesbewilderedbyenvironment;wemaynotapprehendwhateducationis;butbykeepingallthesecloselyassociatedwithbehaviorinourthinkingweshallbethegainers.

=Longdivisionramified.=--Weareadmonishedsotoorganizetheactivitiesoftheschoolthattheymayfunctioninbehavior.Thatisanadmonitionofstupendousimportaswediscoverwhenweattemptto

compassthecontentofbehavior.OneoftheactivitiesoftheschoolisLongDivision.Thisisrelativelysimple,butthepossiblebehaviorinwhichitmayfunctionisfarlesssimple.Inthepast,thissameLongDivisionhasfunctionedintheBrooklynBridge,intheHoosacTunnel,andWashingtonMonument,intheSimplonPass,andinEiffelTower.Ithashelpedustotravelupthemountainsideonfunicularrailways,underneathriversandcitiesbymeansofsubways,undertheoceaninsubmarines,andintheairbymeansofaircraft,andoverthetopsofcitiesonelevatedrailways.Onlytheprophetwouldhavethetemeritytopredictwhatfurtherachievementsthefutureholdsinstore.Butallthathasbeendoneandallthatwillyetbedoneareonlyapartofthebehaviorinwhichthisactivityfunctions.

=Behavioramplified.=--Humanbehaviorrunstheentiregamut,fromthebestialtothesublime,withallthegradationsbetween.Ithastodowiththemeanthiefwhopilfersthepettytreasuresofthelittlechild,andwiththehigh-mindedphilanthropistwhowalksandworksinobediencetothebehestsofaltruism.Itincludesthefrowzyslatternwhooffendsthesightandalsothehigh-bornladyofqualitywhosepresenceexhalesand,therefore,inspiresto,refinementandgrace.Ithastodowiththecoarseboorwhodefileswithhispersonandhisspeechandthecourtly,culturedgentlemanwhobecomestheexemplarofthosewhocomeunderhisinfluence.Ittouchesthedepravedgaminofthealleyandthecelebratedscholarwhosepenandvoiceshedlightandcomfort.Itconcernsitselfwiththedarklurkingplacesoftheprowlersofthenightwhopreyuponinnocence,virtue,andprosperityandwiththeculturedhomewhose

membersmakeandglorifycivilization.

=Itsscope.=--Itswingsthroughthemightyarc,fromtheanarchistplottingdevastationanddeathuptoSocratesincitinghisfriendstogoodcourageashedrinksthehemlock.IttakescognizanceoftheslaveinhiscabinnolessthanofLincolninhisactofsettingtheslavesfree.IttouchestheextremesinMrs.GrundyandClaraBarton.ItconcernsitselfwithMedeascatteringthelimbsofhermurderedbrotheralongthewaytodelayherpursuersandwithAntigoneperformingtheritesofburialoverthebodyofherbrotherthathissoulmightlive



forever.IthastodowithCirce,whotransformedmenintopigs,andwithFrancesWillard,whosoughttorestorelostmanhood.ItincludesallthatpertainstoLucreziaBorgiaandMaryMagdalene;NeroandPhillipsBrooks;JohnWilkesBoothandNathanHale;BeckySharpandEvangeline;GonerilandCordelia;andBenedictArnoldandGeorgeWashington.

=Behaviorinhistory.=--Beforetheteachercanwinastarting-pointinhereffortstoorganizetheactivitiesofherschoolinsuchamannerthattheymayfunctioninbehavior,shemusthaveaprettyclearnotionastowhatbehaviorreallyis.Togainthiscomprehensivenotionshemustreviewinherthinkingtheeventsthatmakeuphistory.Inthepresenceofeachoneoftheseeventsshemustrealizethatthisisthebehaviorinwhichantecedentactivitiesfunctioned.Thenshewillbefreetospeculateuponthecharacterofthoseactivities,whatmodifications,accretions,orabrasionstheyexperiencedinpassingfromtheplaceoftheirorigintotheeventbeforeher,andwhetherlikeactivitiesinanotherplaceoranotheragewouldfunctioninasimilarevent.Sheneednotbediscouragedifshefindsnoadequateanswer,forshewillbethebetterteacherbecauseofthespeculation,evenlackingadefiniteanswer.

=Machinery.=--Shemustchallengeeverypieceofmachinerythatmeetshergazewiththequestion"Whencecamestthou?"Sheknows,inavagueway,

thatitistheproductofmind,butsheneedstoknowmore.Sheneedstoknowthatthemachineuponwhichsheislookingdidnotmerelyhappen,butthatithasahistoryasfascinatingasanyromanceifonlyshecauseittogivefortharevelationofitself.Shemayfindintracingtheevolutionoftheplowthattheoriginalwastheforefingerofsomecaveman,intheremotepast.Foracertainty,shewillfind,lurkinginsomemachine,insomeform,themultiplicationtable,andthisfactwillformaninterestingnexusbetweenbehaviorintheformofthemachineandtheactivitiesoftheschool.Shewillbedelightedtolearnthatnomachinewaseverconstructedwithouttheaidofthemultiplicationtable,andwhensheisteachingthistablethereaftershedoestheworkwithkeenerzest,knowingthatitmayfunctioninanothermachine.

=Art.=--Whenshelooksatthe"CaptiveAndromache"byLeightonsheisinvolvedinanetworkofspeculations.Shewondersbywhatdeviouswaysthemindoftheartisthadtraveledinreachingthistypeandexampleofbehavior.Shewonderswhethertheartisticimpulsewasborninhimorwhetheritwasacquired.SheseesthatheknewhisHomerandshewouldbegladtoknowjusthowhisreadingofthe"Iliad"hadcometofunctioninthisparticularpicture.Shefurtherwonderswhatlessonsindrawingandpaintingtheartisthadhadintheschoolsthatfinallyculminatedinthismasterpiece,andwhetheranyofhisclassmateseverachieveddistinctionasartists.Shewonders,too,whetherthereisanembryoartistinherclassandwhatsheoughttodointhefaceofthatpossibility.Againshewondershowgeography,grammar,andspellingcan

bemadetofunctioninsuchapaintingasRosaBonheur's"ThePloughOxen,"andherwonderservestoinvestthesesubjectswithnewmeaningandpower.

=Shakespeare.=--IntheschoolatStratfordtheypointedouttoherthedeskatwhichShakespearesatasalad,withallitsboyishhieroglyphics,andherthoughtinstinctivelyleapedacrosstheyearsto"TheTempest,""KingLear,"and"Hamlet."Shepondereddeeplytherelationbetweentheactivitiesoftheladandthebehavioroftheman,wonderinghowmuchtheschoolhadtodowiththeplaysthatstandalone



inliterature,andwhetherheimbibedthepowerfromassociations,frombooks,frompeople,orfromhisancestors.Shewonderedwhatmagicingredienthadbeendroppedintotheactivitiesofhislifethathadproventhedeterminingfactorintheplaysthatsethimapartamongmen.Sherealizesthathisbehaviorwasdistinctive,andshefainwoulddiscoverthetalismanwhosepotentinfluencedeterminedthebentandpowerofhismind.Andshewonders,again,whetheranypupilinherschoolmayeverexemplifysuchbehavior.

=History.=--Whenshereadsherhistoryshehasakeener,deeper,andwiderinterestthaneverbefore,forshenowrealizesthateveryeventofhistoryisaneffect,whoseincitingcausesliebackintheyears,andisnotfortuitousassheonceimagined.Sherealizesthatthehistoricaleventmayhavebeentheconvergenceofmanylinesofthinkingemanatingfromwidelydivergentsources,andthisconceptionservestomakeherinterestmoreacute.Inthusreasoningfromeffectbacktocauseshegainstheabilitytoreasonfromcausetoeffectand,therefore,herteachingofhistorybecomesfarmorevital.Sheisstudyingthephilosophyofhistoryandnotamerecatalogueofisolatedandunrelatedfacts.Historyisagreatweb,andintheeventssheseesthepatternthatmindshaveworked.Sheismoreconcernednowwiththereactionsofherpupilstothispatternthansheiswithmerenamesanddates,forthesereactionsgiveheraclewtotendenciesonthepartofherpupilsthatmayleadtoresultsofvastimport.

=Poetry.=--Ineverypoemshereadsshefindsanillustrationofmentalandspiritualbehavior,andshefainwouldfindthekeythatwilldiscoverthementaloperationsthatconditionedtheformofthepoem.Shewouldharkbacktotheprimalimpulseofeachbitofimagery,andsheanalyzesandappraiseseachwordandlinewiththezealandskillofaconnoisseur.Shewouldestimatejustlyandaccuratelytheactivitiesthatfunctionedinthissortofbehavior.Sheseeksfortheinfluencesoflandscapes,ofsky,ofbirds,ofsunsets,ofclouds,--inshort,ofallnature,aswellasofthemanifestationsofthehumansoul.Thustheteachergainsaccessintotheveryheartofnatureandlifeandcanthuscausethepoemtobecomealivingthingtoherpupils.Inallliteraturesheiseverseekingfortheincitingcauses;foronlysocansheprove

aninspiringguideandcounselorinpointingtothemthewaytowardworthyachievements.

=Attitudeofteacher.=--Inconclusion,then,wemayreadilydistinguishthevitalizedteacherfromthetraditionalteacherbyherattitudetowardthefactssetdowninthebooks.Thetraditionalteacherlooksuponthemasmerefactstobenoted,connoted,memorized,reproduced,andgraded,whereasthevitalizedteacherregardsthemastypesofbehavior,asultimateeffectsofmentalandspiritualactivities.Thetraditionalteacherknowsthatseventimesninearesixty-three,andthatisquiteenoughforherpurpose.Ifthepupilrecitesthefactcorrectly,shegiveshimaperfectgradeandrecommendshimforpromotion.Forthevitalizedteacherthebarefactisnotenough.She

doesnotdisdainorneglectthemechanicsofherwork,butsheseesbeyondthepresent.Sheseesthissamefactmergingintotheoperationsofalgebra,geometry,trigonometry,calculus,physics,andengineering,untilitfinallyfunctionsinsomeenterprisethatredoundstothewell-beingofhumanity.

=Conclusion.=--Tohereveryeventofhistory,everyfactofmathematicsandscience,everylineofpoetry,everypassageofliteratureispregnantwithmeaning,dynamic,vibrant,dramatic,andprophetic.Nothingcanbedullorprosaictoherelectrictouch.Allthefactsof



thebooks,alltheemotionsoflife,andallthebeautiesofnaturesheweavesintothefabricofherdreamsforherpupils.Thegoalofheraspirationsisfarahead,andaroundthisgoalsheseesclusteredthosewhowereherpupils.Ineveryrecitationthisgoalloomslargeinhervision.Shecanenvisagetheviewpointofherpupils,andthusstrivestohavethemenvisagehers.Sheyearnstohavethemjoinwithherinlookingdownthroughtheyearswhentheactivitiesoftheschoolwillbefunctioninginworthybehavior.


1.Discusstherelativeimportanceofenvironmentasafactorinthebehaviorofplants;animals;children;men.

2.Howmayanunderstandingofthemutualreactionofthechildandhisenvironmentassisttheteacherinplanningforcharacterbuildinginpupils?

3.Makespecificsuggestionsbywhichchildrenmayinfluencetheirenvironment.

4.Discussthevitalizedteacher'scontributiontotheenvironmentofthechild.

5.Afterreadingthischaptergiveyourdefinitionof"behavior."

6.Discusstheauthor'sideaofleadership.

7.Defineeducationintermsofbehavior,environment,andheredity.

8.Accountforthedifferenceinbehaviorofsomeofthecharactersmentionedinthechapter.

9.Howmaythevitalizedteacherbedistinguishedfromthetraditionalteacherinherattitudetowardfacts?

10.Discussthedoctrineofeducationalpredestination.

CHAPTERXXII

BONDANDFREE

=Spiritualfreedom.=--Thereisnoslaverymoreabjectthanthebondageofignorance.JohnBunyanwasnotgreatlyinconveniencedbybeingincarceratedinjail.Hisspiritcouldnotbeimprisoned,butthe

imprisonmentofhisbodygavehismindandspiritfreedomandopportunitytodoworkthat,otherwise,mightnothavebeendone.Ifhehadlivedamerephysicallifeandhadhadnoresourcesoftheminduponwhichtodraw,hisexperienceinthejailwouldhavebeenmostirksome.But,beingequippedwithmentalandspiritualresources,hecouldsmiledisdainatprisonbars,andproceedwithhisworkinspiritualfreedom.Hadhebeendependentsolely,orevenmainly,uponfood,sleep,drink,andothercontributionstohisphysicalbeingforhisdefinitionoflife,thenhiswholelifewouldhavebeenrestrictedtothelimitsofhiscell;butthemoreextensiveandexpansiveresourcesofhislife



renderedthejailvirtuallynonexistent.

=Illustrations.=--Itispossible,therefore,sotofurnishthemindthatitcanenjoyfreedominspiteofanybondagetowhichthebodymaybesubjected.Indeed,thewholeprocessofeducationhasasitslargeobjectivethefreedomofthemindandspirit.Knowledgeoftruthgivesfreedom;ignoranceoftruthisbondage.Aman'sknowledgemaybemeasuredbytheextentofhisfreedom;hisignorance,bytheextentofhisbondage.Inthepresenceoftruththemanwhoknowsstandsfreeandunabashed,whilethemanwhodoesnotknowstandsbaffledandembarrassed.Inachemicallaboratorythemanwhoknowschemistrymovesaboutwitheaseandfreedom,whilethemanwhodoesnotknowchemistrystandsfixedinonespot,fearingtomovelesthemaycauseanexplosion.Tothemanwhoknowsastronomytheskyatnightpresentsamarvelouspanoramafullofinterestandinspiration,tothemanwhoisignorantofastronomythesameskyismerelyadomestuddedwithdotsoflight.

=Rome.=--ThemanwholacksknowledgeofhistoryisutterlybewilderedandillateaseintheCapitolineMuseumatRome.AllabouthimarebuststhatrepresentthemenwhomadeRomanhistory,buttheyhavenomeaningforhim.NeroandJuliusCÃ¦sararemerenamestohimand,assuch,bearnorelationtolife.CiceroandCaligulamightexchangeplacesanditwouldbeallonetohim.Hetakesafleetingglanceatthe

statueoftheDyingGaul,butitconveysnomeaningtohim.HehasneitherreadnorheardofByron'spoemwhichthisstatueinspired.HeseesnearbythecelebratedMarbleFaun,buthehasnotreadHawthorne'sromanceandthereforethestatueevokesnointerest.Inshort,heisboredanduncomfortable,andimportuneshiscompanionstogoelsewhere.

WhenhelooksoutupontheForumhesaysitlooksthesametohimasanyotherstonequarry,andheroundlyberatestheshiftlessnessoftheRomansinpermittingtheColiseumtoremainwhenthestonecouldbeusedforbuildingpurposes,forbridges,andforpaving.TheTiberimpresseshimnotatallfor,ashesays,hehasseenmuchlargerriversand,certainly,manywhosewaterismoreclear.IntheSistineChapelhecannotbepersuadedtogivemorethanapassingglanceattheceiling

becauseitmakeshisneckachetolookup.TheLaocoÃ¶nandApolloBelvederehewillnotsee,givingasareasonthatheismorethantiredoflookingatsillystatuary.Hefeelsitanimpositionthatheshouldbedraggedaroundtosuchplaceswhenhecaresnothingforthem.Hisevidentboredomispathetic,andherepeatedlysaysthathe'dfarratherbevisitinginthecornergrocerybackhome,thantobespendinghistimeintheVatican.

=Contrasts.=--Inthis,hespeaksbutthesimpletruth.Inthegroceryhehascomfortwhile,intheVatican,heisinbondage.Hisignoranceofart,architecture,history,andliteraturereduceshimtothralldominanyplacethatexemplifiesthese.Inthegroceryhehascomfortbecausehecanhaveashareinthesmalltalkandgossipthatobtainthere.His

companionsspeakhislanguageandhefeelshimselftobeoneofthem.Werethey,byanychance,tobeginadiscussionofhistoryhewouldfeelhimselfostracizedandwouldleavethemtotheirowndevices.Iftheywouldretainhimasacompaniontheymustkeepwithinhisrangeofinterestsandthinking.Togooutsidehissmallcircleistoofferanaffront.Hecannotspeakthelanguageofhistory,orscience,orart,andsoexperiencesafeelingofdiscomfortinanypresencewherethislanguageisspoken.

=History.=--Inthisconcreteillustrationwefindamplejustification



fortheteachingofhistoryintheschools.Historyisoneofthelargestrandsintheweboflife,andtoneglectthisstudyistodenytothepupiloneoftheelementsoffreedom.Itisnoteasytoconceiveasituationthatlackstheelementofhistoryinoneoranotherofitsphasesormanifestations.Whetherthepupiltravels,orembarksuponaprofessionallife,orassociates,inanyrelation,withcultivatedpeople,hewillfindaknowledgeofhistorynotonlyaconveniencebutarealnecessity,ifheistoescapethefeelingofthralldom.Theutilitarianvalueofschoolstudieshasbeenmuchexploited,andthatphaseisnottobeneglected;butweneedtogofurtherinestimatingtheinfluenceofanystudy.Weneedtoinquirenotonlyhowaknowledgeofthestudywillaidthepupilinhiswork,butalsohowitwillcontributetohislife.

=Restrictedconcepts.=--Welustilyproclaimourcountrytobethelandofthefree,butournotionoffreedomismuchrestricted.Inthepopularconceptionfreedomhasreferencetothebody.Amancanwalkthestreetswithoutmolestationandcanvotehissentimentsatthepolls,buthemaynotbeabletotakeaday'srideaboutConcordandLexingtonwithanyappreciablesenseoffreedom.HemaywalkabouttheCongressionalLibraryandfeelhimselfinprison.Hemaydesertalectureforthesaloonintheinterestsofhisowncomfort.Hemayfindtheliverystablemorecongenialthanthedrawing-room.Hisbodymayexperienceasortoffreedomwhilehismindandspiritareheldfastin

theshacklesofignorance.ABurroughs,anEdison,aThoreau,mighthavehisfeetinthestocksandstillhavemorefreedomthansuchamanasthis.Hewalksaboutamidhistoricsceneswithhisspiritualeyesblindfolded,andthatconditionofmindprecludesfreedom.

=Realfreedom.=--Weshallnotattainourhighprivilegesasafreepeopleuntilfreedomcomestomeanmorethantheabsenceofphysicalrestraint.Ourconceptionoffreedommustreachoutintotheworldofmindandspirit,andoureducationalprocessesmustesteemittheirchieffunctiontosetmentalandspiritualprisonersfree.Wehaveonlytoreadhistory,science,andliteraturetorealizewhatsublimeheightsmindcanattaininitsexplorationsoftherealmsoftruth,and,sincetheboysandgirlsofourschoolsaretopassthiswaybutonce,every

effortpossibleshouldbemadetoaccordtothemfullfreedomtoemulatethementalachievementsofthosewhohavegonebefore.Theyhavearighttobecometheequalsoftheirpredecessors,andonlyfreedomofmindandspiritcanmakethemsuch.Everymanshouldbelargerthanhistask,andonlyfreedomofmindandspiritcanmakehimso.Themanwhoworksintheditchcanrevelamongthesublimemanifestationsoftruthifonlyhismindisrightlyfurnished.

=Spelling.=--Themanwhoisdeficientinspellinginevitablyconfineshisvocabularytonarrowlimitsandsolacksfacilityofexpressionandnicetyofdiction.Accordingly,hesuffersbycomparisonwithotherswhosevocabularyismoreextensiveandwhosedictionis,therefore,moreelegant.Theconsciousnessofhisshortcomingsrestrictstheexuberance

ofhislife,andhefailsofthatsenseoflargefreedomthataknowledgeofspellingwouldcertainlygive.Sothateveninsuchanelementarystudyasspellingtheschoolhasanopportunitytogenerateinthepupilsafeelingoffreedom,andthisfeelingisquiteasimportantintheschemeoflifeastheabilitytospellcorrectly.Inthisstatement,thereisnostrainingforeffects.Onthecontrary,manyillustrationsmightbeadducedtoprovethatitisbutaplainstatementoffact.Aculturedladyconfessesthatsheisthrownintoapanicwhenevershehasoccasiontousetheword_Tuesday_becausesheisnevercertainofthespelling.



=Theswitchboard.=--Lifemaybelikenedtoanextensiveelectricswitchboard,andonlythatmanorwomanhascompletefreedomwhocanpresstherightbuttonwithouthesitationortrepidation.Theignorantmanstandsparalyzedinthepresenceofthismysteryandknowsnothowtoproceedtoevokethecorrectresponsetohisdesires.Ithasbeensaidthateverythingisinfinitelyhighthatwecannotseeover.Hence,tothemanwhodoesnotknow,cuberootisinfinitelyhighand,assuch,isasfarawayfromhiscomprehensionasthefourthdimensionortheprecessionoftheequinoxes.Inthepresenceofevensuchasimpletruthascuberoothestandshelplessandenthralled.Helivesinasmallcircleandcannotknowthejoyofthemanwhosemindforgatherswiththebigtruthsoflife.

=Comparisons.=--Theignorantmancannotaccompanythismanuponhismightyexcursions,butmustremainbehindtomakewhathecanofhisfeebleresources.Theonecanpenetratethemysteriesoftheplanetsandbringbacktheirsecrets;theothermustconfinehisthinkingtotheweatherandthecrops.TheonecanfindentertainmentintheBibleandShakespeare;theotherseekscompanionshipamongthecowboysandIndiansofthepicture-films.Theonesitsinraptdelightthroughaneveningofgrandopera,revelingonthesunlitsummitsofharmony;theothercanrisenohigherinthescaleofmusicthantheraucoushandorgan.Theonefindskeendelightamongthemasterpiecesofart;theotherfinds

hisdefinitionofartinthecoloredsupplement.Theoneexperiencestheacmeofpleasureincommuningwithhistorians,musicians,artists,scientists,andphilologists;theotherfindssuchassociationstheveryacmeofboredom.Theonefindsfreedomamongthebigthingsoflife;theotherfindsgallingbondage.

=Threeelementsoffreedom.=--Therearethreeelementsoffreedomthatareworthyofemphasis.Theseareself-reliance,self-support,andself-respect.Theseelementsarethetrinitythatconstituteoneofthemajorultimateaimsofthevitalizedschool.Theschoolthatinculcatesthesequalitiesmustproveavitalforceinthelifeofthepupil;andthepupilwhowinsthesequalitiesiswellequippedfortheworkofrealliving.Thesequalitiesarethegoldengatewaystofreedom,norcan

therebeafullmeasureoffreedomifeitherofthesequalitiesbelacking.Moreover,thesequalitiesarecumulativeintheirrelationstooneanother.Self-relianceleadstoandengendersself-support,andboththeseunderlieandconditionself-respect.Or,toputthecaseconversely,therecannotbeself-respectintheabsenceofself-relianceandself-support.

=Self-reliance.=--Itwouldnotbeeasytoover-magnifytheinfluenceoftheschoolthatisrightlyconductedinthewayofinculcatingthequalityofself-relianceandincausingittogrowintoahabit.Everyproblemthattheboysolvesbyhisownefforts,everyobstaclethathesurmounts,everyfailurethathetransformsintoasuccess,andeveryadvancehemakestowardsmasterygiveshimagreaterdegreeof

self-reliance,greaterconfidenceinhispowers,andgreatercouragetopersevere.Itisthehighprivilegeoftheteachertocauseaboytobelieveinhimself,tohaveconfidenceinhisabilitytowinthrough.Tothisend,sheaddsgraduallytothedifficultiesofhiswork,alwayskeepinginsidethelimitsofdiscouragement,andneverfailstogiverecognitiontosuccessfulachievements.Inthiswaytheboygainsself-relianceandsoplumeshimselfforstillloftierflights.Dayafterdayhemovesupwardandonward,untilatlengthheexemplifiesthesentimentofVirgil,"Theycanbecausetheythinktheycan."



=Thisqualityinpractice.=--Theself-reliancethatbecomesingrainedinaboy'shabitsoflifewillnotevaporateintheheatoftheactivitiesandcompetitionoftheafter-schoollife.Onthecontrary,itwillbereÃ«nforcedandcrystallizedbytheopportunitiesofbusinessorprofessionallife,and,incalmrelianceuponhisownpowers,hewillwelcomecompetitionasanopportunitytoputhimselftothetest.Heisnoweakling,forinschoolhemadehisindependentwayinspiteofthelionsinhispath,andsogainedfiberandcourageforthecontestsofdailylife.Andbecausehehasindustry,thrift,perseverance,andself-reliancethegatesofsuccessswingwideopenandheentersintotheheritagewhichhehimselfhaswon.

=Thesterlingman.=--Hiscareeroffersanemphaticnegationtothenotionthatobtainshereandtheretotheeffectthateducationmakesaboyweakandineffective,robbinghimofthequalityofsterlingelementalmanhood,andfittinghimonlyforthedance-hallandinanesocialfunctions.Themanwhoisrightlytrainedhasresourcesthatenablehimtoadddignityandcharactertosocialfunctionsinthatheexhalespowerandbigness.Peoplerecognizeinhimarealman,capable,alert,andpotential,andgladlypayhimthesilenttributethatmanhoodneverfailstowin.Hecanholdhisownamongthebest,andonlythebestappealtohim.

=Self-respect.=--And,justashewinstherespectofothers,sohewins

therespectofhimself,andsothetriumvirateofvirtuesiscomplete.Havingachievedself-respecthedisdainsthecheap,thebizarre,thegaudy,andthesuperficial.Heknowsthattherearerealvaluesinlifethatareworthyofhispowersandbestefforts,andtheserealvaluesarethegoalofhisendeavors.Moreover,hehasachievedfreedom,andsoisnotfetteredbyprecedent,convention,orfads.Heisfreetoestablishprecedents,toviolatetheconventionswhenagreatprincipleisatstake,andtoignorefads.Hecanstandunabashedinthepresenceofthelearnedoftheearth,andcanunderstandtheheartbeatsoflife,becausehehashadexperiencebothoflearningandoflife.Andbeingafreemanhislifeisfullerandricher,andheknowswhenandhowtobestowthehelpthatwillgivetoothersasenseoffreedomandmakelifeforthemagreaterboon.


1.Accountfortheproductionofsomeofourgreatestreligiousliteratureinprisonorinexile.Giveotherinstancesthantheonementionedbytheauthor.

2.Giveyourideaoftheauthor'sconceptoftheterms"bondage"and"freedom."

3.Addtotheinstancesnotedinthischapterwhereignorancehasproducedbondage.

4.Defendtheassertionthatthecostofignoranceinourcountryexceedsthecostofeducation.Thetotalamountspentforpubliceducationin1915slightlyexceeded$500,000,000.

5.Howdothetypicalrecitationsofyourschoolcontributetothehappinessofyourpupils?Bespecific.

6.Howmaylackofthoroughnesslimitfreedom?Illustrate.



7.Howmayeducationgiverisetoself-reliance?Self-respect?

8.Showthatnationalandreligiousfreedomdependuponeducation.

CHAPTERXXIII

EXAMINATIONS

=Prelude.=--Whenthevitalizedschoolhasfinallybeenachievedtherewillresultaradicaldeparturefromthepresentprocedureinthematterofexaminations.Ateacherintheactofpreparingalistofexaminationquestionsofthetraditionaltypeisnotanedifyingspectacle.Hehasatext-bookopenbeforehimfromwhichheextractsnutsforhispupilstocrack.Itisapurelymechanicalprocessandonlyamechaniciancouldpossiblydebaseintelligenceandmanhoodtosuchunworthyuses.Wereitnotsopatheticitwouldexcitelaughter.Butthisteacheristhevictimoftradition.Heknowsnootherway.Hemadeoutexaminationquestionsinaccordancewiththisplanfifteenyearsagoandtheheavensdidn'tfall;thenwhy,pray,changethemethod?Besides,menandwomenwhowerethusexaminedwhentheywerechildreninschoolhaveachieved

distinctionintheworld'saffairs,andthat,ofitself,provesthevalidityofthemethod,accordingtohiswayofthinking.

=Mentalatrophy.=--Itseemsnevertooccurtohimthatchildrenhavelargepowersofresistanceandthatsomeofhispupilsmayhavewondistinctioninspiteofhisteachingandhismethodsofexaminationandnotbecauseofthem.Histroubleismentalandspiritualatrophy.Hethinksandfeelsbyruleofthumb,"withoutvariablenessorshadowofturning."Inthematterofnewmethodsheisquiteimmune.Hesettledthingstohiscompletesatisfactionyearsago,andwhatwasgoodenoughforhisfather,inschoolmethods,isquitegoodenoughforhim.Hisself-satisfactionwouldapproachsublimity,wereitnotsoextremelyludicrous.Hehasasupercilioussneerforinnovations.Howhecanbring

himselftomakeconcessionstomodernitytotheextentofridinginanautomobileisoneofthemysteries.

=Self-complacency.=--Hiscomplacencywouldexciteprofoundadmirationdiditnotbetokendeadlineinaction.Hebecamebecalmedontheseaoflifeyearsago,butdoesnotknowit.Whentheprocessionoflifemovespasthimhethinksheistheonewhoisinmotion,andtakesgreatunctiontohimselfforhisprogressiveness--"andnotawaveoftroublerollsacrosshispeacefulbreast."Soheproceedstocopyanotherquestionfromthetext-book,solemnlywritingitonabitofpaper,andlatercopyingontheblackboardwithsuchashowofbraveryandgustoaswouldindicatethatsomegreattruthhadbeenrevealedtohimalone.Inanorotundvoicehedeclaimstohispupilsthemightyrevelationsthat

hecopiedfromthebook.HisexaminationrÃ©gimeistheoldofferofamessofpottageforabirthright.

=Rememberingandknowing.=--Inourschoolpracticeswehavebecomesoinuredtothequestion-and-answermethodoftherecitationthatwehavemadetheexaminationitscounterpart.Asteachersweareconstantlyadmonishingourpupilstoremember,asifthatwerethebasicprincipleintheeducationalprocess.Inrealitywedonotwantthemtoremember--wewantthemtoknow;andthedistinctionisall-important.Thechilddoesnotrememberwhichishisrighthand;heknows.Hedoes



notrememberthefaceofhismother;heknowsher.Hedoesnotrememberwhichisthesunandwhichisthemoon;heknows.Hedoesnotremembersnow,andrain,andice,andmud;heknows.

=Questionsandanswers.=--But,nonetheless,weproceedupontheagreeableassumptionthateducationistheprocessofmemorizing,andsoreduceourpupilstotheplaneofparrots;foraparrothasaprodigiousmemory.Hence,itcomestopassthat,intheso-calledpreparationoftheirlessons,thepupilsconthewordsofthebook,againandagain,andwhentheycanrepeatthewordsofthebookwesmileapprovalandgiveaperfectgrade.Itmattersnotatallthattheydisplaynointelligentunderstandingofthesubjectsolongastheycanrepeatthestatementsofthebook.Itneverseemstooccurtotheteacherthatthepupilofthethirdgrademightgivethewordsofthebinomialtheoremwithouttheslightestapprehensionofitsmeaning.Wegradefortherepetitionofwords,notforintelligence.

=Courtprocedure.=--Inourschoolpracticesweseemtotakeourcuefromcourtprocedureandmakeeachpupilwhorecitesfeelthatheisonthewitnessstandexperiencingallitsattendantdiscomforts,insteadofbeingacoÃ¶peratingagentinanagreeableenterprise.WesuspendtheswordofDamoclesabovehisheadanddemandfromhimsuchanswersaswillfillthemeasureofourpreconceivednotions.Hemayknowmoreofthesubject,inreality,thantheteacher,butthiswillnotavail.In

fact,thismaymilitateagainsthim.Shedemandstoknowwhatthebooksays,withsmallconcernforhisownknowledgeofthesubject.Weproclaimloudlythatwemustencouragetheopenmind,andthenbyourwitness-standordealforestallthepossibilityofopen-mindedness.

=Rationalmethods.=--Whenwehavelearnedwisdomenough,andhumanityenough,andpedagogyenoughtodispensewiththequasi-inquisitiontypeofrecitation,thetransitiontoamorerationalmethodofexaminationwillbewell-nighautomatic.Letitnotbeinferredthattoinveighagainstthequestion-and-answertypeofrecitationistoadvocateanyabatementofthoroughness.Onthecontrary,thethoughtistoinsuregreaterthoroughness,andtomakeevidentthepatenttruththatthoroughnessandagreeablenessarenotincompatible.Experienceoughtto

teachusthatwefinditnohardshiptoworkwithsupremeintensityatanytaskthatluresus;and,inthatrespect,wearebutgrown-upchildren.Wehaveonlytogenerateawhite-heatofinterestinordertohaveourpupilsworkwithintensity.Butthissortofinterestdoesnotthriveundercompulsion.

=Analysisandsynthesis.=--Thequestion-and-answermethodevermoreimpliesanalysis.Butchildrenareinclinedtosynthesis,whichshowsatoncethattheanalyticmethodrunscountertotheirnaturalbent.Theyliketomakethings,toputthingstogether,toexperimentalongthelinesofsynthesis.Hencetheindustrialartsappealtothem.Butconstructingproblemssatisfiestheirinclinationtosynthesisquiteaswellasconstructingcoat-hangersorculinarycompounds,ifonlythe

incitementisrational.Thewritersofourtext-booksarecomingtorecognizethisfact,anditdoesthemcredit.Intime,wemayhopetohavebooksthatwilltakeintoaccountthechild'snaturalinclinations,andtheschoolswillbethebeneficiaries.

=Thinking.=--Intheprocessofsynthesisthepupilisfreetodrawupontheentirestockofhisaccumulatedresources,whereasinthequestion-and-answermethodheiscircumscribed.Inthequestion-and-answerplanheisencouragedtoremember;intheotherheisencouragedtothink.Inourtheoriesweexaltthinkingtothehighestpinnacle,butinour



practicewerepressthinkingandexaltmemory.Weadmonishourpupilstothink,sometimeswithadegreeofemphasisthatweakensouradmonition,andthenbestowourlaurelwreathsuponthosewhothinklittlebutremembermuch.Ourinconsistencyinthisrespectwouldbeamusingifthechild'sinterestscouldbeignored.Butseeingthatthechildpaysthepenalty,ourinconsistencyisinexcusable.

=Penalizing.=--Thequestion-and-answerrÃ©gime,initsfullapplication,isnotwhollyunlikeapunitiveexpedition,inthattheteacherasksthequestionandsitswithpencilpoisedinairreadytoblacklisttheunfortunatepupilwhosememoryfailshimforthemoment.Thechildisembarrassed,ifnotpanic-stricken,andtheteacherseemsmorelikeanavengingnemesisthanafriendandhelper.Justwhenheneedshelphereceivesepithetsandacondemningzero.Hesinksintohimself,disgustedandoutraged,andbecomeswhollyindifferenttothesubsequentphasesofthelesson.Hefeelsthathehasbeentrappedandbetrayed,anddaysarerequiredforhisredemptionfromdiscouragement.

=Traditionalmethod.=--Intheschoolwherethismethodisinvoguetheexaminationtakesonthecolorandcharacteroftherecitation.Atthecloseoftheterm,orsemester,theteachermakesouttheproverbialtenquestionswhichveryoftenreflectherownbias,orpredilections,andinthesetenquestionsaretheissuesoflifeanddeath.Ahundredquestionsmightbeaskeduponthesubjectsuponwhichthepupilsareto

betested,butthesetenaretheonlyonesoffered--withnooptions.Thenthegradingofthepapersensues,and,inthisordeal,theteacherthinksherselfanotherAtlascarryingtheworlduponhershoulders.Theboywhoreceivessixty-sevenandtheonewhoreceivestwenty-sevenarebothbanishedintoouterdarknesswithoutrecourse.Theteachermayknowthattheformerboyisabletodotheworkofthenextgrade,butthemarksshehasmadeonthepaperaresacredthings,andhehasfallenbelowtherequisiteseventy.Hence,heisbanishedtothelimboofthelost,forsheisthesupremearbiterofhisfate.

Noallowanceismadefornervousness,illness,ortemperamentalconditions,butthesamemeasuring-rodisappliedtoallwithnodiscrimination,andshehasthemarksonthepaperstoproveher

infallibility.Ifapupilshoulddaretoquestionthecorrectnessofhergrades,hewouldbepunishedorpenalizedforimpertinence.Hergradesareoracular,inviolable,andthereforenotsubjecttoreview.Shemayhavebeenquiteabletogradethepupilsjustlywithoutanysuchordeal,buttheschoolhastheexaminationhabit,andallthesacredritesmustbeobserved.Inthatschoolthereisbutonewayofsalvation,andthatwayisnotsubjecteithertorepealoramendment.Itis_viasacra_andmustnotbeprofaned.Timeandlongusagehavesetthesealoftheirapprovaluponitandwoebetidethevandalwhowoulddaretamperwithit.

=Testingforintelligence.=--Thisemphatic,albeittrue,representationofthetypeofexaminationsthatstillobtainsinsomeschoolshasbeen

setoutthusinsomedetailthatwemayhaveabasisofcomparisonwiththeothertypeofexaminationsthattestsforintelligenceratherthanformemory.Forchildren,notunliketheirelders,aregladtohavepeopleproceedupontheassumptionthattheyareendowedwithamodicumofintelligence.Theywillstriveearnestlytomeettheexpectationsoftheirparentsandteachers.Manywisemothersandteachershaveincitedchildrentotheirbesteffortsbygivingthemtoknowthatmuchisexpectedofthem.Itisalwaysfarbettertoexpectratherthantodemand.Coercionmaybenecessaryattimes,butcoercionfrownswhileexpectationsmiles.Hence,ineveryschoolexercisetheteacherdoes



welltoconcedetothepupilsareasonabledegreeofintelligenceandthenletherexpectationsbecommensuratewiththeirintelligence.

=Concessions.=--Itisanaffronttotheintelligenceofachildnottoconcedethatheknowsthatthedaysarelongerinthesummerthaninwinter.Wemayfullyexpectsuchadegreeofintelligence,andbaseourteachinguponthisassumption.Inourexaminationswepayadelicatecomplimenttothechildbygivinghimoccasionforthinking.Wemayaskhimwhythedaysarelongerinsummerthaninwinterandthusgivehimthefeelingthatwerespecthisintelligence.Ourexaminationsmayalwaysassumeobservedfacts.Evenifhehasnevernotedthefactthathisshadowisshorterinsummerthaninwinter,ifweassumesuchknowledgeonhispartandaskhimwhysuchisthecase,weshallstimulatehispowersofobservationalongwithhisthinking.IftheteacherasksaboywhenandbywhomAmericawasdiscovered,heresentstheimplicationofcrassignorance;butifsheaskshowColumbuscametodiscoverAmericain1492,hefeelsthatitisconcededthattherearesomethingsheknows.

=Illustrations.=--Ifweaskforthewidthofthezones,weareplacingtheemphasisuponmemory;but,ifweaskthemtoaccountforthewidthofthezones,weareassumingsomeknowledgeandaretestingforintelligentthinking.Ifweaskwhythesunrisesintheeastandsetsinthewestweare,onceagain,assumingaknowledgeofthefactsand

testingforintelligence.IfweaskforthelocationoftheSuez,Kiel,andWellandcanals,wearetestingformerememory;but,ifweaskwhatusefulpurposethesecanalsserve,wearetestingforintelligence.Whenweaskpupilstogivetherulefordivisionoffractions,wearetestingagainformerememory;butwhenweaskwhyweinvertthetermsofthedivisor,wearetreatingourpupilsasrationalbeings.Ourpedagogicalsinsbulklargeingeographywhenwecontinuallyaskpupilstolocateplacesthathavenointerestforthem.Suchteachingisatravestyonpedagogyandasinagainstchildhood.

=Intelligenceofteacher.=--Iftheteacherisconsultingherowneaseandcomfort,thenshewillconducttheexaminationasatestformemory.Itrequiresbutlittleworkandlessthinkingtoformulateasetof

examinationquestionsonthisbasis.Shehasonlytoturnthepagesofthetext-bookandmakeacheck-markhereandtheretillshehasaccumulatedtenquestions,andthetrickisdone.Butifsheistestingforintelligence,thematterisnotsosimple.Totestforintelligencerequiresintelligenceandacarefulthinkingoverthewholescopeofthesubjectunderconsideration.Todothiseffectivelytheteachermustkeepwithintherangeofthepupil'spowersandstillstimulatehimtohisbestefforts.

=Majorandminor.=--Shemustdistinguishbetweenmajorandminor,andthisisnoslighttask.Herownbiasmaytendtoelevateaminorintoamajorrank,andthisdisturbsthebalance.Again,shemustseethingsintheirrightrelationsandproportions,andthisrequiresdeliberate

thinking.In"KingLear"shemayregardtheFoolasanegligibleminor,butsomepupilmayhavediscoveredthatShakespeareintendedthischaractertoserveagreatdramaticpurpose,andtheteachersuffershumiliationbeforeherclass.Ifsheweretestingformemory,shewouldasktheclasstonametencharactersoftheplayandlikehackneyedquestions,sothatherownintelligencewouldnotbeputtothetest.Accuratescholarshipandbroadgeneralintelligencemaybecombinedinthesamepersonand,certainly,wearestrivingtoinculcateandfosterthesequalitiesinourpupils.



=Booksofquestionsandanswers.=--Whentheexaminationsforteachersshallbecometestsforintelligenceandnotformemory,wemayfullyexpecttofindthesameprinciplefilteringintoourschoolpractices.Itisasadtravestyuponeducationthatteachers,eveninthisenlightenedage,stilltrytoprepareforexaminationsbycommittingtomemoryquestionsandanswersfromsomebookoreducationalpaper.Butthefaultliesnotsomuchwiththeteachersthemselvesaswiththosewhopreparethequestions.Theteachershavebeenledtobelievethattobeabletorecallmemorizedfactsiseducation.Therearethose,ofcourse,whowillcommercializethismisconceptionofeducationbypublishingbooksofquestionsandanswers.Ofcourseweakteacherswillpurchasethesebooks,thinkingthemapassportintothepromisedland.

Thereformmustcomeatthesourceofthequestionsthatconstitutetheexamination.Whenexaminershavegrownbroadenoughintheirconceptionofeducationtoconstructquestionsthatwilltestforintelligence,weshallsoonberidofsuchanincubusuponeducationalprogressasabookofquestionsandanswers.Thefieldiswideandalluring.History,literature,thesciences,andthelanguagesarerichinmaterialthatcanbeusedintestingforintelligence,andweneednotresorttopettychit-chatinpreparingforexaminations.

=Thewayofreform.=--Wemusttakethisbroaderviewofthewholesubjectofexaminationsbeforewecanhopetoemergefromourbeclouded

andrestrictedconceptionsofeducation.Anditcanbedone,asweknowfromthefactthatitisbeingdone.Hereandtherewefindsuperintendents,principals,andteacherswhoareshudderingawayfromthequestion-and-answermethodbothintherecitationandintheexamination.Theyhaveoutgrowntheswaddling-clothesandhaverisentotheestateofbroad-minded,intelligentmanhoodandwomanhood.Theyhaveenlargedtheirconceptofeducationandhavebecometoogenerousintheirimpulsestosubjecteitherteachersorpupilstoanordealthatisadragupontheirmentalandspiritualfreedom.


1.Whatpurposesareactuallyachievedbyexaminations?

2.Whatevilsnecessarilyaccompanyexaminations?Whatevilsusuallyaccompanythem?

3.Outlineaplanbywhichthesepurposesmaybeachievedunaccompaniedbytheusualevils.

4.Ismemoryoffactsthebesttestofknowledge?Suggestothertestsbywhichthevalueofapupil'sknowledgemaybejudged.

5.Expertssometimesvarymorethan70percentingradingthesamemanuscript.Thesamepersonoftenvaries20percentormoreingrading

thesamemanuscriptatdifferenttimes.Anexperimentwithyourowngradingmightproveinteresting.

6.Doyouandyourpupilsinactualpracticeregardexaminationsasanendorasameanstoanend?Ascorroboratingevidenceorasafinalproofofcompetence?

7.Howmayexaminationstestintelligence?

8.Suggestmethodsbywhichpupilsmaybeledtodistinguishmajorfrom



minorandtoseethingsintheirrightrelations.

9.Isitmoredesirabletohavethepupilsdevelopthesepowersortomemorizefacts?Why?

10.Whyare"questionandanswer"publicationsantagonistictomoderneducationalpractice?Whyharmfultostudents?

CHAPTERXXIV

WORLD-BUILDING

=Anoutline.=--Educationistheprocessofworld-building.Everymanbuildshisownworldandisconfined,throughoutlife,totheworldwhichhehimselfbuilds.Hecannotbuildforanother,norcananotherbuildforhim.Neithercantherebeanexchangeofworlds.Moreover,theprocessofbuildingcontinuestotheendoflife.Inbuildingtheirrespectiveworldsallmenhaveaccesstothesamematerials,andthecharacterofeachman'sworld,then,isconditionedbyhischoiceanduseofthesematerials.Ifonemanelectstobuildasmallworldfor

himself,hewillfind,athand,anabundantsupplyofpettymaterialsthatheisfreetouseinitsconstruction.But,ifheelectstobuildalargeworld,thebigthingsoflifearehistouse.Ifhechoosestospendhislifeinanuglyworld,hewillfindamplematerialsforhispurpose.If,however,heprefersabeautifulworld,thematerialswillnotbelacking,andhewillhavethejoyandinspirationthatcomefromspendingalifetimeamidthingsthatarefraughtwithbeauty.

=Exemplifications.=--Thisconceptionofeducationisnotafigmentoffancybutarealitywhoseverificationcanbeattestedbyathousandexamples.Wehaveonlytolookaboutustoseepeoplewhoarelivingamongthingsthatareunbeautifulandwhomightbelivinginbeautifulworldshadtheyelectedtodoso.Othersarespendingtheirlivesamong

thingsthataretrivialandinconsequential,apparentlyblindtothegreatandsignificantthingsthatlieallaboutthem.Somebuildtheirworldswiththeminormaterials,whileothersselectthemajors.Someselectthehusks,whileotherschoosethegrain.Somebuildtheirworldsfromthematerialsthatothersdisdainandseemnottorealizetheinferiorityoftheirworldsascomparedwithothers.Theirsupremecomplacencyinthemidstoftheuglinessorpettinessoftheirworldsseemstoaccentuatetheconclusionthattheyhavenotbeenabletosee,orelsehavenotbeenabletouse,theothermaterialsthatareavailable.

=Flowers.=--Tothemanwhowouldliveinabeautifulworldflowerswillbeanecessity.Tosuchamanlifewouldberobbedofsomeofitscharm

ifhisworldshouldlackflowers.Butunlesshehassubjectiveflowershecannothaveobjectiveones.Hemusthaveasensoryfoundationthatwillreacttoflowersortherecanbenoflowersinhisworld.Theremaybeflowersuponhisbreakfasttable,butunlesshehasasensoryfoundationthatwillreacttothemtheywillbenonexistenttohim.Hecanreacttothebacon,eggs,andpotatoes,butnottotheflowers,unlesshehascultivatedflowersinhisspiritbeforecomingtothetable.

=Lily-of-the-valleycivilization.=--Alltheflowersthatgrowmayadorn



hisworldifhesoelects.Hemaybecontentwithdandelionsandsunflowersifhesowills,orhemayreachforthandgatherabouthimforhisdelighttheentiregamutofrosesfromtheMarylandtotheAmericanBeauty,thevioletanditscollege-breddescendantthepansy,theheliotrope,thegladiolus,thecarnation,theprimrose,thechrysanthemum,thesweetpea,theaster,andtheorchid.But,ifhecanreachthehighplaneofthelily-of-the-valley,inallitsdaintiness,delicacy,chastity,andfragrance,hewillhaveachieveddistinction.Whensocietyshallhaveattainedtothelily-of-the-valleyplane,lifewillbefine,fragrant,andbeautiful.Intemperancewillbenomore,andprofanity,vulgarity,andcoarsenesswilldisappear.Suchthingscannotthriveinalily-of-the-valleyworld,butshrinkawayfromthepresenceofbeautyandpurity.

=Music.=--Again,themanwhoisbuildingsuchaworldwillelecttohavemusicasoneoftheelements.Buthere,again,wefindthathemusthaveasensoryfoundationortherewillbenomusicforhim.Moreover,thenatureofthissensoryfoundationwilldeterminethecharacterofthemusictobefoundinhisworld.Hemaybesatisfiedwith"Tipperary"orhemayyearnforHandel,Haydn,Mozart,Beethoven,Melba,andSchumann-Heink.Hemaynotbeabletoriseabovetheplaneofragtime,orhemayattaintothesublimeplaneof"TheDeadMarchinSaul."Hehasaccesstoallthemusicfromthediscordanthandorgantotheoratorioandgrandopera.Inhisintroductionofaconcertcompany,the

chairmansaid:"Ladiesandgentlemen,theartistswhoaretofavorusthiseveningwillrendernothingbuthigh-gradeselections.Ifanyofyouareinclinedtobecriticalandtosaythattheirmusicisaboveyourheads,Ibegtoremindyouthatitwillnotbeabovetheplacewhereyourheadsoughttobe."Insubstancehewassayingthatthenatureofthemusicdependednotsomuchuponthesingersasuponthesensoryfoundationoftheauditors.

=Musicandlife.=--Havingasensoryfoundationcapableofreactingtothebestmusic,thismanopenswidetheportalsofhisworldforthereceptionoftheorchestra,theconcert,theopera,andthechoir,andhisspiritrevelsinthe"concordofsweetsounds."Throughthetoilofthedayheanticipatesthemusicoftheevening,andthenextdayhe

goestohisworkbuoyantandrejuvenatedbyreasonofthemusicalrefreshment.Hehasmusicinanticipationandmusicinretrospect,andthushisworldisregaledwithharmony.Hisworldcannotbeadeadleveloradesert,foritisdiversifiedbythealluringundulationsofmusicandmadefertilebytheperennialfountainsofinspiringharmony,andhisworld

"shallbefilledwithmusicAndthecaresthatinfestthedayShallfoldtheirtentsliketheArabs,Andassilentlystealaway."

=Children.=--Again,thismanelectstohavechildreninhisworld,for

hehascometoknowthatthereisnosweetermusiconearththanthelaughterofachild.Werehesojourningfivehundredmilesawayfromtheabodeofchildrenhewouldsoonbegladtowalktheentiredistancethathemightagainheartheprattle,thelaughter,oreventhecryingofachild.Cowboysontheplainshavebeenthrownintoafrenzyofdelightatthesightofalittlechild.Fullwellthemanknowsthat,ifhewouldhavechildreninhisworld,hemustfindthesechildrenforhimself;forthistaskmaynotbedelegated.IfhewouldbringPaulandFlorenceDombeyintohisworld,hemustwinthemtohimselfbylivingwiththemthroughoutallthepagesofthebook.Inordertolure



Pollyannaintohisworldtoimbueitwiththespiritofgladness,hemustestablishacommunityofinterestswithherbyimbibingherspiritasrevealedinthebook.

=Characterizations.=--HemaynothaveLittleJoeinhisworldunlesshisspiritbecomesattunedtothepathosof_BleakHouse_.AndhebothwantsandneedsLittleJoe.EchoingandreÃ«choingthroughhissouleachdayarethewordsofthelittlechap,"Hewuzgoodtome,hewuz,"andactingvicariouslyforthelittlefellowhetouchesthelivesofotherunfortunatesasthehoursgobyandbringstothemsunshineandhopeandcourage.AndhemustneedshaveTinyTim,also,tobanishthecobwebsfromhissoulwithhisfervent"Godblessuseveryone."Thedaycannotgofarwrongwiththissimpleprayerclinginginhismemory.Itpermeatestheperplexitiesoftheday,givesresiliencytohisspirit,andencouragesandreÃ«nforcesallthenobleimpulsesthatcomeintohisconsciousness.WhereverhegoesandwhateverheisdoinghefeelsthatTinyTimispresenttobestowhischildishbenediction.

=Lessonsfromchildhood.=--In_Laddie_hefindsawholefamilyofchildrentohislikingandfeelsthathisworldisthebetterfortheirpresence.To_OldCuriosityShop_and_SilasMarner_hegoesandbringsthenceLittleNellandEppie,feelingthatintheirbooncompanionshiptheywillmakehisworldmoreattractivetohimselfandothersbytheirgentlegracesofkindnessandhelpfulness.Inhisquestforchildrenof

therightsorthelingerslongwithDickens,theapostleandbenefactorofchildhood,butpassesbythecoloredsupplement.ForallthechildreninhisworldhewouldhavetheapprovalandblessingoftheMaster.Hewouldknow,whenhehearsthewords"Exceptyebecomeaslittlechildren,"thatreferenceismadetosuchchildrenashehasabouthim.Atthefeetofthesechildrenhesitsandlearnsthelessonsofsincerity,guilelessness,simplicity,andfaith,andthroughtheireyesheseeslifeglorified.

=Stars=.--Normusthisworldlackstars.Heneedsthesetodrawhisthoughtsawayfromsordidthingsoutintothefarspaces.Hewouldnotspendalifetimethinkingofnothingbeyondtheweather,theball-score,hisclothes,andhisailments.Hewantstothinkbigthoughts,andhe

wouldhavestarstoguidehim.Heknowsthatamanisashigh,asbroad,andasdeepashisthoughts,andthatifhewouldgrowbiginhisthinkinghemusthavebigobjectstoengagehisthoughts.Hewouldexploretheinfinitespaces,communewiththeplanetsintheircourses,attainthesublimeheightswherethemastershavewrought,anddiscover,ifpossible,thesourcesofpower,genius,andinspiration.Hewouldfinddelightinthecolorsoftherainbow,thegloryofthemorning,andtheiridescenceofthedewdrop.Hewouldtrainhisthoughtstoscanthespacesbehindtheclouds,totranscendthesnow-cappedmountain,andtopenetratethedepthsofthesea.Hewouldvisualizecreation,evolution,andtheintricateprocessesoflife.Sohemusthavestarsinhisworld.

=Books.=--Inadditiontoallthesehemusthavebooksinhisworld,and

heiscognizantofthefactthathisneighborsjudgebothhimselfandhisworldbythecharacterofthebooksheselects.Hemayselect_Mrs.Wiggs_or_LesMiserables_.Ifheelectstohaveabouthimbooksofthecabbagepatchvariety,hecondemnshimselftothatsortofreadingforawholelifetime.Norisanyredemptionpossiblefromsuchstandardssavebyhisownefforts.NeithermennorangelscandrawhimuptotheplaneofVictorHugoifheelectstoabideinthecabbagepatch.Ifheprefers _Graustark_to_Macbeth_,allpeople,includinghisdearestfriends,willgoontheirwayandleavehimtohischoice.IfhesayshecannotreadShakespeare,Massinger,Milton,orWordsworth,hedoesnoviolence



tothereputationofthesewriters,butmerelydefinesandclassifieshimself.

=Authorsascompanions.=--Havinglearnedorsensedthesedistinctions,heelectstoconsortwithBurns,Keats,Shelley,Southey,Homer,Dante,Virgil,Hawthorne,Scott,Maupassant,Goethe,Schiller,andGeorgeEliot.Insuchsocietyheneverhasoccasiontoexplainorapologizeforhiscompanions.Hereadstheirbooksintheopenandgainsafeelingofelationandexaltation.Whenhewouldseelifeinthelarge,hesitsbeforethepictureofJeanValjean.Whenhewouldseeintegrityandfidelityinspiteofsuffering,hesitsbeforetheportraitofJob.Whenhewouldseemenofheroicsize,hehasthecharactersofHomerfileby.Ifhewouldseethepanoramaoftheemotionsofthehumansoul,heselectsHugoashisguide.Ifhewouldlaugh,hereads_TamO'Shanter_;ifhewouldweep,hereadsofthedeathofLittleNell.Ifhewouldseerealheroism,hefollowsSidneyCartontothescaffold,orEstherintothepresenceoftheKing.HegoestoShelley's_Skylark_tofindbeauty,Burns's_HighlandMary_tofindtenderness,Hawthorne's_ScarletLetter_ tofindtragedy,andthe_BookofJob_tofindsublimity.ThroughhisbookshecomestoknowQuasimodoandSirGalahad;BeckySharpandPenelope;AaronBurrandEnochArden;andHerodiasandFlorenceNightingale.

=People.=--Buthisworldwouldbeincompletewithoutpeople,andhere,

again,heisfreetochoose.And,sincehewantspeopleinhisworldwhowillbeconstantreminderstohimofqualitiesthathehimselfwouldcultivate,heselectsRuthandJephthah'sdaughtertorepresentfidelity.Whentemptationassailshimhefindsthemreadytoleadhimbackanduptotheplaneofhighresolves.ToremindhimofindomitablecourageandperseveranceheselectsWilliamtheSilent,ChristopherColumbus,andMoses.Whenhiscourageiswaningandheisbecomingflaccidandindolent,theirverypresenceisarebuke,andasurveyoftheirachievementsrestoreshimtohimself.AsexamplesofpatrioticthinkingandactionheinvitesintohisworldSamuelAdams,ThomasJefferson,andAlexanderHamilton.Theyremindhimthatheisaproductofthepastandthatitdevolvesuponhimtopassontoposteritywithoutspotorblemishtheheritagethathascometohimthroughthe

patrioticserviceandsacrificeofhisprogenitors.

=Influenceofpeople.=--ThathemayneverlosesightofthefactthatitiscowardlyanddegradingtorecedefromhighidealsheopensthedoorsofhisworldforMilton,Beethoven,andMichaelAngelo.Theirsuperbachievements,consideredinconnectionwiththeirafflictionsandhardships,areasourceofinspirationtohimandkeephimuptohisbest.Asatokenofhisappreciationoftheseexemplarshestrivestoexcelhimself,thusprovinghimselfaworthydisciple.Theyneednotchidehim,forintheirpresencehecannotdootherwisethanholdfasttohisidealsandstruggleupwardwithacouragebornofinspiration.Livingamongsuchgoodlypeople,hefindshisworldresplendentwiththevirtuesthatproveahalotolife.Withsuchpeopleabouthimhecanbe

neitherlonelynordespondent.Ifthecaresoflifefrethimforthemoment,hetakescounselwiththemandhisequilibriumisrestored.Intheircompanyhefindslifeajoyousexperience,fortheirverypresenceexhalesthequalitiesthatmakelifeworthwhile.

Asaninevitableresultofalltheinfluencesthatconstitutehisworldhefindshimselfyearningformeliorismasthecrownpiece.Drinkingfromthefountofinspirationthatgushesforthatthebehestofallthesewholesomeinfluences,helongsforbetterment.Goodashefindsthethingsabouthim,hefeelsthattheyarenotyetgoodenough.Sohe



becomestheeloquentapostleofmeliorism,proclaiminghisgospelwithoutabatement.Theroadsarenotgoodenough,andhewouldhavebetterones.Ourhousesarenotgoodenough,andhewouldhavepeopledesignandbuildbetterones.Ourmusicisnotgoodenoughasyet,andhewouldencouragemenandwomentowritebetter.Ourbooksarenotgoodenough,andhewouldincitepeopletowritebetterones.Ourconductofcivicaffairsisnotgoodenough,andhewouldstimulatesocietytostriveforcivicbetterment.Ourmunicipalgovernmentisnotgoodenough,andheproclaimstheneedtomakeimprovement.Ournationalgovernmentisnotallthatitmightbe,andhewouldhaveallpeoplejoininabenevolentconspiracytomakeitbetter.

=Influenceoftheschool.=--Thusdaybydaythismancontinuesthebuildingofaworldforhimself.Anddaybydayhestrivestomakehisworldbetter,notonlyasanabidingplaceforhimselfbutalsoasanexampleforothers.Inshort,thismanisaproductofthevitalizedschool,andisweavingintothepatternofhislifetheteachingsoftheschool.Inexuberanceofspiritandinferventgratitudehelooksbacktotheschoolthattaughthimtoknowthateducationistheprocessofworld-building.Andtotheschoolhegivesthecreditforthelargeandbeautifulworldinwhichhelives.


1.Showhowtheworldthatonebuildsdependsuponone'sownchoosing.

2.Dopeopleseemtorealizethistruthwhentheydonotbuildtheirworldastheymight?Ifpupilsfailtorealizeit,whatcantheteacherdotohelpthem?

3.Supposeapupilisinterestedinpettythings;theschoolmustutilizehisinterests.Howcanthisbedone?Howcanhebeledtolargeraims?

4.Towhatextentdoestherichnessofourlivesdependonthewaywereacttostimuli?

5.Explainhoweachoftheinfluencesalludedtointhischapterhelpstheteacher.

6.Whydoesthecharacterofthebooksonereadsmostserveasanindexofone'sowncharacter?

7.Whatdoyouthinkofapersonwhoprefersnewbooks?

8.Whatdoyouthinkofonewhopreferssensationalbooks?

9.Whyisitespeciallyimportantforateachertobethoroughlyacquaintedwiththegreatcharactersofhistory?

10.Doesacquaintancewiththegreatinhistorytendtoproducemerelyagoodstaticcharacter,ordoesitdomore?

CHAPTERXXV

ATYPICALVITALIZEDSCHOOL



=Theschoolanexpressionoftheteacher.=--Thevitalizedschoolmaybeaschoolofoneroomoroffortyrooms;itmaybeinthecity,inthevillage,inthehamlet,orintheheartofthecountry;itmaybeakindergarten,agradeschool,ahighschool,oracollege.Thesizeorthelocationoftheschooldoesnotdetermineitsvitalquality.This,onthecontrary,isdeterminedbythecharacterofitsworkandthespiritthatobtains.Ingeneralitmaybesaidthatthevitalizedteacherrenderstheschoolvital.Thisplacesuponheralargemeasureofresponsibility,butsheacceptsitwithequanimity,andrejoicesintheopportunitytotestoutherpowers.Itneedstobeoftrepeatedthatiftheteacherisstatic,theschoolwillbestatic;butiftheteacherisdynamic,theschoolwillbedynamic.Theteachercanneitherdelegate,abrogate,abate,norabridgeherresponsibility.Theschooliseithervitalizedoritisnot,accordingtowhattheteacherisanddoes,andwhattheteacherdoesdependsuponwhatsheis.Inshort,theschoolisanexpressionoftheteacher,and,iftheschoolisnotvitalized,thereasonisnotfartoseek.

=Acentralizedschool.=--Forthepurposeofillustrationwemayassumethatthetypicalvitalizedschoolislocatedinthecountry,andiswhatisknownasacentralizedschool.Thegroundscompriseabouttenacres,andthebuildingcontains,alltold,notfewerthantwentyrooms,large

andsmall.Thisbuildingwasdesignedbyastudentofschoolproblems,andisnotmerelyatheoryofthearchitect.Eachroom,andeachdetail,articulateswitheveryotherroominharmonywithageneralschemeofwhichthechildandhisinterestsaretheprimeconsiderations.Thewell-beingofthechildtakesprecedenceoverthereputationofthearchitect.Everynookofthebuildinghasitsspecificfunction,andthisfunctionhasvitalreferencetothechild.Thelocationofeachpieceoffurniturecanbeexplainedfromtheviewpointofthechild,andthearchitecturalschemeisconsideredsubsidiary.Theseatsconformtothechild,andnotthereverse.Theschemeoflightingconcernsitselfwiththechild'swelfareratherthanwiththeexternalappearance.

=Integrityinconstructionanddecoration.=--Thedecorationsthroughout

thebuildingareallchasteandartistic.Nothingbelowthisstandardcanwinadmission.Nopictureisadmittedthatdoesnotrepresentart.Thetheoryisthattheschoolhasareflexinfluenceuponthehomesthatattractsthemtoitsstandards,andexperiencerevealsthefactthatthedecorationsinthehomesareconstantlyrisinginartistictone.Thestandardsoftheschoolbecomethestandardsofthepupils,andthepupils,inturn,modifyandimprovethestandardsofthehomes.Thereisadegreeofsimplicityanddignitythroughoutthebuildingthatbanishesfromthehomestheornateandthebizarre.Thereisintegrityineverydetailofconstruction,andtheabsenceofveneergivestothepupilsadefinitionofhonestyandsincerity.Thereisnothingeitherinthebuildingorintheworkoftheschoolthatsavorsoftheshowelement.Theteachersofhistoryandmathematicscannotdisplaytheproductsof

theirteachingand,therefore,thereisnodisplayofherproductsbytheteacherofdrawing.Thisschoolbelievesineducationbutnotinexhibition.Wordsofcommendationmaybedispensedintheclassrooms,butthereisnoexhibitofanydepartmentinthehalls.Theteachersaretoopoliteandtooconsideratetosanctionanysuchdisplay.

=Simplicityandsincerity.=--Thelibraryisnotableforthecharacterofthebooks,butnotforthenumber.Theteachersandpupilsaretoogenuineevertobecomethrasonical,andnoteacherorpupiliseverheardtoboastofanythingpertainingtotheschool.Theyneitherboast



norapologize,butleaveeveryvisitorfreetomakehisownappraisementoftheirschoolanditsbelongings.Theteachersaretootrulyculturedandthepupilsaretoowelltrainedevertoexploitthemselves,theirschool,ortheirwork.Thepictures,thestatuary,thefittings,andtheequipmentareallofthebest,and,hence,showforthemselveswithoutexploitation.Toteachersandpupilsitwouldseemamarkofill-breedingtoexpatiateupontheirownthings.Suchathingissimplynotdoneinthisschool.Theauditoriumisastately,commodious,andbeautifulroom,andeverybodyconnectedwiththeschoolacceptsitasamatterofcoursewithnoboastfulcomment.Anythingapproachingbraggadociowouldproveadiscordantnoteinthisschool,and,inthisrespect,itrepresentstheAmericanidealthatistobe.

=Roomsarephasesoflife.=--Thehomeeconomicsroom,theindustrialartsroom,thelaboratories,thediningroom,therestrooms,andthehospitalroomareallsuppliedwithsuitablefittingsandequipmentandallrepresentphasesoflife.Atluncheoneachpupilisservedabowlofsouporotherhotdishtosupplementhisownprivatelunch,andthisfoodissuppliedatpublicexpense.Theschoolauthoritieshavethewisdomtorealizethathealthisanassetofthecommunityandisfundamentalineffectiveschoolwork.Thepupilsservetheirschoolmatesinrelays,washthedishes,andrestorethemtotheirplaces.Theboysdonotthinktheydemeanthemselvesbysuchservice,butenterintoitinthetruespiritofdemocracy.Ateacherispresenttomodifyand

chastenthehurryandheedlessnessofchildhood,andthereisdecorumwithoutapparentrepression.

=Industrialwork.=--Inconnectionwiththeindustrialartsdepartmentthereisarepairshopwherealltheimplementsthatareusedincaringfortheschoolfarm,gardens,orchards,andlawnsarekeptinrepair.Heretheautotrucksinwhichthepupilsarebroughttotheschoolarerepairedbythedrivers,assistedbytheboys.Inthisshoptheboysgainthepracticalknowledgethatenablesthemtokeepinrepairthetoolsandmachinery,includingautomobiles,attheirhomes.Thefarmerswhohavenosonsinschoolavailthemselvesoftheskillandfidelitythatobtainintheshop,bringingintheirtools,theirharness,andtheirautomobilesforneededrepairs.Themoneythusearnedisexpended

forschoolequipment.Theproductsoftheorchards,farm,andgardenarethepropertyoftheschoolandareallpreservedforuseinthehomeeconomicsdepartmentforschoollunches.Themaninchargeofthefarmisemployedbytheyearandisamemberoftheteachingstaff.Thefarm,gardens,orchard,andlawnareintegralpartsoftheschool,andperformthefunctionsoflaboratories.

=Schoolalifeenterprise.=--Thereareallgradesintheschool,fromthekindergartenthroughthehighschool.Thereisbutslightdisparityinthesizeoftheclasses,fortheparentsinstinctivelysetapartthirteenyearsofthetimeoftheirchildrenforlifeintheschool.Totheseparentsschoolandlifearesynonymous,andwhenachildentersthekindergartenheenlistsintheenterpriseforatermofthirteen

years.Thehomesaswellastheschoolarearrangedonthisbasis,andthisplanofprocedureisingrainedinthesocialconsciousness.Desertingtheschoolisnomorethoughtofthananyotherformofsuicide.If,byanychance,aboyshoulddeserttheschool,hewouldbeapariahinthatcommunityandcouldnotliveamongthepeopleinanydegreeofcomfort.Hewouldbemadetofeelthathehaddebasedhimselfandcastaspersionuponsociety.Thelooksthatthepeoplewouldbestowuponhimwouldstingmorethanflagellation.Hewouldbemadetofeelthathehadexpatriatedhimself,andneitherhimselfnorhisparentswouldbeingoodstandinginthecommunity.Theywouldbemadetofeel



thattheirconductwasnothingshortofsacrilege.

=Publicsentiment.=--Inviewoftheschoolsentimentthatobtainsinthecommunitytheeighthgradeispracticallyaspopulousasthefirstgrade.Attendanceuponschoolworkisahabitofthinkingbothwiththechildrenandwiththeirparents,andschoolistakenforgrantedthesameaseatingandsleeping.Ifaboyshould,foranycause,failtograduatefromthehighschool,everypatronoftheschoolwouldregarditasapersonalcalamity.Theywouldfeelthathehad,somehow,beendroppedoffthetrainbeforehereachedhisdestination,andthewholecommunitywouldbeinclinedtowearbadgesofmourning.Everyparentisvitallyinterestedineachchildofthecommunity,whetherhehaschildreninschoolornot,andthusschooltaxesarepaidwithprideandelation.Theschoolisregardedasasafeinvestmentthatpayslargedividends.Patronsrallytothecallsoftheschoolwithrareunanimityandheartiness.Differencesinpoliticsandreligionevaporateintheirschool,fortheschoolisthehighplaneuponwhichtheymeetinfraternalconcord.

=Thecourseofstudy.=--Thecourseofstudyisflexible,andbecauseofitsresiliencyitadaptsitselfeasilyandgracefullytothenativedispositionsandtheaptitudesofthevariouspupils.Iftheboyhasapenchantforagriculture,provisionismadeforhim,bothinthetheoryandinthepracticalapplicationsofthesubject.Ifheinclinesto

science,thelaboratoriesaccordhimagraciouswelcome.Thestudiesareadaptedtotheboyandnottheboytothestudies.Noboyneeddiscontinueschooltofindontheoutsidesomethingthatiscongenial,for,withintheschool,hemayfindworkthatrepresentslifeinallitsphases.Ifheyearnsforhorticulture,thenthisstudyismadehismajorand,allingoodtime,heismadeforemanofthegroupwhocareforthegardens.Ifthecourseofstudylackstheelementwhichhecravesandforwhichhehasanaturalaptitude,thisbranchisaddedtothecourse.Theeconomyoflifedemandstheconservationofchildhoodandyouthandtheschooldeemsitthepartofwisdomaswellascivicandsocialeconomytoprovidespecialinstructionforthisboy,aswasdoneinthecaseofHelenKeller.Thisschool,intheoryandinpractice,isfirminitsoppositiontowastingboysandgirls.Hence,ampleprovisionismade

forthechildofunusualinclinations.

=Electives.=--Thepupilsdonotelectastudybecauseitiseasy,butbecausetheirinclinationsruninthatdirection.Indeed,therearenoeasycourses,nosnapcoursesintheschool.Diligent,careful,thoroughworkistherule,andtherecanbefoundnosemblanceofapprovalforloafingordawdling.Theschoolstandsforpurposesthatareclearindefinitionandforworkthatisintense.Therearenoprizesofferedforexcellentwork,buttheapprobationofparents,teachers,andschoolmates,intheestimationofthepupils,fartranscendsanymaterialorsymbolicprizesthatcouldbeoffered.Inschoolworkandinconductthepupilsallstrivetowinthisapproval.Thereisnocoarsenessnorboorishness,forthatwouldforfeitthisapproval.The

cigaretteisunderban,forpublicsentimentisagainstit;and,afterall,publicsentimentisthefinalarbiterofconduct.Hence,noboywilldemeanhimselfbyflyinginthefaceofpublicsentimentthroughindulginginanypracticethatthissentimentproclaimsuncleanorenervating.

=Theschoolthefocusofcommunitylife.=--Thisschoolisthefocusofthecommunity.Hithercomethepatronsformusic,forlectures,forart,forbooksandmagazines,forsocialstimulus,and,inshort,foralltheelementsoftheiravocationallife.Indeed,ineducationalmatters,the



communityisabigwholesomefamilyandtheschoolistheshrineaboutwhichtheyassembleforeducationalandculturalcommunion.Itisquiteacommonpracticeformotherstositintheclassroomsengagedinknittingorsewingwhiletheirchildrenarebusywiththeirlessons.For,intheirconceptionoflife,geographyandsewingarecoÃ¶rdinateelements,andsoblendinperfectharmonyintheschoolrÃ©gime.AttheluncheonperiodthesemothersgotothediningroomwiththeirchildreninthesamespiritofcoÃ¶perationthatgivesdistinctiontotheschoolandtothecommunity.Thereisaninterflowofinterestsbetweentheschoolandthehomesthatmakesforunityofpurposeandpractice.Thereisfreedomintheschoolbutnotlicense.Peoplemoveaboutinanaturalwaybutwithdelicateconsiderationfortherightsandsentimentsofothers.Theatmosphereoftheschoolinterdictsrudeness.Thereisaquietdignity,serenity,andintensity,withnoabatementoffreedom.Inthisschoolitisnotgoodformforaboytobelessthanagentlemanorforagirltobelessthanalady.

=Theteachers.=--Theatmosphereinwhichthepupilsliveis,mainly,anexhalationfromthespiritoftheteachers.TheyliveandworktogetherinadelightfulspiritofconcordandcoÃ¶peration.Theyaremagnanimousandwouldrefusetobeapartofanylifethatwoulddeclinefromthishighplane.Inthiscorpstherearenohysterics,noheroics,nostrain,nostress.Theyare,firstofall,successfulhumanbeings;andtheirexpertteachingisanexpressionoftheirhumanqualities.Their

teachingisbornealongonthetonesofconversation.Theyknowthatwell-modulatedtonesofvoicecontributetothecultureandwell-beingoftheschool.Shouldateachereverindulgeinscreeching,nagging,hectoring,badgering,orsarcasm,shewouldfindherselfostracized.Suchthingsaresimplynotdoneinthisschool.Hence,shewouldsoonrealizethatthisschoolisnoplaceforherandwouldvoluntarilyresign.Theschoolissimplyaboveandbeyondherkind.

=Unityofpurpose.=--Amongtheteacherstherearenojealousies,becauseeachoneisstrivingtoexalttheothers.Theyaresogenerousintheirimpulses,andhavesuchexaltedconceptionsoflife,thattheyinclinetocataloguetheircolleaguesamongtheveryelect.Theteacherinthehighschoolandtheteacherintheprimarygradeholdfrequent

conversationsconcerningeachother'swork,andnoteachereverlosesinterestinthepupilswhentheyadvancetothenextgrade.Tosuchteachers,educationisnotparceledoutintermsofyearsbutisacontinuousprocess,evenaslifeitself.Theyusethetext-bookmerelyasaconvenience,butneverasanecessity.Ifallthetext-booksintheschoolshouldbedestroyedovernight,theworkwouldproceedasusualthenextday,barringmereinconvenience.Theyrespectthemselvesandotherstoohighlyevertoassumeapatronizingairtowardtheirpupils.Onthecontrary,theytreatthemascoÃ¶rdinatesandconfederatesinthenobleandexhilaratinggameoflife.

=Thevitalizedschool.=--Theyhavedueregardtotheirpersonalappearance,but,oncetheyhavedecidedfortheday,theydismissthe

matterfromtheirthinkinganddevotetheirattentiontomajorconsiderations.Neitherindress,inmanner,norinconversationdotheyeverbringintotheschooladiscordantnote.Schoolhoursarenotadetachedportionoflifebut,rather,anintegralpartoflife,andtothemlifeisquiteasagreeableduringthesehoursasbeforeandafter.Suchastheycannotdootherwisethanrendertheschoolvital.Andwhensuchteachersandpatronsasthesejoininsuchabenevolentconspiracy,thenshallwerealizenotonlyatypicalschoolbutthevitalizedschool.




1.Uponwhatdoesthevitalizationofaschoolmainlydepend?Uponwhatelsedoesitdependinpart?

2.Whatsuggestionismadeinthischapterinregardtotheplanningofschoolbuildings?

3.Whyshouldcarebetakeninchoosingthedecorationsofaschool?

4.Whyisitunwiseforteacherorpupilstoboastoftheachievementsoftheschool?

5.Whyhasthequestionofschoollunchesgainedsomuchprominencerecently?

6.Howshouldtheindustrialworkinaschoolbelinkedwiththatinthecommunity?

7.Whyaretherefewerstudentsinthehigherthaninthelowergradesofmostschools?Makeacarefulanalysisofthesituationinthisrespectinyourschool.

8.Whyisitacalamitytoacommunityforaboytofailtograduatefromthehighschool?

9.Whatmaybedonetopreventachildgoingoutsidetheschooltofindsomethingcongenial?

10.Whatshouldbeastudent'smotiveinchoosingacourse?

11.Howdoyoumakeyourschoolacenterforcommunitylife?Howcanyoumakeitmoreofacenterthanitis?

12.Howisthespiritofjealousyamongteachersinjurioustoourschoolsystem?Whatusuallymakesoneteacherdisparagetheworkofanother?

13.Whatisessentialinvitalizingaschool?

INDEX

Absorbingstandards,160.

Acquisitiveness,52.

Advantagesofsocializedrecitation,178.

Agriculture;atypicalstudy,192;itsrapiddevelopment,193;relationtogeology,194;thesourceoflife,202.

Altruism,124.

Ambition,226.



Americanrestaurants,86.

Americanstory,231.

Analysisandsynthesis,293.

Anarchy,73.

Ancestor,childasafuture,34.

Ancestors,attitudeof,31.

Answers,repetitionof,139.

Antecedentcauses,261.

Art,197,268;teachingasan,143.

Aspiration,224;andworship,149.

Aspirations,59.

Attitudeofteacher,11,272.

Attitudetowardswork,148.

Authors,311.

Automobile,105;factory,47.

Beauty,desireforpastoral,58.

Behavior,amplified,265;inhistory,267;inretrospect,259;scopeof,256.

Betterment,244.

Bodysubjecttothemind,120.

Books,311;asexponentsoflife,14;ofquestionsandanswers,300;oflife,228;

supreme,252.

Botany,importanceof,195.

Boy,storyofa,236.

Bread,200.

Centralizedschool,318.



Characterizations,308.

Child;asafutureancestor,34;asawhole,250;astheobjective,200;andteacher,questof,104;asthecenterinschoolprocedure,18;imaginationof,26;supreme,252;righttoexpresshimself,25;playinstinctof,24;relationoftoschoolwork,27;life,21;rightsof,20.

Child's;conceptionoftruth,109;conception,103;needofideals,169;viewpointofteacher,168;experiences,27;nativetendencies,24;righttothebest,23;nativeinterests,255;

imagination,236.Childhoodcurtailed,22.

Children,307;parentalattitudetowards,19;commoninterests,216;shouldhaveschoolprivileges,19;realinterests,217;_vs._statistics,247.

Cigarettes,117.

Circusday,118.

Civilization,305.

Cleanliving,37.

Collegeinfluences,11.

Columbus,voyageof,152.

Commerce,55.

Commonfromcommonplace,151.

Comparisonoflifeandliving,1.

Comparisonoftwoteachers,129.

Complacencyofteacher,135.

Completelivingdefined,112.

Complexityoflife,4.



Conceptsrestricted,262,279.

Concessions,297.

Conclusion,272.

Conductofteacher,171.

Conflict,65.

Conservation,245.

Contrastedmethods,44.

Contrasts,278.

CoÃ¶peration,75.

Courseofstudy,324.

Courtprocedure,291.

Curtailmentofchildhood,22.

Definition;ofcompleteliving,112;ofpoetry,222;ofpolitician,40;ofsocializedrecitation,176;ofteaching,2.

Degreesandhumanqualities,248.

Democracy;foreignconceptof,66;thevitalizedschoola,69.

Democraticspirit,manifestationsof,71.

Democraticteacher,75.

Desireisfundamental,60.

Desiresforthingsintangible,53.

Domesticscience,199.

Dynamicqualities,146.

Economicarticulation,59.

Education,101,303;andsubstitution,43;byabsorption,160;schoolsof,246;unconsciouslygained,164.

Efficiency,80.



Electives,325.

English,teacherof,239.

Enthusiasm,elementof,150.

Environment,259.

Etymology,106.

Examinations,288;traditionalmethod,294;testingforintelligence,296;wayofreform,301.

Expertness,appraisalofteaching,131.

Faith,203,227.

Filtrationplantandavitalizedschool,206.

Flowers,304.

Foodandlife,201.Foreignconceptofdemocracy,66.

Formalities,meaningless,128.

Freedom,120,275;elementsof,283;real,280.

Functionoftheschool,70,210.

Gangelement,179.

Generations,rightsofthecoming,30.

Girlandherelders,237.

Grammar,212.

GreatStoneFace,162.

Habit,persistencyof,92.

History,79,254,270,278;behaviorin,267;meaningof,14.

Homeandtheschool,255.

Hospitalscited,32.

HouseofParliament,55.



Humaninterest,155.

Humanqualities,degreesof,248.

Humor,232;betokensdeepfeeling,239;defiesexplanation,242;lackof,235;ofLincoln,238.

Ideal;oftheschool,215;rÃ´leof,166.

Idealist,49.

Ideals,aperpetualinfluence,169.

Imaginationofchildren,26,236.

Imitation,politicianworthyof,43.

Incompleteliving,113.

Individual,responsibilityofthe,69.Industrialwork,321.

Influence;ofpeople,313;oftheschool,315;uponpupils,185.

Influencesofcollege,11.

Initialstatement,100.

Innatetendencies,61.

Intelligenceofteacher,298.

Intensity,lifemeasuredby,2.

Interestinpractice,180.

Interest,lifethegreathuman,249.

Joyinworkofartistteacher,145.

Language,211;asocialstudy,211;andvitality,15.

Leadership,42,261.

Learningdemocracy,268.

Lessonaprophecy,263.



Lessonsfromchildhood,309.

Life;andlivingcompared,1;andmusic,307;andreading,12;assubjectmatterinteaching,6;booksasexponentsof,14;bookof,228;complexityof,4;everysubjectinvestedwith,155;howthepoetlearns,223;inliterature,6;qualityof,219;manifestationsof,5;measuredbyintensity,2;seaas,104;teachers'influxof,228;thegreathumaninterest,249;transfusionof,224.

Lifeandfood,201.

Lincoln'shumor,238.

Literature;lifein,6;pedagogyin,163.

Longdivisionramified,264.

Machineteacher,246.

Machinery,268.

Majorandminor,299.

Man,285.

Manifestationsoflife,5.

MarkTwainasaphilosopher,240.

Mathematicsvitalized,10.

Meanderings,139.

Meltingpot,67.

Mentalatrophy,289.

Methods,292;contrasted,44;potencyofright,132;ofthepolitician,41.

MichaelAngelo,108.

Militarytraining,118.

Minorandmajor,299.



Misconceptions,35,66.

Misfits,216.

Mistakes,214.

Monuments,58.

MulberryBend,83.

Music,306;andlife,307.

Nativeland,226.

Needsofsociety,212.

Outlook,264.

Ownership,potencyof,181.

Parentalattitudetowardschildren,19.

Parliament,Houseof,55.

Patriot,atypical,82.

Patriotism;adeterminingmotive,78;asaworkingprinciple,77;conclusions,89;indailylife,85;thriftas,87.

Pedagogyinliterature,163.

Penalizing,294.

People,312;influenceof,313.

Perseverance,225.

Personalefficiency,115.

Physicaltraining,116.

PhysicsandChemistry,196.

Physiology,196.

Poetry,271;defined,222.

Poetlearnslifehow,223.

Politiciandefined,40;



methodsof,41;worthyofimitation,43.

Possibilities,134.

Potencyofrightmethods,132.

Powerofunderstanding,13.

Problemoftheteacher,98.

Proprietaryinterests,180.

Publicsentiment,323.

Pupilteacher,177.

Questionstated,127.

Questionsandanswers,290;booksof,300.

Rationalmethods,292.Readingandlife,12.

Recitation,exampleofsocialized,187.

Reflexinfluence,184.

Rememberingandknowing,290.

Repeatinganswers,139.

Resourcefulness,153.

Responsibilityoftheschool,36.

Restrictedconcepts,262.

Resultants,183.

Rightsofthechild,20.

Rome,276.

Rooms,320.

Sanitation,82.

Scholar'sconceptofthesea,102.

School;andsociety,46;andthehome,255;anexpressionoftheteacher,317;andfactorycompared,130;alifeenterprise,322;



functionofthe,70;functionof,210;idealofthe,215;influenceof,315.

Schoolhouse,319;thecommunitycenter,326.

Schools;ofeducation,246;responsibilityof,36;workofthe,110.

Sciences,relationof,tolife,198.

Sea;aslife,104;scholar'sconceptof,102.

Self-complacency,289.

Self-interest,41.

Self-reliance,284.

Self-respect,286.

Shakespeare,269.

Simplicityandsincerity,320.

Snobbery,73.

Socialintercourse,56.

Socialstudy,languagea,211.

Socializedrecitation;definitionof,176;sampleof,187;

exemplifiedinsociety,182.

Society;andtheschool,46;needsof,212.

Soundbody,114.

Spelling,281;aspatriotism,77.

Spirit,thingsofthe,123.

Spiritualfreedom,275.

Stars,310.

Statistics_vs._children,247.

Stories,233.

Storyofaboy,236.

Streetsigns,121.



Substitutions,resultsof,48.

Switchboard,282.

Synthesisandanalysis,293.

Syntheticteaching,203.

Teacher,165;andchild,104;asamachine,246;asenvironment,162;attitudetowardschildren,254;conductof,171;characteristicqualitiesof,144;intelligenceof,298;growthof,172;hersupremacy,166;ofEnglish,239;responsibilityof,159;ruleoflife,171;seeinglifelarge,172;

schoolanexpressionof,317;skillofthe,256;statusirrevocable,168;volubility,136.

Teachers,327;attitude,11,170;complacency,135;contrasted,9;firsttype,251;influxoflife,228;problem,89;province,7;

otherself,167;threetypesof,250.

Teaching,229;asafineart,143;defined,2;testof,137;lifeassubjectmatterin,6;power,248.

Temperance,81.

Testsofteaching,137.

Thingsofthespirit,123.

Thinking,293.

Thirteencolonies,154.

Threetypesofteachers,250.

Thriftaspatriotism,87.



Timeelement,basicconsiderations,129.

Time,wasteof,133.

TomSawyer,91.

Trainedminds,122;achievementsof,123.

Transfusionoflife,224.

Travelinstinct,57.

Truth,child'sconceptionof,109.

Twainstory,241.

Twoteacherscompared,129.

Typicalpatriot,82.

Understanding,powerof,13.

Unityofpurpose,328.

Varietyinexcellence,63.

Vitalizedmathematics,10.

VitalizedSchool,329;ademocracy,69;anexemplificationofcompleteliving,113;filtrationplant,206.

Volubleteacher,136.

Wasteoftime,133.

Weaknessestransmitted,30.

WestminsterAbbey,54.

Wordautomobile,105.

Wordinuse,107.

Work;ablessing,96;asaprivilege,92;andenjoyment,97;oftheschool,110;potencyofmental,95;misconceptionsof,93.

World-building,303.



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