or would a t least maintain an intelligent interest in world affairs? The man of broad culture usually gets ahead faster, and in addition the language used in some of the scientific articles published might be greatly improved.
W. R.W.
FORTY YEARS OF EDUCATION* I n a recent issue of the Forum, under the above title, there appeared a symposium on education. I n the words of the editor, "To celebrate our fortieth birthday The Fo'orum has invited, from a wide possible choice, a group of modern leaders of education representing scattered localities or diverse points of view to look hack over the past four decades and indicate some of the problems facing American teachers today as a result of the many changes in conditions and opinions that have come about during this period." I n the foreword, Agnes de Lima, speaking of the new philosophy of teaching, says: Children, so runs the new philosophy, are not empty vessels to be crammed with facts, but personalities to be developed. The school is not to he concerned with the child's mind alone, hut with his physical well-being and emotional health as well. Prevailing methods not only do damage to intellectual power by destroying initiative and stifling thought, but they manufacture physical defects and sow the seeds for future emotional disorders. These truths are becoming widely established through the certain methods of laboratory research. As they gain wider credence, the schools gradually abandon first one and then another of their cherished traditions. .
...
John James Tigert in his article on "My Boy's Education and Mine" tells us that in his time education was measured exactly in terms of years-eight years for an elementary education, four years for a secondary education, and four years for a college education. He further says that it never seemed to occur t o anyone that some might require a longer time, that others might require less, and that still others would benefit by an escape from this rigid system. I n contrast t o this, he writes: Beyond the vocational school we find the agricultural and mechanical college. The first of these institutions was estahlished in Michigan shortly before the Civil War. Today every State in the Union has a similar institution, and agriculture and the mechanic arts have been established as an important part of our higher educational system. These institutions were greatly stimulated by grants of land and cash suhsidies by the Federal government. I n the past decade the property of these colleges has doubled and their income quadrupled. As my boy proceeds with his education. he will find an opportunity for culture heyond anything that was open to his father,
* Forum,
75, 4-12-51 (1926)
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FORTY YEARS OR EDUCATION
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and likewise there will be a t his disposal a machinery for vocational guidance unknown in my youth. If his interest and talents lead him in that direction he will be offered possibilities for vacational training which were never suggested t o me.
Ernest Carroll Moore of the Southern Branch of the University of California writes on "Educational Alchemy." He says: The men of my day were firm adherents of the dogma of formal discipline, hut their great assumption that acquiring Greek, Latin, and mathematics enables one in some mysterious way t o acquire more than these things has since then been subjected t o experimental verification and is now known t o be false. No reform has ever been effected in education that means so much as the attempt t o drive the baneful doctrine of formal discipline from the schools.
In the article ':In the Days of Discipline" by Arthur Ernest Morgan, we read: Almost the outstanding impression of those early years is a sense of extreme loathing of that discipline. I n the fourth -grade, where I spent two years under the same teacher, this discipline almost reached perfection. The morning began with gospel hymns and a census of hand washing, teeth cleaning, and bathing, and then followed a day of perfect order. I could not help wriggling about a t times, and in punishment spent many, many hours standing on my weary feet in the cloak room.. . .
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Frank Ellsworth Spaulding on "The Passing of Great College Teachers" writes: The development of American education in the last hall-century presents no more marked and significant characteristics than these two, the great improvement in teaching in the public schools and the lamentable deterioration in teaching in the colleges. To the improvement in public school teaching must be credited in large measure the approximation t o genuine universal education. I t is the improved public schools that are causing the currents of universal education to rise ever higher until they are heginning to submerge the colleges. The latter have nevei exerted any positive constructive iduence upon the movement for really universal education, having never expressed any genuine sympathv with this movement, except theoretically and on levels far below them. Small wonder that they gasp for breath as they find themselves submerging.
Of "The Vitality of the Early Home" Robert Ernest Vinson writes: The school.was looked upon as a useful adjunct to the home, hut not a substitute for it. One could no more delegate his child's education t o others than he could his religious training. Such responsibility was definite and inescapable. Of course, when college came, the children had caught up with the parents, so far as formal education went, but the stimulating spirit and companionship were still there, and one had by that time begun to sense the struggle and sacrifice of those earlier years, to sympathize with limitations which had not been self-imposed, and to feel something of the joy of sharing the larger advantages secured a t such great cost. The modern contrast to this is bath evident and puzzling. Schools are so well equipped, teachers are so well trained, courses of study are so numerous and diversified, and methods are so constantly changing and withal always so new and different that the whole situation is nearly the reverse of that which I pictured. Then the school
was the adjunct to the home. Now i t is the substitute for it, or a t any rate, the two are not properly balanced. An enduring civilization could be built upon such homes as the one referred to, with or without schools, but i t is to be doubted if i t can be built upon an altogether institutionalized education, no matter how excellent, if such homes he lacking.
David Starr J o r d a n of L e l a n d S t a n f o r d writes of "The Junior ColHe says:
lege."
The value of higher education, even the possibility of it, lies in close relation to sources. The student should seek his own evidence and frame his own inductions. To teach any subject to huge classes, through informing lectures, is a waste of time of both teacher and student. The lecture bas two main values in education, and these are both of great moment. First, t o bring together and codrdinate the results of actual study, and second, to give inspiration for further research. Lectures should never he allowed to take the place of -~ stud". . Universities under private control must find their special place amidst the "gigantism" of the State universities by stimulating and developing research and by undertaking intellectual advances, more or less beyond the scope of the State schools. These are bound t o consider mare and more closely the needs and wishes of the masses to whom they owe their support. The private institution should lie the first to abandon purely elementam instruction, to take "the reluctant student" to the edge of the campus and drop him off, and devote itself t o finding and developing the youth of special talents.
.. .
Regarding "Workers' Education" J. B. S. Hardman w r i t e s : The educational mills, seeking t o materialize the ideas of the upholders of the present industrial regime, turn out the kind of mentality which leads toward the perpetuation of the regime and of the mechanistic civilization in which it has culminated. This is as i t should be. I t is good logic that each prevailing order should seek t o preserve itself. But lahor is not in agreement with the prevailing industrial order. Whether conservative or radical, whether unwilling or ready t o force a change, labor finds fault with things as they are. Labor wants "things" changed, and the lahor ideal of education is one of education for social reconstruction and readjustment. The concomitant of the lahor movement, workers' education, demands the type of education which trains such habits of mind in the workers as will help them to secure the desired changes in the social order.
In the final a r t i c l e of the s y m p o s i u m , "An Eugene Randolph Smith, we read:
E d u c a t i o n a l Credo"
by
My belief in the value of social science is particularly strong, and I am equally impressed with the need of general knowledge of natural science. I t seems t o me that as man's .orogress depends so largely on his mastery of environment and his acquiring the art of co6perating with his fellowmen, no one should come to maturity without a reasonably good basis for understanding and thinking in those two fields. I am equally .. certain that the right use of leisure and the enrichment of life depend on understanding and love for the arts, and I a m sure that that love comes not from being driven through routine work in them, but from encouragement in appreciation of them and expression not against through them. I have no thesis against the classical subjects-ertainly the study of modem languagesyet I often wonder whether the world would not be
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NO. 5
EDUCATION AS A SOCIAL FAVOR
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much farther along if the Tower of Babel had never been built, and our children had, therefore, been left free to concentrate on the arts of living instead of, as is now too often the case, being forced to spend so much time on foreign languages.
W. R. W.
EDUCATION AS A SOCIAL FACTOR Although one important function of education is t o impart information and develop scholarly habits of thinking in students, character and personality must also be developed in order to preserve a balance between intellectual and social ideals. Success in social relations is essential to success in any line of endeavor. W. W. Charters1 in a recent article writes: "My formula for success, in social relations a t least, is this: Success in handling people equals two parts personality and one part brains. By the terms of this formula, I mean to indicate my opinion that personality is of more importance than information. This does not mean that information is negative in importance, for if the formula read, success equals two parts personality and no brains, the person to whom the formula would then apply would be what, in the language of the business world, is called a bluffer. He makes an excellent impression but is not effective. When, on the other hand, the formula reads, success equals no personality and brains, we have in mind the grind and the bookworm. Either extreme is bad. Over-developed social personality without a basic foundation of information is quite as ineffective as over-developed mental power and under-developed social efficiency. Both information and personality are necessary for successful living." Mr. Charters goes on to say that "If we desire education to be a beneficial social agency, we must develop high ideals in the students. These ideals are developedpartly through books and study. They are partly developed by personal contacts. It is the duty of every institution of learning to see that its students are provided with good books and with a strong faculty. Even-in a large university i t is entirely possible to provide every student with an adviser, selected to develop character and to assist the student in solving his personal problems. Much more remains to be done but the public which sends its children to the universities will be reassured in the knowledge of the fact that the importance of the problem of the development of character is fully appreciated by the administrative officers and by the majority of the instructors on the faculty." On the other hand, social values may be made the criteria of educational values. This source of criteria has not been widely considered. David Snedden2 writing on this subject says: "Education and Personality," Univ. of Chicago Mag., 18, 219-20 (1926). "An Unconsidered Source of Criteria of Educational Values," Teachers' College Record, 27, 587-99 (1926). I
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