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which the principal rules almost as czar, we turn them out to enter the world of business and society and perform duties in a democracy of which they know practically little or nothing. "The school in which children are treated as unfit to partake at least in some degree in the work of government, and have no voice whatever in the making of the rules and understanding the reasons for these rules, may fit its pupils for citizenship in Russia but not in America."

Power of Self-Control to be Gained.

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The development of power is the primary end and aim of education-power of mind, power of heart, power of self-reliance, selfcontrol, power to perform the duties and callings of life. To this end every activity of the school should be directed; courses of study, methods of instruction and government, and the personal association of teachers and pupils with each other should be employed solely with this aim in view. To the "layman" the maintenance of order in a school may seem only a matter of lesser importance, the communication of knowledge mental aim of the school. idea of the mission of the appearing, and the fact is recognized that it is by means of their government that schools can most effectively train their pupils in morals and teach them their true relation to society. "Mere intellectual instruction," says Prof. Charles W. French, "will never develop the will power or teach the child to guide his actions by correct ethical principles. Information alone will not control conduct, nor is knowledge power, except as it enters into the life of the child and becomes an instrumentality in educating and developing his will power. It is therefore incumbent upon the school not only to impart information, but also to develop the power of self-control in its pupils. The child who is compelled during his school career to bow to an arbitrary authority, and who learns to submit his actions to the test of a body of rules rather than to that of right or wrong, will gain false ideals. of life, and will find himself at a loss for a proper standard of conduct when he goes out into the world, where the petty rules and regulations under which he has been accustomed to live are no longer in force."

The child must learn to understand and bear the responsibilities which society imposes upon its members, and he must become an intelligent factor in making and putting into effect the laws under which he lives. These duties must be learned gradually from childhood up through living and working in an

atmosphere at home and at school that will be in harmony with the conditions of life in later. years.

The school is the first place where the child comes in contact with institutions—the machinery with which modern civilization regulates the relations of man to his fellow man. In this, one of the greatest institutions of civilization, the school, he must learn his true relation to all other institutions, such as the church, the state, the city, and the nation. From the ideas that he gains of his duties and relations to this first institution-the schoolwill come all his future ideas of his duties, privileges and responsibilities to all other social, political, or moral institutions, of which he must, in later years, become a part and have an influence upon.

Wrong Ideals Implanted in Schools.

Now let us look at some of the things that are taught our children by our present way of governing and conducting schools. The little child comes to us ready to learn to "do by doing." He finds he must give up some of the liberties he has hitherto enjoyed-he must sit still, refrain from talking, stand, walk, or do this or that at the dictates of a monarch called a teacher. He will learn later that he has to give up some of his liberties for the common good of all. He abruptly learns that he is not "monarch of all he surveys," as he may have been at home, but that he is constantly in contact with the rights of others, and is directly affected himself by their conduct, either as individuals or as a school. He naturally wants to participate in regulating the conduct of others, as it affects him. His natural instincts are to do right and to have others about him do right.

The teacher, however, promptly tells him that what others do is no concern of his. He should do right himself, but not concern himself about what his neighbor does. He soon learns that it is the teacher's business to regulate the school, not his. He must not even report it; this would be "tattling," the capital sin in school life; so the teacher teaches and the pupil believes. Soon he learns that there is no one responsible for good conduct and order but the teacher. He soon learns that he need fear no exposure of wrong acts from his fellow school-mates. They hide his misdeeds, and he must hide theirs. The teacher is the only one to be feared when misconduct takes place. All learn to keep their own counsel, hide and endure the misdeeds and impositions of their fellow schoolmates, and let the teacher govern the school the best way he can.

The good boy in this little monarchy must simply be a passive subject of the monarch over him. He is neither asked nor allowed to help that monarch in the government, as he should be.

Later, in the higher grades, he sees dishonesty in examinations and other irregularities of conduct, but it does not disturb his mind. or conscience. His lesson of minding his own business and letting those in authority find these things out has been well learned. It will not only stay with him through the high school, but through life. He will not, as a pupil or a citizen, do wrong himself, but he has no duty now to the teacher, or later to civic authority, to expose or suppress the misconduct of others. "It is none of my business what my neighbor does," says the self-satisfied citizen who is the product of this training in his school days. His civic conscience is dulled and warped in his school training. It never rights itself in after life.

Can any one doubt for a moment that the man in after life gets his ideas of his duty to the community and to those in authority from the ideas taught him of his duty in the school community and to the teacher representing authority?

Will not the boy who cheats in examination make the man who will cheat the city on a street contract? Will not the boy who scorred to cheat in an examination himself, but sat by content to have his classmate cheat, develop into the self-righteous "good citizen" who takes no interest in having honest city officers, and who laughs at the sharp city official who can fill his pockets dishonestly? Will not the boy who openly does wrong before his classmates, expecting them to suppress it, make the brazen law-breaker who defies public opinion and the law alike?

Will not the young man who thinks it right

not to tell on his schoolmates, and who is allowed to believe so, make the future alderman who thinks it dishonorable to expose the briber who offered him a thousand dollars for his vote? In short, will not the man be what the boy was taught to be? Can the impure spring have flowing from it anything but an impure stream? As the child's community life is in school, so will his civic life be in after years. The School Should Stand for Right Habits of Civic Conduct. What should school life teach the boy? It should teach him that he is a part of the school community, responsible for its acts, and affected by every act of his schoolmates. He should, therefore, be interested in every act. He should be taught that the Mosiac law, the

English common law, and the statute law of this state make it a duty of every citizen to testify when called upon, and that hiding a crime makes him a party to it. He has, therefore, no right to set these principles aside in school life, either because of his own wishes or the false idea of his teacher. He should be taught to see clearly that the restrictions placed upon his actions in school are due chiefly to the abuse of liberties by a few of his schoolmates, and he should, therefore, be directly interested in the conduct of these schoolmates. He should be taught to feel that the rightly disposed boys should assert themselves as positively and persistently for good conduct as the careless or indifferent boys do for evil. He should be made to feel that it is a duty to himself and to his school to assist in every way in the securing of right conduct as faithfully as does his teacher.

Good Citizenship the Result of Good Habits at School. These habits in school life can be secured only by enlisting the pupils from the first year of school in taking an interest in the active government and control of the general conduct of his schoolmates in their common intercourse. The pupils should assist in the making and enforcing of all rules about the school that affect the social life and individual relations of its members. The majority of every school should be actively enlisted on the side of the teachers in serving the best interests of the school community.

In other words, the teacher must secure the "government of the pupils by the pupils, for the pupils," if he would teach them practical good citizenship.

The undemocratic idea that now prevails, of a government of the teacher by the teacher for the pupils, which is a relic of monarchical forms, must give way to "citizen pupil," who will develop into the ideal American citizen. Some Results thus far Secured.

In several cities, of late, different plans have been adopted to accomplish the results aimed at in the preceding paragraphs. Whether the plan attempted in the Twenty-first District school is the best for the purpose cannot now be ascertained. All of these are at best, only in the experimental stage, but enough good has been accomplished, with but little friction, to guarantee the success of the experiment in this school. Among the most noticeable results thus far accomplished by this plan are the following:

1. Children have become interested in the nature of city government in detail, even in the lower grades.

2. The foundation for a thorough knowledge of the government of the city, state, and nation, of the making of laws, of representative law-making bodies, powers and duties of executive administration and judicial officers, etc., has been made through performing the functions of these various officers.

3. In the common council meeting methods of conducting deliberative bodies and drill in parliamentary practice have been secured, and respects for rights of others at such assemblages taught.

4. In the courts of justice careful inquiry into both sides of a case and love of justice, respect for the representatives of law and order, and the relative degrees of misconduct have been taught most impressively.

5. Through some failure to elect good officials, the consequences of such carelessness shown in the injury to the school city have been felt to such a degree as to teach valuable lessons to voters. Subsequent elections have proved how effectively these lessons have been taught, for personal favoritism has been sacrificed in order to secure the best persons for positions of responsibility in the govern

ment.

6. The order in the corridors, play grounds, play rooms, and other places under the jurisdiction of the government has been improved.

7. The conduct of the pupils shows greater respect for the rights and feelings of others, and greater courtesy in their actions.

8. The relation between teachers and pupils, especially in the higher grades, has grown more cordial and helpful.

9. Many petty troubles which before kept teachers and principal busy in disciplinary work have been settled satisfactorily by the pupils themselves.

10. Having discovered the effect of wrongdoing upon themselves and the school as a whole, the pupils have become convinced that manly exposure of wrong is not idle tattling, but an honorable means of preventing the spreading of evil, and for the general good.

II. They have learned that laws are not made to prevent freedom, but to protect rights; that officers representing the government are to be respected and obeyed, in order that the general welfare of the community may be secured, even when these officers are their classmates.

12. There has been no occasion for corporal punishment for actions done within the jurisdiction of the school city government, since an entirely different incentive from fear of corporal punishment has actuated the pupils in their conduct at school.

13. Finally, they have learned how to share

intelligently in the government of which they shall soon form a part and do their duty as patriotic citizens-alert in every way for the general welfare of the community in which they live. They cannot be indifferent as men and women and permit corruption in public office by allowing unworthy representatives to govern the people in city, state, or national affairs.

CHILD-STUDY SECTION.

THE PROVINCE AND LIMITATIONS OF SCIENTIFIC AND PRACTICAL CHILD-STUDY.

Child-study is often designated as a "fad," but it conforms to none of the definitions of a "fad." It is not a trifling pursuit but the noblest endeavor of all who deserve the name of teacher or parent. Child-study is almost as broad as education, and certainly no one will decry education as a fad. Many of the means of education often take the direction of fads, i. fads, i. e. become hobbies or become trifling in nature, but education is the most serious question, the most significant question that has ever occupied, or ever will occupy the minds of intelligent humanity. Certain methods of child-study, such as the questionaire method, the anthropometric method, etc., may develop into fads, but the study of children must enter into the consideration of every educational question. This is true as regards both means and methods. Education may be reduced to two ultimate questions: (a) What shall the child learn and (b) what are the best means for attaining the desired ends? And we must look to the child in answering either.

Child-study, unfortunately, has come into disrepute largely because so many dilettantes without scientific training or insight are carrying out so-called investigations in the name of science, and publishing to the world the worthless results of their puerile efforts. Many of this type of investigator, hunt only for abnormalities, or unusual sayings and doings. of children, with no other end in view than the hope of contributing an article on some new and startling topic. Then many others with perfectly good intentions, through imitation, pursue similar methods in the belief that they are aiding the cause of science. The results of such misdirected efforts are published and people rightly denominate it "stuff and nonsense," but also wrongly denounce all child-study as worthless and the outcome of a fad. Often much valuable time is worse than wasted in the attempt to produce something new. To quote Prof. Nicholas Murray Butler, "much of modern so-called scientific work is

really unscientific.

It has no beginning and no end, and is, so far, just as wasteful and enervating as would be the attempt to count the leaves of the trees of Maine or the sands of the desert of Sahara.-Hundreds of so-called investigators all over the world are frittering away their time and wasting private and public funds in their incessant desire to do something that means nothing."-Ed. Rev., Oct., 1898, 283. But the foregoing does not apply to child-study and education alone. It is equally applicable to the investigations in any other branch of knowledge. Just as abortive attempts may be cited from researches in history, geology, philology, chemistry and other sciences. But we hear little just now of any fads except from the child-study side. I wonder whether the decrying of child-study has not also become a fad? The main reason why so much is heard about fads in education is because no other subject comes so close to the intelligence and interests of so large a mass of humanity. Education concerns not only the teacher, but the child, the adolescent, the parent, the family, the community-society. It is more vitally connected with the present and future welfare of mankind than any other phase of human endeavor.

I

Another reason why child-study has been so much derided is because people have expected more from it than it was able to give or they had a right to expect. There has ever been too little discrimination between the work attempted by the specialist and that by the novice. But a few cynics in high places, who ought to discriminate better, have taken the disappointing or worthless results as a cue for the epithets and anathemas that they delight in hurling at the whole subject. Uninformed persons take up the cry and denounce it without investigation. Thus, the study is deprived of many practical workers who might materially aid the cause in a practical

way.

From the scientific standpoint child-study is almost synonomous with genetic psychology. It includes an examination of all processes of change or metamorphosis through which the various mental powers have passed in reaching the status they possess in the normal individual of civilized races. It seeks not only knowledge of the various intellectual, emotional and volitional phenomena, but it also seeks the genesis of these in the human race. With this view child psychology requires for its complete understanding, not only the study of the characteristics of children, but also a study of adolescent, adult and senescent life; not only man but the lower animals, in so far

as such studies can throw any light upon the present psychical life of man.

Thus we see that child-study in a wide sense gathers a great deal of data secured from biology, embryology, anthropology, medicine, sociology, religion, and ethics, as well as that from physiology, psychology, and pedagogy. To illustrate the broad scope of the subject I may instance the work done at Clark University, which is generally supposed to stand for child-study. The work is carried on with this broader conception, every student in the philosophical department being required to do work in biology, anthropology, psychology, and philosophy, no matter what his course may be. Unfortunately the entire work is often judged (misjudged) by the syllabi that emanate from there. The syllabi show neither the beginning nor the end, and are only incidental features which it is hoped will contribute something to the topic under consideration. Sometimes they do, sometimes they do not. As in all scientific research there is fruitful and fruitless work. Unfortunately for the science, the entire work is usually judged by these incidental features alone. This is pardonable because those who do so are usually those without scientific training and insight, and they are not willing to wait. They do not understand the vast amount of detail and drudgery that must be done in every department of scientific research. The layman is looking for practical results and we cannot blame him, but we may offer by way of explanation that the practical results do not necessarily form an integral part of the scientist's work. If he happens upon some practical applications and chooses to give them to the world, it is well, but if not it indicates no lack of science. Science means organized knowledge, but before any science is established it must collect-collectand the process is sometimes interminable. Darwin collected material for thirty years before he was ready to give the world any generalized results. We must remember that pyschology itself is a comparatively new science, and we must not expect too great immediate results. If you will notice, you will find that it is the dilletante in child-study who is most ready to give you generalizations. The more scientific exhibit greater caution and less dogmatism.

From the practical side child-study ought to be concerned with the recognition and application of all principles relating to the care and training of children. These principles may have been gleaned from child psychology, from general psychology, from medicine,

or any other science, or they may have been reached by purely empirical methods. But it must be remembered that child-study in the school or in the home is concerned with the practical way of dealing with children and not with the advancement of science, as such. The study is primarily for the sake of the child, secondarily for the sake of the teacher, and incidentally for the sake of science.

From the teacher's standpoint I believe that the details of the scientific side of child-study form little or no part of his work. The dominant interest of the teacher is not in the theoretical consideration of the science, but in the practical application that can be made of the well-formulated principles in teaching. The schoolroom is not the place for the scientific experimentation on children, and the teacher not essentially an experimenter. It is well if the teacher has had scientific training in this line and gained scientific insight, but the schoolroom is essentially a place for carrying into execution well formulated principles.

The sooner that teachers and parents learn that the function of child-study in the home is primarily for the good of the child, secondarily for the good of the teacher or parent in increasing insight and sympathy, and only incidentally for the science, the better it will be for schools and homes, and for the reputation of the science.

The rank and file of teachers and parents ought not to expect to add much to science by their observations of children. The results that properly accrue from such observation ought to be attended with a greater interest in children, a more intelligent understanding of them, and better methods of dealing with them, but to expect anything of scientific value is delusive; and leaders in the movement ought not to hold out such expectations as an inducement.

In physics we need men of science to formulate theories concerning light, sound, etc., but there is no less a demand for skilled operators of the telegraph, the telephone, and the electric lighting plants. Both classes are necessary, but the work of the two though related are entirely distinct. Analogically the same is true of child psychology or any other psychology. The scientist views the subject from the standpoint of science alone.

He studies the phenomena as they are and not with reference to the use they may subserve. However, since education looks to psychology for its laws, the teacher expects that every psychological law must yield a corresponding pedagogical principle. Nothing is

more erroneous.

Just as vain would be the expectation that from the formulation of every physical law a new machine could be constructed, or from every chemical reaction a new medicine or lotion could be compounded, or from every historical fact a new rule of action could be formulated for every-day conduct.

We have no right to expect so much. The words of Prof. Sully concerning psychology are here applicable. In the preface to his Outlines of Psychology, he says:

"If a teacher approaches the study of mental science with the supposition that it is going to open up to him a short and easy road to his professional goal, he will be disappointed. Such an expectation would show that his mind had not clearly seized the relation between science and art, theoretic and practical science. The first condition of such a theory is a mass of traditional knowledge gained by experience or trial and observation. This empirical knowledge is all that the practitioner (physician, teacher, etc.) has in the early stages of his art. And with respect to the practical details of the art it must always continue to be the main sources of guidance. The best method of bandaging a limb, and the best way to teach Latin are largely matters to be determined by experience. The function of scientific truth in relation to art or practice is briefly to give us a deeper insight into the nature of our work and the conditions under which it is necessarily carried on. Thus mental science enlarges the teacher's notion of education by showing him what a complex thing a human mind is, in how many ways it may grow, how influences must combine for its full exercise, and how variously determined in its growth by individual nature. It further furnishes him with wide principles or maxims, which, though of less immediate practical value than the narrower rules gained by experience, are a necessary supplement to these. By connecting the empirical rule with one of these scientific principles, he is in a position to understand it, to know why it succeeds in certain cases and fails in others.'

I believe, however, that child psychology has proven its right to exist. The results though not all that have been expected from some quarters are still of sufficient importance to justify its study with greater diligence than ever. The results are undoubtedly far greater than its opponents would be willing to admit. I shall not attempt a summary of all the beneficial results but shall mention briefly a few of the more significant and well demonstrated

ones.

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