Chapter I: Preface

The papers and addresses constituting this volume were prepared for various occasions. They naturally fall into two groups: papers on Education, and addresses that come under the broader title of Education and Life. The subjects of the first group are arranged in a somewhat logical order, namely: a general view of the field, especially as seen by Plato; secondary education and its relation to the elementary and higher; some principles and problems of the elementary and secondary periods; higher education; the practical bearing of all mental development.

Some of the leading views presented in this book may be expressed in the following propositions: While our educational purpose must remain ideal, all education must be brought in closer touch with the work and the problems of to-day. For the safety of democracy and the welfare of society, the social aim in the preparation for citizenship must be given more prominence. Although methods that make power are the great need of the schools, mental power without a content of knowledge means nothing; each field of knowledge has its own peculiar value, and, therefore, the choice of studies during the period of general training is not a matter of indifference. Studies belonging to a given period are also good preparation for higher grades of work—a view to be more fully considered by the colleges. In the readjustments of our educational system, the entire time between the first grade and college graduation must be shortened. Some common-sense concepts which have always dwelt in human consciousness, properly kept in view, would often prevent us from wandering in strange pedagogic bypaths. We have suffered from false interpretation of the doctrines of pleasure, pursuit of inclination, punishment by natural consequences, and following lines of least resistance. Evolution and modern psychology, in their latest interpretations, are reaching a safe philosophy for school and life. At the close of this century we have almost a new insight into the doctrine of happiness through work. The heroic, ethical, and æsthetic elements of character are of prime importance. We often find some of the best principles of teaching and rules of life in literature which does not rank as scientific, but contains half-conscious, incidental expression of deep insight into human nature, and in some of the writers referred to in the addresses we find, not only good pedagogics, but fresh hope for both romance and practical philosophy. For our view of life and for our theory of education, we are to interpret evolution and judge the purpose of creation, not by the first struggle of a protozoan for food, but by the last aspiration of man for Heaven.

CONTENTS.

EDUCATION.

PAGE

I. HERITAGE OF THE SCHOLAR 3

Greek and Teuton, 3. Our heritage, 5.
Education, 9. Force of ideas, 14. The material
and the spiritual, 18. The American
student, 19. Literature of the nineteenth century,
21. Romance not dead, 23. Aspect of
science, 25. Practical side, 26.

II. PLATO’S PHILOSOPHY OF EDUCATION AND LIFE 29

Historical, 29. Plato and the influence of
Platonism, 32. Philosophy, 34. Religion, 38.
Ethics, 39. Education, The state, 43-46. Comments,
46. “Plato, thou reasonest well,” 49.

III. SECONDARY EDUCATION: A REVIEW 50

Introductory, 50. Summary of recommendations,
52. Beginning certain studies earlier, 55.
The high-school period, 57. Identity of instruction,
Better teachers, Postponing final choice of
a course, 60-61. Uniformity, 61. Connection
between high schools and colleges, Standard of
professional schools, Adequate work for each
subject, Reducing number of subjects, 63-64.
Rational choice of subjects, 64. Analysis of
the nature and importance of each leading subject
of study, 66.

IV. EDUCATIONAL VALUES 69

Criterion, 69. Values, 69. Theory of equivalence,
72. Deviation from ideal courses, Self-activity,
Interest, Apperception, Correlation,
Coördination, Culture-epochs, Concentration,
Laws of association, 74-78. Pleasure, 78.

V. POWER AS RELATED TO KNOWLEDGE 80

Attempt to distinguish between power and
knowledge, 80. Illustrations and inferences, 81.
Review of article on methods that make power,
84. The recluse and the man of action, 86.
Exaggeration of power, Specializing too early,
Kind of knowledge important, Specific and
general power, Argument for higher education,
86-89. Power to enjoy, Energy of character, 89-91.

VI. MORAL TRAINING 92

Introductory, 92. Habit, 92. Leadership,
95. Historic examples, Literature, 96-98.
Precept, Objects for activity, 98-99. Duty,
99. What the schools are doing, 101.

VII. CAN VIRTUE BE TAUGHT? 103

Protagoras’ view, 103. Ethical problem of
secondary schools, 103. Analysis of impulses to
action, 105. Relation of whole school curriculum
to moral development, 107. Some specific
ways of teaching practical ethics, 108. Interest,
112. Romanticism, 113. Moral growth a growth
in freedom, 115.

VIII. COLLEGE AND UNIVERSITY 116

Summary of answers to inquiries, 116. The
college and preparation, 117. Liberal education,
121. The college and active life, 124.
Ethical ideals, 125. University standards, 127.