Source: Bahá'í Library Online (bahai-library.com), curated by Jonah Winters. Used by permission of the curator. Original citation: Stanwood Cobb, New Horizons for the Child, Washington, DC: The Avalon Press, 1934, bahai-library.com.
──────────────────────────────────────────────────────────────────────

NEW HORIZONS

for
THE CHILD

BY
STANWOOD COBB
Author
of

The New Leaven Discovering
,
“

”
“

the Genius Within You etc
”,

.

THE AVALON PRESS
Washington
,
D

C
.
.
COPYRIGHT , 1934 , BY STANWOOD COBB

FIRST PUBLISHED , MAY , 1934
SECOND PRINTING , DECEMBER , 1934

MANUFACTURED IN THE UNITED STATES OF AMERICA
FOR THE AVALON PRESS, WASHINGTON , D. C.
BY THE NATIONAL CAPITAL PRESS, WASHINGTON , D. C.
Dedicated
to

QUEENE FERRY COONLEY
teacher , parent , educational organizer
esteemed comrade in the cause of progressive education
magnanimous and significant contributor
toward the expansion and enrichment
of the school life of the child .
Digitized by Go gle Original from
UNIVERSITY OF MICHIGAN
ABOUT THE AUTHOR
STANWOOD COBB is one of the best known
writers and educators in the field of the new
child training . He was the founder and or
ganizer of the Progressive Education Asso
ciation of which he was for some years presi
dent.
Stanwood Cobb ' s New Leaven , published
in 1928 , has become one of the leading books
on the subject of the new education . It is
used widely in teacher ' s training schools and
colleges , by teachers , and also by parents .
In 1919 the author founded his now inter
nationally known Chevy Chase Country
School in order to put into practice his ad
vanced theories of education . Five years
later he started his Mast Cove Camp at
Eliot, Maine, as a summer extension of his
school . New Horizons for the Child he
In
embodies the results of years of close sym
pathetic study of the child in these two insti
tutions .
Stanwood Cobb is the author of — in addi
tion to New Horizons for the Child and The
New Leaven - Discovering the Genius With
in You , The Wisdom of Wu Ming Fu , The
Essential Mysticism , Ayesha of the Bospho
rus, The Real Turk , Simla — a Tale in Verse .
min

vii
Digitized by Go gle Original from
UNIVERSITY OF MICHIGAN
TABLE OF CONTENTS
CHAPTER ONE :
- A New World and a New Child ... ..
CHAPTER Two :
Understanding the Child . . . . ..
CHAPTER THREE :
The Behavior of the Child . . . . .
CHAPTER FOUR :
Character Training . . . .
CHAPTER FIVE :
The LE .. ..
Child at Home . . . . . . . . . . . . . . . .

CHAPTER SIX :
The Child as an Individual . . . . . . . .

CHAPTER SEVEN :
The Child as an Active Being . . . . . . . . . . .
CHAPTER EIGHT :
The Limitations of Activity Education . . . . 115

CHAPTER NINE :
The Child as a Creative Being . . . . . . . . . ..
CHAPTER Ten :
Training Children to Think . . . . . . . .

CHAPTER ELEVEN :
The Eternal Battle Between Romanticism
and Classicism . . . . . . . . . . . . . . . . . . . . . 161

CHAPTER TWELVE :
Builders of a New Civilization . . . . . . . . . .
APPENDIX .
i
I

Digitized by Go gle Original from
UNIVERSITY OF MICHIGAN
THERE is one movement above the edu
- cational horizon which would seem to
show promise of genuine and creative leader
. I refer to the Progressive Education
ship

movement . Surely in this union of two of
the great faiths of the American people , the
faith inprogress and the faith in educa
tion , we have reason to hope for light and
guidance . - George S . Counts .

THE question of the New Education is
of the utmost importance at the pres
ent time. It is , and ought to be , nothing less
than a profound reform of life, similar to
that of the Sixteenth Century — a potent
heresy which is renewing the vital forces of
humanity . - Romain Rolland .
EDUCATION : THREE CARDINAL PRINCIPLES
THE universities and schools of the world must
I hold fast to three cardinal principles :
Whole -hearted service to the cause of education ,
the unfolding of the mysteries of nature , the exten
sion of the boundaries of science , the elimination of
the causes of ignorance and social evils , a standard
universal system of instruction .

Service to the cause of morality , raising the moral
tone of the students , inspiring them with the sub
limest ethical ideals , teaching them altruism , incul
cating in their lives the beauty of holiness and the
excellency of virtue .

Service to the oneness of the world of humanity ;
so that each student may consciously realize that he
is a brother to all mankind , irrespective of religion
or race . The thoughts of universal peace must be
instilled in the minds of all the scholars , in order
that they may become the armies of peace , the real
servants of the body politic — the world .
Excerpt from a statement made by Abdul Baha
to President Bliss of the American College of Bei
rut, Syria , at Haifa , Palestine .

xii
CHAPTER ONE

A New World and a New Child

the
THAT changes do you think New Order
will necessitate education recently

in

"
?

as
asked high government official we
a

of
were discussing various phases the new economic

by
be affected
to
state Education bound this
is
.
"

of

amazing epoch transformation when men minds

's
are working the world over toward progress and
,

,

reconstruction Why we have never known such
,

a
.

stupendously transforming romantic and creative
,

,
period all history
in

!”

the Elizabethan Age
of

With the exception

",
"

I
interjected for then was added
to

the vast expan
,
"

by
of

sion culture and intellectual power wrought
the discovery
of

the Renaissance whole New
a

of is, of
World with apparently limitless possibilities
,

exploration and new wealth But certainly this
, .

next the Elizabethan Age the greatest period
to

as

adventure the world whole has ever known
a

."

And we went discuss what might happen
to
on
to
of

this searching for truth this
of as

education result
,
a

expansion mental horizons this quest for social
,
El

and economic Dorados which fusing rapidly
is

not only government officials but also the vast body
of

citizenry into united vehicle for new and valid
a

the new humanity
of

creations adequate the needs
to

emerging from the ruins past
of

the
.
New Horizons for the Child
Certainly two things will happen in education ,
already are happening , in fact .
The first thing happening is that the romance of
contemporaneous affairs , acting as a great stimulus
to youth , is beginning to curriculums from
transform
archaic forms of the dead past to vital human forms
of the living present. Educators everywhere are
quick to see the need and the advantage of making
educational capital out of the potency and thrill of
this vast current of change and transformation that
is affecting the organized life of humanity to its
very foundations .
Having once bridged the gulf between school and
life , will education ever lapse again into out-moded
curriculums and methods so divorced from the ap
peal of life itself ? I do not think it will. And that
was the first point my governmental friend and I
agreed upon .
Secondly , not only education but society as a whole
is beginning to call out to the youth of the world
" Prepare yourselves now , so that when you take the
reins of power you will be better builders of civiliza
tion than have been your progenitors ."
What a stupendous responsibility , then , falls upon
the world ' s educators : that of helping the youth of
today make themselves adequate to the tasks of
tomorrow .
The major problem now facing education is not :
“ How can we improve the teaching of Latin and
Greek and mathematics ? ” But rather : - “ How can
we set forth to youth the political, economic and
A New World and a New Child 3

social problems of today in such a way that youth
shall become not only ardent students of , but also
creative contributors to , the progress of civilization ? ”
These two great changes are impending in educa
tion as inevitable corollaries of the New Order .

Education , however , was undergoing an immense
change , before the New Order started — a change
compelled and guided by the structural expansion
the new technological civilization has been making in
the psychology of childhood . Even more than adults ,
children have been sensitively responding to the
changing environment which modern science and
industry have been creating .
The world our children are living in today is a
very different world from that in which we adults
grew up . It is a world packed with dramatic
events — international activities , inventions , scientific
discoveries — which are conveyed to the child on the
front page of newspapers , on the movie screen , by
radio , and through the conversation of adults .
When I was a boy I never thought to look at the
family newspaper . I should not have found much
of interest and value to boyhood in it . There were
then few of the recordings of inventions, discoveries ,
and progress which find so much space in the higher
class newspapers of today .
Living in the suburbs of Boston I led a childhood
life quite simple and primitive compared with the
New Horizons for the Child
life of today . There were in our family life no
electric lights , no telephone, no radio , and no auto
mobile . A train took us into the city , nine miles
away ; and from there we would for summer diver
sion frequent by boat or narrow -gauge the numerous
charming beaches of Greater Boston . This was the
farthest I ever got from home until the bicycle came
into yogue . Then I found it fascinating to explore
the surrounding country within the radius of forty or
fifty miles . When at the age of seventeen I went to
Dartmouth College , one hundred and fifty miles
from Boston , it was a great adventure , a widening
experience of travel .
Such in chief part was the town life of the average
boy or girl in the nineties .

Contrast with that simple life the childhood life of
1934 . How full of excitement, of travel , of con
stant stimulus is the life of the child who enters to
his

day upon education career And this the
is
!

significant point
of

notice the vast majority
to

these
:

vivid impressions and stimuli come
to

the child from
sources other than books
.

Today the life external the child surrounding
to

,
at

every vastly
at

turn educative the same
is

him
,

time that vastly interesting The town dwell
it
is

-
.

ing child daily accumulating without the aid either
is

,
of
or

great amount knowledge
of

of

school books
,
a

regarding the highly complex and constantly pro
A New World and a New Child

gressing of his contemporaneous world .
civilization
What will be the psychological pull exerted upon
him by school books and school lessons , in com
parison with the call of that infinitely vivid and com
plex environment of his life with which modern
artifice confronts him outside the school ?

all
Today — and here is the situation which educa
tors must face the school win the inter

, is
to
if
it
,
-

est and earnest effort of
the child must be vivid and
inspiring must definitely show some connection
It
.

with this outside life which exciting mentally

so
so
is

,
as

stimulating
as

well psychically
.

Not only life different
but today
would seem
is

it
,

more eager
he

that the child different too
is
,
is

;

minded more sensitive more nervously active more
,

,

,

intensive more versatile Especially this true
is

in
,

.

appears that new type form
of

America race
It

is
a
.

by

of

ing here migration ambitious
, to

due selection
pioneering types stimulating climate and the
to

to
,

complex urban and semi urban life
of

environment
-

be .
or

Whether not acquired characteristics can
heredity certainly
by

true that the
on

handed
is
,

it
of

higher education women during the last genera
an

tion has made enormous difference motherhood
in

.

Children born and reared such college parented
in

-

homes have susceptibilities tastes and needs new
in
,

,
of

the history childhood
.
New Horizons for the Child

How are we going to educate these new children
of a new world ? The old folk -ways will not suffice .
The routine drill methods of former generations are
out- dated . Let us hope they soon will become
obsolete .
In the days before printing it was necessary to
make of the scholar a walking encyclopedia . Today
with the world 's knowledge on tap all around us it
is as unnecessaryfor us to overcram our minds with
factual knowledge as it is to overcram our stomachs
with food like savages who know not when their
next meal is coming .
What the child of today needs is to have the school
open up in him rich cultural tastes and appetites ,
and develop his individual abilities and personality
to the fullest possible extent .
In our haste to get millions of children educated
through grammar school and high school, we have
developed mass education to a high point of effi
ciency . Quantity production is assured in our
schools . But the quality of education needs to be
improved . It is not by any means what it might be ;
or what it can be , as demonstrated by experimental
schools of the progressive type . “ We need to make
infinitely better the average education which the
average child receives , " says Franklin D . Roosevelt .
The general poor quality of mass education is not
to wondered at when we realize that universal
be
free public education has been in vogue only about a
hundred years ; that the art of printing has been
applied for only four hundred years ; that our Anglo
A New World and a New Child 7

Saxon race and most of the races of Europe have

for
known the art of writing
and practised only
about twelve hundred years

.
When this intellectually awakened period

of
the
European races compared with the

in to six
thousand

is
years history and the fifty one hun
of

recorded
years prehistoric Europe

of
dred thousand life

,
any wonder that our schools are not yet per
is
it

the point of developing children into cul
to

fected
tured individuals
?

of

of
The chief criticism the typical school today

of
that does not enough grip the life the child
it
is

,
seizing and maneuvering into intellectual interests
it

and cultural habits
.

Because the child has already been seized and
by

possessed the rich human and scientifically
he

progressive qualities passes
of

his environment
,

al
through the standardized text book school life
-

most immune academic enthusiasms
to

.

most notable document this effect recently
to
A

came into my hands evidence from representative
a
(
of

that group least able analyze and express their
to

dissatisfactions with the current educational sys
tem

of

the children themselves lad four
,
.,

A
i.

.
e

)

years attending public high school Balti
in

teen
,

a

more writes me the following rather extraordinary
,

letter
:
New Horizons for the Child

“ Dear Mr. Cobb :
" I first met you through the medium of your book ,
Discovering the Genius Within You . Since the
first reading of that volume , however , I have perused
it so much that now I almost feel as if I were writ
ing to old friend .
an
come to the point, however , this book has
" To
been making me , among other things , '

up
sit
and
happening during the

six
of

take notice what
is
hours spend school every day Perhaps had
in
I

I
.
(
better explain right here that

am
the low tenth

in
I
grade High School
of at

fourteen
—

,
-
years somewhat inquiring nature
of

age and
,

a

.)
For the nine and half years have been attending
a

I
of
public schools various parts the country have

,
in

I
as

taken school largely some sort necessary of
a
any way
be
to

disease not confused with such
in
,

interesting things chemical experiments interest
as

,

ing books etc fact until quite recently never
In

it
,

,

,
.

be
me that was really supposed
to
occurred
to

I

learning However when read your book began
,

,
I

I
.

seriously try analyze my school and compare
to

it
to

,
of

with your description New Education found
'

of .'
I

my purpose
as

that blindness the school
to

is

almost universal The sole object going school
to
in
.

get good marks your parents will reward
to

so
is

you handsomely incidentally you happen
to
If,

,
.

anything tell your parents who then
to

learn you
it
,

,

say What bright boy After which you proceed
,

, a

!
'

up

forget clutter your mind
as

serves
it
In to

to
it

.

my experience school the things have learned
in

I
A New World and a New Child

' '
best are how to stuff for innumerable tests ; how to
get by with not doing my homework ; and how to
pay as little attention as possible to the teacher and
allied objects . However , I sympathize strongly with
the pupil , who I think , is not to blame . The system
,
of teaching at this school is one to get such results .
It is one in which the teacher is a feared , and some
times hated , martinet ; in which the slightest offense
brings down showers of threats of the ' office, ' and
bad marks ; and in which particular emphasis is laid
in teaching ' obedience .'
" One other thing , however , I feel I should men
tion ; that is the extra -curricular activity of the
school . This is really superlative . There are some
thirty clubs and many athletic teams. As none of
these are compulsory , most of them have interested
members . In fact they probably do much more for
the cause of education than the classes .
" All this , Dr. Cobb , is what is bothering me.
Since I first thought the situation over , I determined
to try to improve on it . I have thought of many
ways ; most of them , however , unsatisfactory . Of
course , what I would most like to do about it, is to
switch over to some really progressive school .
Respectfully yours ,
B - C - , Jr ."

The traditional school succeeds in somewhat train
ing the mind ; but it does not enrich the soul. It
10 New Horizons for the Child

lot
many

of
of
crams in a facts them useless and

; (
be
soon forgotten but does not maintain

it
to

,
)
increase and direct into fruitful cultural channels

's ,
the child natural thirst for knowledge forms

It
.
of
mental habits routine nature but does not

it
;
a
sufficiently teach how analyze differentiate and

to

,

,
independently judge

.

as of
us
we look about see what form mental
If

to
life the vast mass , of
average youth enjoy result

a
of

of
popular education we find be sensational

to
it

a
an
of

rather than intellectual order

.
Look the magazines that flood our newstands
at

;
lending libraries
of
fill

the books that the shelves

;
the movies that scream their attractions

to
devotees
of the screen
of
all

these we find the basic
In

:
.

of
be

satisfaction the arousal sensations rather
to

than the emotional and intellectual upliftment which
high art
of
emanates from the beauty and suggestion

.
of

The school life today very little modifying
, is

the primitive the sensational the barbaric man
,

in

.
of of

Habits reading have enormously increased the
vogue pulp magazines but have anything
if
,

,
;

of

only wrought injury magazines
to

former culture
.

The ubiquitous neighborhood screen affords fresh
of

sensations lurid type tri weekly but has
it
,
a

-
of

widened the scope and appeal great drama such
of
of as

entertained the populace Athens The spread
?

public libraries and lending libraries has furnished
in

reading possibilities the millions
to

but has
it
,

creased literary taste
?
A New World and a New Child 11

Children have an innate aversion to abstract
thinking . In fact , mankind in general has no natural
proclivity for using the brain for the purpose of
ratiocination . Boys have an instinctive and deep
seated proclivity for running , for playing , for fishing ,
for swimming , for activities of all kinds . But in
order to lead children to think , we must lead them
from where they are to where we want them to be .
We must take hold of natural interests and use these
in such a way as to help children develop into in
tellectual beings.
If we analyze the average personality of those
who have met successfully the requirements of sec
ondary or collegiate education , we find it quite evi
dent that not even the intellectual aims of education
are being attained . Our higher education is not
succeeding turning out thinking beings — men and
in
women able to read aright the signs of the times ;
able to direct not only themselves but others along
paths of progress . As I look about at my fellow
alumni as well as at other college men and women ,
I wonder how many of them are really thinking
deeply , unselfishly , and disinterestedly about life .
How many of the college men and women that you
know are making a sincere effort to understand the
life of the contemporaneous world and to help to
better this life ? Many are , and it is to their credit .
But the number of those who are leading thoughtful
lives in comparison with those who are not is too
12 New Horizons for the Child

small to prove any general efficacy of college training
along even intellectual lines , not to speak of emo
tional and moral gains .
Now , as never before , we need consecrated leaders
of humanity . Men and women with creative minds ,
with just and righteous minds not subverted by self
interests but dedicated to great public needs . Such
mentalities do not result from the routine mental
discipline type of education which rather enables
individuals to intelligently carry on the status quo
than to improve the world 's situation . The exigencies

for
of a changing civilization call

of
creative type

a
education which will arouse students think for

to
themselves upon world problems which will help
;
analyze judge
to

them discriminate
to

to
,

,

.

Not only
of

does the life today call for creative
personalities guide humanity into new paths
to

in
at

which we must walk we are arrive livable
, if

to

a

civilization but also since mechanical progress
;

to is

plainly destined bring great deal
of
, to

leisure
a

the average person the modern age calls for cultured
personalities capable putting spare time
of

to

worth
while uses Unless humanity able turn leisure
is

be to
.

into cultural values would better kept
it
,

the
in

harness during all the daylight hours
.

the past only privileged few have had leisure
In

a
A New World and a New Child 13

which would bear fruit in cultural enjoyment of life ,
while it took almost all the energy of the average
individual to supply his physical needs .
This leisure of the few , though unjustly built upon
slavery or economic exploitation of the masses , has
been of immense advantage to the world 's progress
in the fine and practical arts . Without this leisure
there could have been no flowering periods of culture
such as those of Athens , of Rome, of Florence ; no
aristocracy of taste such as has created in Europe
and more notably still in the Orient a refinement of
aesthetic feeling which both evokes and rewards the
work of great artists .
Now we are on the eve of a vast economic revolu
tion which guarantees to every individual, even of
the laboring class , many hours of leisure daily .
Rightly used , this universal leisure can become the
foundation of
vast and stupendously beautiful
a

democratic culture expressing the aspirations and
creations of the many rather than of the few .
But how shall we prepare the future race for such
an epochal use and enjoyment of leisure ? If there
is to be an intrinsic cultural taste in the masses ,
there must be aroused in the child during the course
his

of
of

education that side his nature which per
acquisition knowledge the
of

tains the eager
to

,
of

creative development the intellect the rich en
,

joyment Youth the time develop
to
of

culture
is
.

cultural trends which will continue beyond the pre
of

cincts scholastic education
.
14 New Horizons for the Child

If intellectual ability and cultural taste are to be
formed into a habit during youth , it is quite evident
that this development must take place in some way
that will be pleasurable to the child from the begin
ning of his schooling . As Herbert Spencer has
wisely said : " So long as the acquisition of knowl
edge is habitually repugnant , so long will there be a
prevailing tendency to discontinue it when free from
the coercion of parents and teachers . "
When we look at education from this point of
view , it is evident that the accumulation of facts is
fairly unimportant compared with the development
of habits , appreciations , and abilities . We must send
youth forth into life already cultivated for the en
joyment of leisure , and imbued so far as capacity
permits with the love of truth , beauty , and wisdom .
The proportion of life after school age is so much
greater than those years subject to the duress of
learning that we perceive it to be a poor pedagogic
economy to so drive the memory -mind of the stu
dent that he reacts from learning and culture once he
is free from scholastic obligations . Moreover , the /
years after school life - being more mature , more
enriched and enlightened by experience — are years
when intellectual and cultural activity can gather ,
if so inclined , treasures of beauty and wisdom im
possible to youth . How foolish , how tragic , then ,
to apply a mere disciplinary system of education
which fails adequately to arouse intellectual interest
A New World and a New Child 15

the

the
and co -operation on the part of pupil

In
!
support this important pedagogic discovery

of
lies
experimental educa

of
the main emphasis that new
tion which the name progressive has been
. to

"

"
applied

of
The leading our country are aware
educators
of

these needs education and are rapidly making
in

changes the direction methods which awaken . of
in

of
greater response But great

im
children

is
it
in

,
-
portance that the parents also should concern them
This
of

selves with the education their children

.
responsibility which parents should not delegate
is
a

wholly the professional educator
to

.

generation ago parents did not feel qualified

to
A

pass upon the education They
of

their children
.

delivered their children school and then washed
to
a

the matter trusting wholly
of

their hands the
of in
,

educator because they did not feel capable dis
.

criminating
or
as

educational methods educational
to

goals
.

But today things are different Parents are not
.

only deeply interested education being
of

the kind
in

given but they are frequently
to

their children
,
of

qualified judge educational policies methods
to

,

of ,

and goals Especially are they the best judges
.

the schooling upon their children
of

the effect They
.

know better than anyone else the child reaction
's

or

school whether the child
to

the interested
is
-
* 16 New Horizons for the Child

bored , whether the child is being intellectually awak
ened or intellectually stultified by the school .
It depends upon the culture and insight of the
parents what type of education is given in any com
munity . For in a social democracy such as ours it is
the parents who choose the school board , the school
board who choose the superintendent , and the super
intendent who establishes the general policy of edu
cation . Clearly it all goes back fundamentally to
the parents in any given community whether the
method of education there used is a progressive or a
conservative one.
Therefore it is very important that parents should
acquire some ability to judge of the values in these
two opposing schools of education — the old -type ,
formal, discipline method ; and the new - type stimula
tive , inspirational , creative method .

In the last decade there has been a most tremen

dous swing of general educational philosophy toward
the new liberalism . This change has been due not to
any single factor so much as to the general evolution
of education harmony with the developments go
in
ing on in other phases of our social and economic

life . The fact is that humanity is moving forward
very rapidly these days . No single department of
human thought or activity has been left untouched
by the electrical stimulation of modernity .
A New World and a New Child 17

Is it any wonder that education is becoming
revolutionized ? This world -wide movement for a
new education — it is going on in Europe , Asia , and
South America as well as in the United States —
is part of the general progress which has become
so marvelously accelerated since the beginning of
the present century, in a world where all the old
foundations are crumbling and the new order has
. hardly yet arisen out of the chaos of confusion
which characterizes all institutions — religious , social ,
political, and economic as well as educational .
The principles of " progressive " education are but
a part of the general progress of the times , as shown
by support which they receive from such
hearty
movements as modern psychology , child study , men
tal hygiene and neurology .
The public school system is rapidly accepting
these principles in theory , and beginning in many
places to put them into practice. In a word , it is
evident that the " progressive ' movement in
its

main
no

philosophy has come
to

stay Indeed longer
it
.

needs special propagandic efforts for
its

spread
.
of

As
an

example
how the new educational ideals
of

have permeated the educational thought our coun
try let recent annual report
of

the
us

examine
,

a
of

public school system Washington wherein
,

.,
D

C
.
of

we find the superintendent large public school
a

system not notably experimental making statements
the
for
18 New Horizons Child
revolutionary manifesto pro

of
which read like

a

"
ten
gressive education years ago

:
"
There was time when the public school con

a
"
cerned itself largely with book learning when the

;

of
study prescribed was largely
of
course terms

in
prescribed reading

on
academic instruction based

of
from books and when the methods instruction
;
consisted largely assigning lessons

be
, of
books

to
in
by

learned pupils with recitations during which
teachers asked questions determine whether the

to
pupils had satisfactorily mastered the assigned les
sons Such school was quite isolated and existed

,
a
.

apart from
of

the current public affairs

.
Today the public school concerned with the
is
"

of
development the personality

in as
of

individuals

of
as

completely both for the sake
possible the
,

of

dividual and for the sake society Its prescribed
.
of

of
program instruction consists not merely mas
of

tery books but provides activities and experience
by ,

for pupils
of

means which they are
to

educate
themselves through self ctivity
.
-a
by

Books are mastered pupils stimulate fur
to

“

thought parts
on

ther and action their Skills
in
.

arithmetic spelling reading and other subjects are
,

,

developed because children feel need for them and
,
a

fur
of of of

because they can make real use them their
in

ther education
in

The methods instruction are
.

develop the initiative pupils and encour
to

tended
age them independent thought and action Such
in

.

school aims provide situations which the pu
to

in
a

pils may develop those interests and exercise those
A New World and a New Child 19

activities in which of their age are in
children
terested . It is the function of the school to develop
appropriate ideals of conduct and to substitute
worthy for less worthy . Such a school , directed
and controlled by trained teachers , aimsto be a coun
terpart of child life outside of school .”

However widespread have become the ideals of
progressive education , it is undoubtedly true that
education has been advancing much faster in theory

the
than in practice . Many difficulties estab oppose
of

lishment progressive
methods the public
in

schools difficulties of plans and organization the
—

,
of

lack progressively trained teachers and especially
,

the tendency everywhere have crowded schools
to

with huge classes
.

of

Also there good deal controversy between
is
a

the old school men and the new school men between
,

the conservatives and the radicals This controversy
.

much over the general philosophy
of

not
so

the
is

as

new education over the more radical forms
. it
is
its
of

application Conservatives claim that the
really sound principles the called progressive
so
in

-

movement have been used education for many
in

years and that the radical reactions from the mental
;

of

discipline type education result disagreeable
in

forms of individualism academic carelessness and
in
,
20 New Horizons for the Child

inefficiency , and in undue disorderly freedom of con
duct .

There can be no question , however , in the minds
of the unprejudiced who visit and compare the two
different types of schools that this " progressive "
method produces a remarkable effect upon the child .
In schools using this method we find children ear
nestly and actively engaged in their intellectual de
velopment ; eager -minded , loving their school and
happy in it . These children feel no gulf separating v

their school life from the wonderfully stimulating
life of the world outside their school . Such as these
are the definite results obtained from the progres
sive method , results patent and observable to any
investigator in the actual field of operation .
A distinguished principal of a hitherto rather con

servative school ( the oldest of the great American
preparatory schools ) pays this tribute to progres
sive education :
" It is certain that , with adolescent boys and girls ,
progressive education has justified itself . It has
made them aware that school may be more of a
pleasure than a punishment . It has eliminated the
monotonous recital of case -endings and of mathe
matical tables . It has banished the hard , uncom
bold up
sit

fortable benches on which pupils used to
right under penalty
of

reprimand has made them
It
,

.
of

regard the widening knowledge
as

process
to
a
A New World and a New Child 21

which they may look forward for a lifetime and
has permitted them to appreciate the importance of
beauty in nature and art . To the influence of pro
gressive educators our grammar schools have been
succumbing gladly , and the country is everywhere
the better for it .” 1

1 « The Promise of Progressive Education , ” Current History ,
April, 1933, Claude Moore Fuess , Principalof Andover Academy.
Reach Down Your Hand
Reach down your hand !
The little one who trudges by your side
Is striving hard to match your grown -up stride ;
But oh , his feet are very tiny yet ,
His arm so short - I pray you , don t forget
'
Reach down your hand !

Keep soft your voice !
For it was such a little while ago ,
This small one left the place where tones are low ;
His voice still holds the cadence of that land
Where no one ever gave a stern command
Keep soft your voice !

Lift up your heart !
The little child you struggle so to teach
Has resource far above the human reach ;
Lift up your heart !
Lucie Haskell Hill ,
Parent 's Magazine .
CHAPTER TWO

Understanding the Child
( YUCCESS indealing with children is due to a
very simple quality in teacher or parent , the
ability to understand the child . No amount of
pedagogic technique or theory will take the place of
this ability .
In fact, all successful human relationship is based
on understanding . Executive and business men need
to understand those with whom they deal , either as
employees or as clients .
Mutual understanding and
sympathetic behavior are the chief factors of har
mony and happiness in married life . In the field of
politics we see that no matter how great a vision the
statesman has, he will not be successful unless he un
derstands human nature and knows how to guide it
harmoniously toward desired ends .
Abstract principles are not sufficient ; it is the way
in which these principles are applied , with a psycho
logical understanding of human nature , which brings
success to all who deal with other human beings .
How essential , then , in the case of those who deal
with children either as parents or educators, is the
quality of close understanding of the child . Those
who do not have this innate sympathy with children
should not enter the teaching profession ; they should
choose a vocation which deals with inanimate objects
24 New Horizons for the Child

rather than with human beings in their most delicate
and sensitive years .

It is not easy for the child to make himself under
stood to the adult world . At first he must use signs
instead of speech . Only infinite love and patient con
sideration enables the mother to understand her in
fant's needs and wants as conveyed to her through
this dumb effort toward self -expression .
The nervous exasperation produced in children
through not being able easily to make their wants
and ideas known is vividly demonstrated in the case
of deaf and so - called dumb children . There is in
the suburbs of Washington a remarkable school for
such children , where I have seen loving sympathy
and understanding care on the part of a unique
teacher , combined with the gradual acquirement of
the art of speech , change querulous neurotics into
happy , poised , normal children in the course of a
year .
In this natural querulousness of deaf children be
fore they have learned the art of speech , we can
clearly see the effect upon a child 's nervous system
of not being able to command the comprehension of
the adult world around it . Some degree of this dis
advantageous nervous reaction exists , I believe, in

1Miss Anna C. Reinhardt , Home School
for

Deaf Children
,

Kensington Md
,

.
Understanding the Child 25

the case of all children , even those of normal senses,
when the adult world with which they are daily in
contact fails to understand them .
For yearseven the normal child is limited by lan
guage handicap - by his inability to equal adults in
the art of speech . When it comes to discussion it is
difficult for him to explain his point of view . The
adult - so fluent of tongue , so quick of thought - has
a great advantage over the struggling child who is
endeavoring slowly and painfully to give his point
of view regarding a situation that has arisen . How
easy is, because of this reason alone, for the adult
it
to get the wrong impression of circumstances and
motives that have entered into the child ' s action !
If children do not have confidence in an adult , they
his

do not feel at home in presence They frequently
.

become tongue tied What the use they think
is

,

,
-

.
"

"

He will
of

trying explain things tyrant
to

this
to

!
"

not listen He will not understand Best keep still
.

.

.”
So

unsympa
an

the child embarrassment before
in
, ,

adequately
to

thetic adult often fails present his
case This tragic for nothing rankles much
, so
is

in
,
.

as

the child soul injustice due hasty inconsid
to
's

the part
of

erate decision the adult
on

.

takes time and patience draw out the truth
to
It

from child Children testimony unreliable
so
to is
.
it a

's

of of

that requires good deal skill unweave the
a

tangled children bring
group
to

web which
a

a

teacher Sometimes have narrowly escaped doing
.

I

injustice from trying settle too hastily
an

children
to

matter which has arisen between them
a

.
26 New Horizons for the Child

The world of the adult importunes us too much .
Matters of importance demand our attention , and so
we frequently neglect to give due consideration to
the needs of the child . If we would deal successfully
with children , we must consider their affairs as of
equal importance with our own ; we must in all
chivalry deem these weaker and more helpless
human beings worthy of our most careful considera
tion , in order that justice may eventuate in all our
dealings with them . Thus we may guide them , also ,
into paths of justice in their dealings with each other .
Example is more effective than precept in develop
ing a just and tender conscience in children in their
behavior towards each other .
When once we have won the child 's confidence , his
attitude towards us becomes more intimate , more
fearless . He does not hesitate to pour out his heart
to us, to tell us what he really thinks . He ventures
freely to explain to us his point of view as to what
has happened or as to what he wishes to do .
What an important thing it is that in this relation
ship of the adult to the child there should be perfect
confidence on the part of the child in the justice
and integrity of the adult . When the child has this
attitude toward the adult , this faith in him , the rela
tions between the two are most harmonious and
delightful. Indeed , I do not know of any human
relationship so lovely , so near to that of the King
dom of Heaven on earth , as the relation of children
Understanding the Child 27

with each other and with adults in a group where
perfect harmony has been established : where the
adult understands the children and leads them into
righteous ways ; and where the love and confidence
which the children have for the adult inspires in
them a willingnessto cooperate in every way toward
the establishment of perfect group cooperation and
harmony . Such a delightful atmosphere can never
be attained in an organization where adults do not
take pains to understand the children and to realize ·
their points of view .

I look back with amusement upon an episode which
occurred early in my teaching career, illustrating
vividly what happens when a teacher does not under
stand the children she is teaching . A teacher of his
tory in the high school of my native town was absent
on account of illness , and I was engaged as substi

tute . In the first recitation I found that the children
had a miserable preparation of their lesson . I tried
to make the subject matter interesting to them ; and
giving them an assignment not too long for the subse
quent lesson , I told them I hoped they would have
a much better preparation next time. After class a
girl with whom I was acquainted told me the quaint
cause of this poor recitation . She said that the chil
dren disliked the teacher because she gave them too
hard lessons and was not sympathetic . So they
all

an

had joined academic strike agreeing not
in

to
,
28 New Horizons for the Child

prepare their lessons well. To my pleased surprise
they presented a much better recitation next time
and they beamed with pleasure when I commended
them for their improvement . During the two weeks
in which I had the class we had a very pleasant time
together enjoying and discussing the marvels of his
tory , which cannot fail to interest any child when
properly presented . When I met the absent teacher
upon her return she said : " How did you get on with
the childrenWeren 't they awful ? I don ' t know
?

what to do with them ! They have such poor les
sons !" I did not enlighten her , for I believed her
incapable of enlightenment. But that episode has
remained with me ever since .
I remember once seeing a mother helping ( ? ) her
child , a boy eight years of age , to study spelling .
" Spell 'friend .' Spell ' country , ' "
.etc
the mother
,

fretfully the child being

at
little angry
to

shouted
,

a

because his spelling had been poor
at

him school and
she was trying improve The scene was laid out
to

it
.
of

doors under shade tree golden autumn
in
,
a

weather amidst glorious mountain scenery The
.

boy thoughts were rambling
to so he

Under her duress
.
's

managed spell these words successfully but
to

,

angrily and with such flushed face that had
a

I

laugh was like dog learning tricks with whip
It

a

a
.
him

aid

over Of course this was not the way the
to
.

child educationally and yet the mother was doing
,

of

her best within the scope her knowledge
.

How important well
, as

as

that mothers teach
is
it
-

ers should understand child psychology should under
Understanding the Child 29

stand how to win the child rather than attempt to
dominate him by force .

How can an adult aid the child to develop to his
best self ? We must sense , as it were , his inner be
ing . We must be able to look into the child soul
and see the reality there . We must perceive the best
to he is capable of growing and developing .
which
Wemust be able to diagnose the causes of unintelli
gence or of evil in the child 's behavior , intuitively
understanding those things that are obstructing nor
mal psychological growth .
This cannot be done by intelligence tests , though
such tests may help . It needs sympathy , intuition ,
'
and vision of the child s true nature . As the diagno
of
sis

physician determines the physical nature and
a
of

needs the child the educator must determine
so
,

of

the psychological needs the child This means
.
be

of

that teachersmust somewhat adepts psychol
of in

ogy though not necessarily
as

the result technical
,

training that field
in

.

There are many highly trained experts child
in

psychology would not entrust children
to

whom
I

for training They have become too much institu
.

tionalized too much crystallized
of

the doctrines
in
,

child psychology They are technicians rather than
.

artists
.

On the other hand there are many teachers who
,
-

without any technical training psychology under
in

,
30 New Horizons for the Child

stand children perfectly . The first requisite for
understanding the child is love , the second requisite
is intuition , and the third requisite is much contact
and practice with children . Technical psychology
can be a great help toward the requisites , but it can
not be a substitute for them . Fundamentally , the
adequate understanding of the child is a spiritual
process .
There is a natural talent or gift for each trade
or profession . The born surgeon possesses sensi
tive fingers , quick and accurate mind . The man
who loves horses knows instinctively the personality
and character of every horse he deals with . Some

all
people have a knack with flowers and growing
things and seem able persuade them their best
to

to
growth Some people have knack with children

,
a
.

be

and they are the ones who should teachers

.

growing
recognition our public
is

There
in
a

of

maturity
of

school system the need those who
in

deal with little children longer preparation insur
A
.

ing greater intellectual development and maturity
is

rapidly changing two year normal courses into teach
-

ers colleges requiring four years of study
as

prep
'

a

aration for teaching
.

order help secure
excellent teachers for the
of to
In

first years schooling where the great
the child
,
's

est insight into child character required public
is

,

school systems are beginning equalize salaries put
to

,
Understanding the Child 31

all
ting the primary grades on a salary level with the

on
grammar grades some cities even level with

in
—

a
high school grades

.
prejudice

of
this country there somewhat

is
In

a
against married teachers But why The married

.

?
of
woman who has had children her own who has

,
patient and understanding with chil
be
learned
to

dren who settled her ways and willing devote

to
is

in
,

herself earnestly the school work without too
to

we may well
of
much dissipation social nature

—
a

consider that such woman excellently equipped

is
a

handle children
In

France the married
to

teacher
.

much prized
is

.

We cannot too muchover estimate the important
-
of

the part
of

necessity
on

love the teacher for the
of

perfect understanding Maria
as

child the means
.

Montessori lays great stress upon this point The
:
“

educator often fails understand and love the
so

to

not exaggerating that the school
to

child say
is It
is
.

of

teacher often the persecutor the child uncon
-

persecutor This warfare
of

scious course exists
,

.

everywhere even the family The parents are
in
,

If . . .

strong and the children are weak The parents are
dictators judges without appeal Everything these
,

of

persons say right
up

grown the child not
is
is

.
-

he

their opinion surely wrong
,
is

.

We find ourselves
as

educators singular con
in
"

a
32 New Horizons for the Child

dition , the origin of which is very primitive , a state
of criticism which resembles hate . Certainly this is
the opposite of love. What do we look for in the
child ? It seems we are looking for its faults , not

he
for
only the wrong things has done but even for

by
he might We are terrorized

do
those which this

.

an
fear which becomes with

us
obsession

.
This why say not love but fear and hate

it
is

of is

,
I
"

that the foundation our attitude toward chil
is

of
dren For one who loves finds the object his

in
.

love all that good not only qualities that are vis
,
is

ible but also hidden virtues He who loves has

so

. to to
,
.

him
speak the gift second sight which enables
of
,

perceive qualities which others cannot distinguish
when love begins grow weak that one dis
is

to
It

being

It
covers faults the whom one has loved
in

.
when love dead that one astonished have
is

is

is

to
at
all

been able love such person
to

a

.

evident that education has not yet been
of of on is
It
"

of

placed the plane love since regards only the
it
,

faults children fails establish the atmos
to
It
.

phere mutual confidence which the child needs
in

attain his best maturity
to

develop
to

Too often the
.
do

do

adult and the child not know each other not
,

understand each other and struggle arises be
,

a

tween them
.

The essential requirement of education
, to of so
is
"

simple and yet very complicated question
do is
It

a
.
or
of

hostility love What we must fact
in

is
,

,
.

change fundamentally our attitude towards the child
Understanding the Child 33

and love him with a love which sees not his faults
but his virtues ; and which instead of condemning
him him and sets him free .
encourages
" Sympathyand good intentions are not sufficient.
Love is dynamic . When we love anyone we want
to do something for that person . And so , if we fail
to love children , they become aware that they have
been neglected and forgotten , in a world of the adult
filled with the pursuit of superfluous affairs . It is
necessarythen that we pursue quite another path
by which we not only render children happier , but
equip ourselves with a new vision which will bring
illumination and inconceivable riches into our lives . "

very important point in dealing with children is
A

that adults should conceive the child as an equal .
Equal not in years nor in experience ; not in attain
ment of technique and skills ; not in ability of expres
sion nor in acquired knowledge and wisdom . But
equal soul to soul. Equal as regards earnestness
about life . Equal in sincere desire for self -expansion
and self - improvement . Equal in zest for enjoyment
of the rich environmental culture .
Let us receive the child as seriously as we would
receive an adult who approaches us. Whatever the

? " Education as a Social Problem , ” l'Ecole Nouvelle , November ,
1932." Translated from the original French by the author.
34 New Horizons for the Child

child has to say should meet with the same courtesy
and attention as if an equal in age were address
ing us.
So many adults are apt casually to put off the child
if

of
affairs were worthy

no
its

if
as
as consideration

;
of no
talk
its

as
importance

of
ideas were were

it
, . if
;

a
ing doll instead human being Children feel

a

of
instinctively this attitude even though

an
adult

it
on be

disguised formal politeness

an
Such attitude
of in

.
the part the adult does not help children de

to
velop but makes them shy and causes them

to
seek
,

retirement from the world of the adult order

to
in
On

find their real selves the contrary when one

,
.

of
equal
its
accepts the child plane capacity
as
an

on

;
its
with entire seriousness accepts confidences and
its

answers questions jokes with and gives one
;

it

's
then the child enjoying richly the society
to

self
—
it

as
of

the adult gladly seeks means for mental
it

a

and social stimulus and development
.

The child finds the adult superior wisdom and
in

a
of

ripeness thought while the adult finds the
in
;
a

of

child liveliness pristine beauty both body and
,
a

a

soul which conveys distinct pleasure Thus the
a

.

social relationship between the child and adult may
be mutually and profitable
enjoyable Each gives
.

pleasure the other and stimulates the other From
to

.
us

this charming child before artless prattle
its

with
bright ways
its

and quick we derive much social
as
,

pleasure from many adults who seek our
do
as

we
time and attention
.
Understanding the Child 35

I cannot too much repeat and emphasize this fact :
that sympathetic social consideration on the part of
the adult is an immense factor in the development
of children . It encourages them to expression . It
stimulates and sharpens their intellects . It causes
their child souls to expand in a world of higher
values than the one in which they are accustomed to
be and move when with their coevals . So we find
that children love the society of those adults who ,
they feel , love and understand them .

masin
Parents who establish and maintain this cordial
relationship with their children this intimate con
,

fidential relationship have the best chance

of
seeing
,
up

their children grow into sturdy wholesome char
acter and develop into self confidence without that
-

rift between parent and child which leaves the parent
of

helpless before the waywardness adolescent youth
.
Education is not mere instruction . It is training
for adjustment to the larger and brighter life of the
race . In the case of children there is apt to be too
much instruction and too little education . The pres
sure that tries to induce extensive knowledge is in
danger of lessening vitality without giving corre
sponding power , success or happiness .-- Henry
Dwight Chapin , M . D ., “ Heredity and Child Cul
ture ."
CHAPTER THREE

The Behavior of the Child

GREAT change has taken place during the
last generation in the philosophy and prac
tice of child - training . The patriarchally ex
ercised authority of the adult toward the child is
passing . Modern child psychology has discovered
many serious flaws in this age- long system of do
mestic autocracy . This kind of training does not
produce , at least in the modern world , a wholesome
personality . It is apt to develop complexes in the

child which manifest themselves later in life in ways
not to be desired .
Moreover , in this swiftly changing civilization of
today we are beginning to question what right we
have as adults to decide dogmatically upon the child 's
pattern of development . Is anyone authorized , even
by the fact of parenthood , to determine the destiny
of another ? It used to be fairly easy to condition
children into the path desired for them by society ,
but who will today venture to choose the path the
child should walk ?
The reproduction of past patterns of society has
not resulted in a perfect world .
Quite the contrary !
Therefore we are beginning to wonder , even though
38 New Horizons for the Child

we might claim the right to dictate to the child the
growth and development whether

its
direction of

it
,
attempt privilege this

to
wise exercise such

in
is

to

a
extraordinary changing epoch

,

.
Up the present

an
has been adult world into
to

which the child was born it
which the child was

in
,
trained and for which the child was expected

to
,

of
qualify The adult had distinct ideas what the
.

be

child should trained for and the child must be
,
. of

bent this idea the adult who wiser and more
to

is
powerful than
of
he

The lack the

on to
submission
of

ideals the adult was considered badness the
part
on of

the child and punished Thus chil
as

such
.

dren the whole were conditioned into behavior
patterns designed for them by the adult
as .

by
Naturally the behavior
of

children desired
of ,

adults was type which interfere little
as

would
a

be of

with the life
as

possible the adult Therefore
.

expected
to

children were quiet speak little
in in
to
;
of

the presence adults practice tranquil and
to
;

active behavior the house
in

.

al

Houses have been designed for adults only
,
by

though inhabited past generations more chil
in
by

dren than adults Everything the world has
in
.

been designed for adults And into this adult world
.
its

the child has had grope way until was mature
to

it
as

enough itself
an

function adult
to

.
the

The Behavior of Child

recent years however both parents and edu
In

,

,
cators have been prone take different view They

to

a

.
us
say Let make world which the child will feel

in
a
:
“

. be
home Let
us
of at

of
adults considerate the child

,
.
its

us
feelings and desires Let surround with

it
its
environment adapted And
an

child nature

to

in
-

.
supreme

be
this child world let the child
-

."
. of
This new psychology education has tended

to
has been wonderful
of

create world the child
It
a

a
experiment wonderful creation this world

in
—
,
a

which the child moves about the normal citizen as

and which the adult becomes the comrade and
in

helper Very interesting results
of

the child child

in
.
be

of
nature can noted from this reversal ancestral
situations Children become fearless independent
,

,
.

initiative and develop quite early into ma
of

full
,
of

turity thought and action
.

of

But when we carry this new vogue child train
-

ing the extreme we get into quandary the
If
to

.
a
be

child supreme and the adult subservient his
is

to
to

needs and demands then we have merely reversed
,

tyranny Now the child becomes
of

the old situation
.

the tyrant He expresses his demands without any
.

consideration for the adult He wants what
he

wants
.
he

yields this impe
If

to

when wants the adult
it
.

the part of the child we have situation
on

riousness
,

a

not only bad for the adult but bad also for the child
.

quite evident how much confusion and dis
It
is

brings
of

turbance the self willed behavior children
-
·
40 New Horizons for the Child

the

of
into life the adult The American child has

.
become synonym for bedlam hotels boarding

in

,
a
houses and apartments this country and abroad

in
,

.
frazzle Many are brought

to
Parents are worn

a

.

by
of

of
the verge nervous prostration the actions
to

their children
.
We must look into this situation not only with

of
regard
to

the comfort discomfort the adult

or

.
may be the part
an

of
admirable attitude
It

on
the

his
willing
be

parent own beatitude for
to

sacrifice
to

what might
be

beneficial the child But the im
to

.
portant question whether this excessive freedom
of is,

this privilege the child dictate the adult

to
to
-

world good thing for the child
is
—

a

.

The power and opportunity dictate
as to

to
others

is
not good for children just not good for
,

is
it

such tyrannic power ha
of

adults The expression
.

bitually produces serious flaws character The
by in

.

quality tyranny exercised
of

an

individual
is

good neither for that individual nor for any one he
tyrannizes over was bad for the child formerly
If
it
.

the part
of

object tyranny
be

of

on

the the adult
to so to

,

bad for the child find opportunity
to

now
it
is

exercise tyranny over his protagonist
.

Undue freedom permitted children does not make
them happy On the contrary we find that such
,
.

point being
of

are nervous even
to

children the
be

neurotic They are apt their be
to

hectic
in
.
The Behavior of the Child 41

havior. Why is this ? It is because , as in the case
of neurotic society women , their desires become too
ni
numerous and too avid to find adequate satisfaction
even with the utmost freedom of action . These
children demand the attention of the adult in un
natural ways . raucous tones . They
They speak in
push forward and seek centerstage at all times . Such
attitudes militate against a child ' s wholesome and
serene development .
This abnormal expression of the child ego has been
going on in America for almost a generation , and we
can now study the serious results flowing from such
a training or lack of training of the American child .
These spoilt children , when they grow up , tend to
have career obstacles because they have not been
used to subordinating their own desires to the needs
of a group or an organization . They find it difficult
to harmonize in marriage , and so divorces are fre
quent . Their lives have not been rendered happy
or successful by advised license during childhood
ill
-

.

There fundamental difference between
is
a

of a

wholesome freedom for the child and spoiling
,

a
its

giving way
by

the child whims There should
to

, .
be

we have previously the most deli
as

indicated
,

cate loving consideration for the child the part
on
its
of

of

the adult consideration needs and normal
,
a

be

desires but there should no permission for the
;

selfish whims and desire for power
of

expression
over the adult
.
42 New Horizons for the Child
as well as adults thirst for power and
Children
tend to become tyrants when not subdued to a just
and balanced behavior . A child , given any leniency ,
will inevitably increase attempt toward winning

its
the right way will

go

as

as
of
far can The

it
;

it

.
tyrannous parent has become somewhat anom

an
of
aly this day and age but the tyrannous child
in

is
;
of as

of
now emerging the fruit epoch which reverses

an
the old order things
.
These two things are plainly incompatible free

,
the part one per

of
and tyranny

on
dom Freedom
.

son cannot mean the right subject another person
to

of
tyranny No Freedom means the right
to

each
!
.

individual move his own natural orbit the right
to

in

;
have wholesome preferences the right exercise

to
to

;

judgment and decision the right express normal
to
;

individuality
.

But what normal individuality the de
It
is

is
?
of

velopment and expression individual tastes within
of

the scope cooperation with the needs and desires
of

all

other individuals The key mutuality
it

is
to

,
.

harmony non infringement upon the normal rights
,

-
of

or

others be they children adults
—

.
of

The behavior children and adults toward each
mutuality
be

of

other should one There should
.

reciprocal respect and consideration
be

Parents
a

.

and other adults dealing with children should neither
be

too selfishly demanding
of

nor too generously
,

slaving for the child Each group
of

that adults
of ,

—
.

and that children should duly respect the other
-

's

rights and needs
.
The Behavior of the Child 43

The child has certain specific rights and needs that
pertain to immature but rapidly

its

as

an
nature
growing and developing human being these rights

;
by
be
should respected the parent On the other

.

as
hand the parent has certain rights and needs

an
,

established mature being with certain fixed habits
legitimate its mode rights

by as
of
life adult these
to

;
and needs should respected
be the child Mutual

.
unselfish consideration and courtesy will solve all the
problems
of

the home
.

The same principle equally applies the school

in

.
be

of
Teachers should considerate children every

at
turn They should make realized that their whole
it
.
aim

of

the benefit the children that they exist
is

;

in
for the sake the proper develop
of

the school only
at of

ment the child On the other hand the children
,
.

give due consideration
every

to
must turn the
teacher schools where this rule of behavior
In

is
.

reciprocally practiced we see developing beautiful
a
of

quality among the children quality courtesy
—

,
a

loving consideration for the adult that reflects the
of

courtesy and loving consideration the adult habit
ually shows for the children We find also these
in
.

as

children poise and serenity such are never found
a

tyrannic tyrannized children
or

either
in

.

As regards the behavior of children towards other
of

the same principles apply
as

children the case
in
,

the prin
of

the behavior children towards adults
44 New Horizons for the Child

ciples of mutuality , of cooperation , of reciprocity , of
kindly considerateness . The more appreciation and
sympathy a child has for the rights of other children ,
the more harmonious and happy will be the life of
the group and the life of the individual child as well .
Harmony is undoubtedly the greatest factor of
happiness in life . Where you find children harmo
nious , you find them happy and wholesome . On the
other hand , where there is lack of harmony you
find children irritable and inclined to be neurotic .
Therefore the most important thing to be established
in the relationship of children with each other is
harmony .
In progressive schools a system of self - government
or partial self -government is of great value in estab
lishing an atmosphere of harmony . Children are
generally willing , I find , to forego private revenge if
they know they can have ready recourse to organized
justice. And it is much better for the children to
bring up points of dispute , discuss themand adjudi
cate them than for the teachers to handle these
things . A child is much more impressed by the criti
cism of his equals than he is by the criticism of his
adults . By discussing the social behavior of each
other , by weighing and judging such acts and dis
pensing punishment if necessary , children tend to
form an attitude of respect of law and respect of
the rights of others . Finally this sense of justice
becomes ingrained in their being , because they are
not hearing it preached to them but are actually
The Behavior of the Child 45

the
practicing it in

of
working out their own self
government institutions

.
this school court the pupils bring all their
To

very interesting present

at
of be
troubles

is

to
It
. . such
session One sees keen sense justice expressed
a

a
by

children their opinions and judgments about
in

of
each other Also there great deal generosity

is

,
a
.

MO
more think than holds the relationship of
so

in
I

adults with each other Children are willing wipe

to
.
the slate clean and begin again equal footing

on

an
of

of
friendship harboring no
resentment the past
,

.

all
One thing which try chil
to

eliminate from
no be to I

dren the desire tease each other This
is

is
a
no .
by

quality which can designated other term
than evil has valid There little
It

excuse
is
.

of .

teasing the part group which
on

tendency
to

a

has been trained these progressive methods of
in

discipline But sometimes new child will come into
a
.

the group from the outside world bringing with
it
a
of

teasing say
to

habit such children who have
a
I
.

tendency What Do
to

tease you find pleasure
in
,
"

!

causing unhappiness others This causes them
to

"
?

light say
to

see their action new Then
in

—
a

I
.

How did you get treated when you
to

came this
"

school Did the children tease you
or

did they act
,
?

kindly toward you They acted kindly Then
."
"
?
”

“

why don you act kindly takes good
them
It
to

a
't

?
”
of

deal repetition perhaps and some punishment
to
,

,
46 New Horizons for the Child

rid such a of his acquired habit of teasing . But
child
a school tradition and atmosphere of mutual kind

ness and consideration will revolutionize most of this
anti-social behavior .

One delightful result of having a small school in
which children of various ages mingle as if in one
big family is the opportunity that the older boys and
girls have to show consideration for the needs of
smaller children . It is delightful to see how kind
they are to their younger schoolmates — helping them
upstairs upon their arrival , helping them to take off
their things , running to them when they fall and are
hurt, playing the big brother and sister to the little
tots . Also it is delightful to see the kindly considera
tion which the children display toward other children
who come into their midst handicapped in some way
or other .
In such anatmosphere of kindliness and sympathy
children rapidly develop to the best that they are
capable of . Do we not find this true , also , of our
selves as adults ? In an atmosphere of understanding
and kindly we can be at our best ;
consideration
whereas an unsympathetic or formal atmosphere
chills us and prevents us from expressing our highest
capacities of thought and feeling . How much more
are children , sensitive as they are to every breath of
their environment , susceptible to influences of psy
chological and spiritual nature !
The Behavior of the Child 47

That the child should be allowed to behave and
express himself according his own nature , untram
to

meled by adult direction — this Rousseausque re
action against authority in education is responsible
for some of the extremes of behavior which have
appeared progressive schools . Children left to
in
themselves are little savages and will retain more or
less the bad qualities of savage nature .
All progress , civilization based upon the per
all

is
of

fecting nature whether physical True

or
human
,

,
.
there certain native charm to wild uncultivated
is

,
a

land but man has not for that reason been content
let ,

will He has taken hold
as

nature develop
of to

it

.

nature and improved tremendously And

so
it

.
improved and should
be

with human nature can should
It
.

and
improved from the basic animalistic foundation
be

,

animalistin
which the capital
apital with
with which every individual
is

starts life
.

Children need training just flowers and fruit
as

trees need training important point
an

But here
is
.

of :

training adapted
be

the needs
to

this should
a

individual subordinated
to

each rather than seeking
,
;

of
or

restrain warp the individuality the child
to

an ,

.

We not wish artificial product like potted
do

dwarfed trees We want every child
or

plants
to
. .

become his own best self For this undeniable goal
needed the wise guiding hand
of

the adult
is

.

What the new education has very properly reacted
against for mere docility the part
on

the demand
is
48 New Horizons for the Child

of the child - the endeavor to mould the child into
fixed patterns of behavior tending to reproduce the
existing social , economic , and political order . If the

its
chief purpose of society is to maintain existing
institutions without change then the most important

,
qualities of
children are docility and obedience

If,
.
however we wish society progress develop

to

to
,

,
perfect

in
and better modes establish more

to
new

,
stitutions what we need encourage self

to
then

is
, —

of
expression the part

on
initiative and creativeness
,
children This cannot be
done when too much em
.

phasis mere docility and obedience
on

laid
is

.
recapitulate We should seek from the
To

:

child harmony rather than conformity Conformity

.
means following fixed pattern Harmony means
a

.

such adaptation existing things flows together
as
to

with them without violating either their basic nature
or

of

one own The law harmony permits much
.
's

flexibility and variation What we should prize

in
.

ability and willingness harmo
to

the child then
,

,
is

nize combined with bold creativeness which super
,

a

sedes conformity
.
CHAPTER IV

Character Training
IN THE last few years
a great deal of atten

tion has been character development.
paid to

The need for this is obvious . The authority
of the family and of the church over the life of child
hood and youth has been constantly diminishing .
The influence of ancestral morality and of religious
precepts is about as feeble as in any period the his
torian can point to . Therefore the school is desper
ately turned to as a sociological and ethical as well
as intellectual factor in the development of the child .
And this is as it should be.
Education cannot escape a definite moral obliga
tion . responsibilities are not
Its

the intellect
to

the full nature As
of

alone but man and woman
to
,

.

humanity has been evolving from brute homo
to

sapiens education has been the major factor
of
,

progress But progress cannot stop with the arrival
.

go

man intellectual must the further
at

to
on
It
-

.

spiritual
of

development man ethical and man
In
-

-

.

this higher development education has the same
,

responsibility for furthering progress that has
it

always had
.

folly say that education only
It

concerned
is

is
's to

with the child intelligence and that his moral and
,

50 New Horizons for the Child

spiritual nature must be formed by the home and the
church . The higher development of man is a major
operation , requiring as complete an environmental
conditioning as possible . The school , which has pos
waking hours apart

its
session of the child for half
meals certainly has equal responsibility

an
from
,

of
with the home for the direction the child moral

's
and spiritual nature
.
we analyze the time left after school hours
If

to
,

,
of
the home for the molding child character we shall

,
-

, by
. of chil
find that great deal that time spent

is
a

dren unsupervised play These play periods and
in

of
many other periods the day outside
of

school

,
be

must from the time which the home
subtracted
definite character development
to

can devote Then

,
.
too the home lessons increasing proportionately
,

,
of

of
with the age the child carry the shadow the
,

school into the home preempting for
, its
own use
,
of

valuable hours home life What time then has ,
.

of
the home devote the way moral
to

the child
in
to

instruction compared that which the school has
to

?

Only small fraction And from that small frac
a

.

tion the child mental vitality has been pretty well
's
by

sapped school hours and home lessons
.

The school cannot avoid responsibility for the
; by of

complete development the child has taken the
It
.

child from the home legislative power for the
,

,

better part each day and thereby has assumed
of

it

more than half the responsibility whether acknowl
,

person that child grows
of

edged not for the kind
or

,

be
to

.
Character Training 51
Progressive schools realize this responsibility and
cheerfully accept it . They deal not with the child as
intellect but with the child as human being . They
are concerned with everything that pertains to the
child ' s development .

The progressive methods tend to produce a higher
ethical quality than can generally be found in other
types of schools . There are certain factors in
progressive education which definitely make for the
building of character .
Intellectual honesty , sincerity , and earnestness are
the result , in the progressive schools , of the elimina
tion of the old -fashioned marking system which
offered rewards for scholarship almost wholly ex
ternal to the actual development of the child . The
new type of schools — with their motivation of aca

demic work , their methods of arousing interest and
desire on the part of the students , and their efforts
to adapt the curriculum to the actual needs and na
ture of the individual child - produce a complete sin
cerity in all the work that children do either with
their hands or with their brains . No longer do we
find the former speciousness and intellectual cunning
which seeks to elicit marks solely as a means of pro
motion . Instead of this we find uniformly prevail
ing among students in progressive schools an admi
rable quality of intellectual integrity .
Secondly , we find in progressive schools a truth
52 New Horizons for the Child

seeking quality courage of conviction . The
and a

students find themselves in an atmosphere of intellec
tual freedom .are encouraged to think for
They
themselves . Their ideas are listened to respectfully
by both teacher and fellow pupils . They can ven
ture to differ from the text and from the teacher .
And they find in the teacher a type of intellectual

all
honesty and comradeship which is too rare the

in
standardized type of school

.
of
Thirdly the social quality progressive schools
,

strongly formative character ofThe unsuper
is

.
large public schools

of
vised recreation and social life

of
produce type aggres
of

certain character that

,
a

sive independence whereas the supervised skillfully

,
;

guided recreational and social life
of children pro

in
gressive schools forms character independent

of is
it
,
a

true but not aggressively Added qualities
so
,

.

kindliness courtesy cooperativeness and harmony
,

,

by

are achieved progressive schools the way
in

in
by
which social situations they arise are met
as

the
,

,
or

children the teacher
.

The large atmosphere which prevails
of

freedom
progressive school gives opportunity the child
to
in
a

for those decisions self restraints and self guidance
,

,
-

. -
can

which alone create sturdy character Where
a

arti
an

decisions are too much made for the child
,

ficial semblance of character produced which has
is

,
of
no

however power endurance because not
it
is
,

deeply rooted within
of

the soil the self
.

Lastly discipline progressive
of

the methods
in
,

by

of

schools largely means cooperative student and
,
Character Training 53

teacher government , effect and change the child from
within . It is extremely interesting to watch a child
newly enter a progressive school with habits of mis
chievous anti-social and anti-adult nature well de
veloped , and see the effect upon him of the admoni
tions and disciplines administered by the students '
self-government organization . At first such a child
is amazed that his behavior , instead of winning ap
plause from his fellows , results only in disapproba
tion . The steady , continuous effect of student dis
approval and punishment is very wholesomely trans
forming to such a boy or girl .

Parents , in their home care of the child , can profit
greatly by these character discoveries and achieve
ments of progressive schools. They should at all
times be intellectually honest and sincere with their
children . They should encourage their children in
these same qualities . Above all , they should never
deride or ignore sincere efforts at the expression of
newly forming ideas . The dream life of young chil
dren is as real, as important , and as necessary for
them as the creative life of the adult. And as the
child matures and begins reason about life , the
to
father and mother should prove true comrades in
this quest of knowledge . Here is the one place
where the parents ' influence with the child is stronger
than that of teacher or preacher . Nature made the
parent as the older guide and comrade of the child .
54 New Horizons for the Child
If this parental function is properly administered ,
the child will gain enormously . No other single in
fluence can be so potent .
The social development of children in the home is
much handicapped , in themodern family , by the lack
of numerous progeny and the too great adumbration
of the adult group . The social character is best
formed in the relation of the individual with his
peers. No influence of parents upon a single child
can perfect that child socially as can the influence ,
under proper supervision , of other children . Hence
the need in the home , as emphasized in the follow
ing chapter , of other suitable playmates , borrowed
from neighboring families .

In matters of discipline , there is already a potent
influence of the new freedom at work within the
home . Children are helped to do the right thing by
a spirit of reasonableness rather than by the author
ity

, of

When punishments have
be
autocracy
to
if .

given possible have the child concur
to

best
is
it

,

,

of

the logical and necessary quality this punish
in

ment
.

very successful chain
of

The founder and owner
he a

drug stores once told me for
of

learned from
a

mer superior
of

his when the railroad business
in
,

,
of a

human management which had proved
of

secret
inestimable benefit This superintendent never let
.
or

disciplined discharged employee leave his office
a
Character Training 55

without a clear conviction of justice rendered ; and
what is even more important , without a feeling of
harmony and friendship toward his disciplinarian .
Is it too difficult to carry out such a psychological
procedure with our children ? It takes time, energy ,
and great self -restraint and calmness . Too often
we punish children more because their escapades
have proved disturbing to us than because of any
intrinsic wrong . We punish in a spirit of irritation
in which there is prone to be an exaggeration of
severity. Such a kind of punishment is not justice ;
it is revenge . If we would seek always to be impar
tial and kindly administers of justice to our children
and win their allegiance to the necessary disciplines ,
we should sow then on each such occasion the seeds
of real character development in the conscience of
the child .
Abstract preachment has little place in character
training . Children are quick to detect insincerity or
grandiloquence . It is rather the way in which adults
and children together handle all emergencies of be
havior which arise that little by little forms the char
acter of children . Teachers should be spiritual and
earnest in their lives . They should reflect to the
children an integrity of character which calls forth
the esteem and admiration of these younger souls
seeking to walk the paths of right .
All adults who come in contact with children have
a grave moral responsibility . They must serve as
examples of justice , of consideration , of kindliness ,
of earnest and spiritual living . It is not so much
56 New Horizons for the Child
what we adults say as to what we do that influences
children . Sermons to children are inadvisable ex
cept on rare occasions when some event brings forth
a need of moral or spiritual discussion .

The concern of the educator today for the de
velopment of character in his pupils is not confined

its
to benefits to the individual . Human society in

of
collective activities crying need more earnest
in
is

conscience and more ethical behavior Of what use

.
purpose exploita

of
train intellects for the
to
it
is

Better perhaps not
to

tion sharpen mental swords
?

of

that may penetrate the vitals society

If
educa
merely powers .

of
to

tion increase the materialistic
is

man leaving his moral qualities unchanged we may
,

,
of

well despair civilization
.

Dr Arnold Hall formerly president of the
,
B
.

.

University of Oregon gave me very vivid account
,

a
of he
of

how became convinced early his educational
in
,
of

career the necessity developing character
,

in

giv
of

proportion the training
In
to

the intellect
.

ing course political science early his teaching
in

in
a

the University Chicago he made the
at

of

career
subject unusually concrete and vivid detailed ref
by

politics the state capital Among
he to

at

erences other
.

things gave picture how graft works
of

clear
so
,

a

of

state and city government that two his students
in

the ensuing year were able put these methods into
to

practice their fraternity stewardships the fune
to
in

,
Character Training 57

of several hundred dollars . Dr. Hall told me of
his consternation , upon being confronted with these
facts by the president , with the realization that these
students had been actually helped to crime by the de
velopment of their intelligence without a correspond
ingly awakened conscience .

The value of religious teaching enters markedly
into this matter of the training of character . Edu
cation has had to fight for centuries to free itself
from medieval dogmas and concepts antipathetic to
scientific discovery and to human progress . As a
result of this struggle , we have arrived at the com
plete separation of education and religion . Is this
to be the final settlement of the case ?
we are
We can do very well without religion when we are
dealing with facts . But can we do without religion
when we are dealing with character ? Ethical con
cepts and the practice of morality in the daily life de
pend very closely upon the truths revealed in reli
gions of the past . Character training without illumi
nation of spiritual vision or enforcement by the con
science of religion is not as effective as it needs
must be .
One generation can live on the ethical momentum
inherited from a previous religiously -minded genera
tion . But when that momentum is spent , beware !
We are witnessing to - day , in the enormous spread of
crime among our youth , the effects of a religionless
for
58 New Horizons the Child

the home and school have failed

as
age which

in
agencies character training

of

.

of
Children pathetically need the assurance those
definite moral values that are religion and the

in

,
motivation which comes from spiritual earnestness

at or .
be
not necessary that religion dogmatically
is
It

creedally taught Children nevertheless should
,

,
.

of
least realize that principles right behavior inhere
the spiritual pattern the universe They should
of
in

.
feel and realize adults about them spiritual
in

a
that will help

in
an
consciousness them grow into
spiritual principles right

of
structive adherence
to

behavior
.

the spiritual life could
of

Certain basic truths

,
I
all

the pub
. be

believe taught children even those
in
,

,

schools First that there divine Power
lic

is
,

a
of

which controls the destinies the universe causing
,

not only the creation but also the evolutionary prog
of

of

ress both matter and mind and that this
is
;

a

Power that one can have faith and turn for aid
to
in

.

Secondly that every human being has rather
or

is
,

,

,

infinite energy living during life
of

soul possessed
;
a

of
its

upon this planet only minute fraction eternal
in a

existence continuing activity and progress after
. di it
;

its its

leaves this earthly scene and deriving destiny
it ;

rectly from the actions has built into character
What we sow that also shall we reap Every
.

thought and deed has effect upon the develop
its
Character Training 59

ment of the inner Self, and hence its fateful conse
quences upon one s future . In such truths as these ,
'
I am convinced , the greatest incentives for right

lie

of
action To emphasize the great universal law
.

progress the light infinite growth and develop

of
in

of
ment presents ethics the child from point view

to

a
that strongly motivates right conduct And this

is
a
.
harmony with the findings

of
truth modern science
in

.
be
not something that will have unlearned
It

to
is

later life
in

.
of

of
One the greatest services religion the indi

to
vidual give focus The
to

concrete
idealism
to
is

a

.
be
of

history civilization shows this distinctly
to
true

.
Although fundamentalist religion has doctrine
in
,

practice frequently proved oppressive
an

and and
,
in

retrogressive force clear that
on

the other hand
is
it
,

be

religion has proved itself
to

the most definite and
gladia
of

of

vivid focus reforms The abolition
, .
of

torial combats Rome human sacrifice among
in
of

the Druids and slavery modern times trace
is
,

in

able directly the high idealism and zealous self
to

of

of

sacrificing activities religionists Hundreds
.

minor reforms
to

modern times are traceable the
in

same source The reasons for this are clear any
to
.

of

one who studies the psychology religion
.

What pity reject the schools all
to

then from
,
,
a

the vast appeal and deeply effective motivation which
religion lend
to

idealism
!
60 New Horizons for the Child

In intermediate grades of the Chevy Chase
Country School we have established , as an effective
focus of character training in the formation of
idealistic concepts , what we call " The Order of the
Kingdom of Peace .” The statement is so worded
as to be nonsectarian and applicable to adherents of
any religion . These principles indeed can appeal to
all earnest seekers for a more perfect humanity ,
whether religionists or not :

MY BELIEF
I believe in , and desire to help bring about that
perfect World Civilization wherein universal love
and justice shall reign — the Golden Age to which
philosophers , seers , and prophets have dedicated
their lives.
I believe that the troubles in the world today are
due to quarrelsomeness , selfishness , unfairness , jeal
ousy , hatred , and cruelty .

I believe that in order to improve the world I
must practice unselfishness , justice , non -aggression ,
kindness , love, and cooperation .

MY PLEDGE
To be just to everyone .
“ To think not in terms of personal gain but in
terms of gains to the human race .” — Mrs . Franklin
D . Roosevelt .
Character Training

To do unto others as I would like them to do
unto me.
To refrain as much as possible from anger and
from quarrels .
To think of all people of the world as my
brothers .
To wish and work for the prosperity and happi
ness of
all

peoples
.

This program better humanity appeals very
for
a

strongly Each pupil presented
to

our children

is
.

simply framed copy beautifully printed of
its
with
a

-

duo toned gold paper
on

blue One devotional
in

-

.
period ceremony built about
to

week devoted
is
a

a

by
this program The Belief boy and recited
is

a
.

girl jointly and then all join reciting the Pledge
,

in

.
After this follows the recitation
or

reading
of of
mate
or

rial bearing upon the progress perfecting man
kind Events also are reported pertaining world
to
.

peace world conciliation and world understanding
,

,

.
These concepts are often found cropping out later
in
of

class discussions and the discussions the student
in
,

self government association
I -

.

nothing better all the history of
of

know
in

thought
of of

human and endeavor than this concept
the Perfect Civilization this utopian dream
—
of

idealists the ages down fur
It

world thinkers
,

.

nishes broader and more satisfying inspiration for
a

idealism than any gospel personal salvation
of

.
can

This program which anyone dedicate
is

to
a

be

himself Indeed seriously considered
it

to
is
,
.
62 New Horizons for the Child

whether the world can go on at all unless the indi
viduals composing it are willing to dedicate them
selves to this aim of a perfected civilization . The
establishment in any school of such an ideal center
around which to rally the spiritual and ethical life of
the children helps to tinge all thoughts and actions
of the school with idealism .
CHAPTER FIVE

The Child at Home
THAT is this being that is given us as parents
care for , train , develop
to and educate ?
Sometimes we can see in the child hereditary
reflections of our own gifts , temperament , and ten
dencies . Often we find ( and this is the very crux of
the foundation of human progress and evolution ) a
quality in the child superior to that of either parent ,
so that we are held in wonder before the still unex
plained phenomenon of child genius .
Many children are geniuses , in more or less de
gree . Using the term broadest sense we may
its

,
in

of
say that every child has some quality spark
or

genius that he possesses some special gift apti
or
in

tude which makes him unique setting him off
an
as
,

individual different from all other individuals
.
of

The primary derivation the word genius fits
"
“
by

this latter definition As used the Romans
it
.

per
of

meant spirit presiding over the destiny
a

a
"

fol
of

son The broad usage the word English
in
.”

by

lowing this derivation The
as

given Webster
is

:

mental endowment peculiar individual that dis
an
to

;
of

position aptitude mind which qualifies person
or

a

special success spe
of

for certain kinds
or

action
;
a

cial taste inclination disposition natural bent
or
,

,

;

.
64 New Horizons for the Child

I think every parent should study carefully this
definition of genius , because there is implied in it the

entire philosophy of the new education . We are
dealing , in child development , with an individual be
ing different from every other individual being .

its
How can we help this child to develop to fullest

by
individual capacity not Surely attempting

to
?

mould into some standardized pattern Should
it

.
no
we mould into any pattern matter how individual
,
and adequate we believe that pattern we might

be
to

,
misleading destiny for the child
be

acting
as
a

.
For the reason that the child possess

to
certain is

some qualities and gifts different from our own and
quite likely possess genius superior our own
to

to

,
a
us

safe for attempt Will
to

pattern
fix
it
is

to

a

not that pattern partake inevitably our own pre ?
of

dilections and tendencies Will not tend ap
it

to
of ?

proximate duplication ourselves But what we
a

?

of

want the fullest possible development the genius
is
of

be

the child and that genius bound con
to
is
—

siderably not extremely different from our own
if
,

,

.

static periods culture where the preservation
of
In

,
of of

things seems the chief de
of

the existing order
be

the genius subordi
to

sideratum the child has
,

of

genius
to

nated the the race Varients from the
.
The Child at Home 65

racial pattern are not desired , and individuals are
forced to develop according to fixed standards .
Only in turbulent periods of great discovery , of
mental and emotional activity , of cultural renaissance
or revolution , is the individual allowed and encour
aged to be himself . Of
such a nature was the
golden age of the Greek art , science , and philosophy ;
the Italian Renaissance ; the Elizabethan period .
And is not every portent proclaiming today that we
are on the eve of just such a great reconstructive
period of the human race ? Standing as we do on
the strand of an unknown sea , shall we not man our
ships with sailors and captains who are above all
things intrepid , adventurous , true to their own selves
and to the visions which spring from their own cre
ative genius ?
It is toward such a goal of development , I think ,
that wemust direct our child training , whether in the
home or in the school.

Every true mother tends to esteem her child a
unique being - prizing it because of
its

very indi
viduality its special tastes its gifts and powers She
,

,

.

longs most truly itself
be

help this child That
to

is
,
.

she desires above all things life see her child
to
in

grow and mature into the largest possible success
.

Her aim How can help my child develop the
is

to
I
:

fullest capacity her genius
of

his
or

as ?

the na
as

great individuals
of

The lives well
,
66 New Horizons for the Child
ture of great epochs , teach us that the maximum
fruition of genius is attained when the individual is
given freedom to grow and develop in accordance
with innate tendencies , and encouraged or at least
permitted to express innate predilections and talents .
How could Walt Whitman 's father , carpenter, see
any good in his lazy apprentice son , who spent whole
days lying on the beach listening to the waves but
very few useful hours with saw and hammer and
nails ? Walt , always the observer of life rather
than the doer , later spent his days riding back and
forth on the platform of Brooklyn horsecars talking
to the conductor and to the passengers . “ What a
misspent life ! what a failure !" thought the practical
father . But the poet soul was destined to coin these
hours of leisurely absorption into the gold of poetic
all

expression — a treasure rejoicing humanity for
generations whereas his utmost efficiency car as
;

penter could have benefited but few temporarily a
a

it .
us be

dreaming inactive child may just lazy or
,
A

of

may have qualities genius Let not decide this
.

point too early the child life
in

.
's

up

Intuition greatly needed sizing child
in
is

a

.

Woman usually more gifted with intuition than the
is

biologically fostering disposition
of

male and
is
,

.
a

her very nature and function nurse weakness
It
is

to

of

she who perceives
by

into strength reason
is
It

,
.

her innate sympathy and intuition the oak the tiny
in
,

acorn the eagle the fledgling the swan the ugly
in

in
;

;

great
of

duckling woman achievement
or

the man
in
;

the wilful sulking child
.
The Child at Home 67

If freedom for the child to follow the bent of

of its
own genius the foremost factor the fruition

is

in
individuality almost equal im

of
second factor
,
a
portance rich and ample environment Full
is
a

.
“
many flower born blush unseen sings the
is

it to

,
a

”
or true that genius will
poet Whether not

is
.

deprived fa

if

of
meet with absolute frustration

a
voring environment certainly true that the aver
it
is
,

age individual needs both opportunity and stimulus
his native powers are reach their richest devel
if

to

opment Therefore evident that the more
it
is
.

varied the environmental stimuli presented the

to
of
child the better are his chances really discovering
,

the things he wants
do
to

.

The average home the variety

as , of
to
as

limited
is

environment can offer children Parents should
it

.

however endeavor surround the child with
as to
,

rich cultural and stimulative and broad vo
a

a
as

cational environment possible There should
is

.

be books music art carpentry mechanical work
,

,

,

,

,
of

nature study gardening sciencemas much such
,

,

opportunities the home life can afford and
as

as

the
child may seem crave and appreciate
to to

.

addition these opportunities within the
In

of

home parents should avail their children the
,

opportunities that exist their civic and national
of in

environment the way museums concerts whole
in

,

,

some plays and movies automobile trips historic
to
,

scenic splendors
or
to

sites
.
68 New Horizons for the Child
Very important , also , is the human environment
with which the child finds itself in contact . Parents
must constantly seek to enlarge '
the child s acquaint
ance
ance with helpful and stimulating playmates and
with adults who may prove inspiring comrades or
guides .

The new principles of education help the child , in
the home as well as in the school , to be more creative ,
more active , more joyous. This necessitates not
only a considerable change of the traditional parental
attitude , but it necessitates also a careful considera
tion of the child ' s needs as regards the planning and
equipment of the home.
The modern school is designed for the sake of the
child . There is plenty of sunlight for each school
room . Cupboards house material which the chil
dren will use in their activities . There are collec
tions for nature study , growing plants , a bowl of
fish ; and in the school yard , perhaps some animals
being raised — a family of rabbits or guinea pigs .
There are school gardens planted by the children and
cared for by them , where they may watch with de
light the growing power of nature which they have
assisted by the application of science and toil .
In the home , also , there should be adequate provi
sion for children 's predilections and necessities .
How strange it seems, when we think of it , that
The Child at Home 69

houses the past have been planned wholly for
in

adults . Architects , except in a few modern homes ,
have taken no thought for the needs of children .
On the farm there are plenty of play places for
children , in the barn loft as well as out of doors .
But in the modern suburban or town house there has
been too little attention given to the needs of chil
dren . Every home should have , if possible , some
place where children can keep their toys, their knick
knacks , their materials for creative work . Here
they can spend happy hours in rainy weather . Often
the unfurnished attic has been used in this way .
Now with the modern automatic oil or gas heaters
the basement can easily be fitted up as a recreation
room for children .
In the yard there should be plenty of play equip
ment : swings , slides, seesaws , old automobile tires
hung from trees . For those who can afford it I
jim

of

recommend the jungle - system ladders built
,
a

together vertically and horizontally wherein children
can climb over and through with endless amusement
and helpful exercise
.

For growing boys there should workshop
be
a

equipped with carpenter table and simple tools
If
.
's

the father has the inclination and the time work
to

, of

with his boys guiding into interesting forms
,

them

woodwork and stimulating their creative endeavor
great gain the boys not possi
to

this this
is

is
If
a

.

Saturdays
be

ble some young man can engaged for
,

and perhaps other afternoons and other neighbor
;
be

hood boys can enlisted woodwork class
to

form
.
a
70 New Horizons for the Child

One of the great social needs for children in the
modern home is the presence of other children . The

ten
old - fashioned family of five, seven , children fur
nished social group which could plan and carry out
a

endless amusement But today families towns

in
.

or

or
and cities have often only one two children

if
,
;
be
more there may great interval between their
,

a
ages
.

One

so
of

the reasons that children love their life
progressive schools because these schools fur
is
in

social environment the single
as
nish such child
a

he

Here his own age

of
craves finds other children

,
.

with ample opportunity during the school day for
social contacts and for games and sports together

.
Often this single child feels great difference his

in
a
he

social environment when returns from the school
his home which seems lonely him because there
to

to
,
no

are other children play with
to to

.
be
can

of

What done remedy this loneliness the
single child this domestic need for social group
—

a

?
by

Many parents wisely solve the problem inviting
other eligible children the home play
to

to

A
.
of

group parents the neighborhood may well join
in

together this way taking turns having groups
in

,

or in

their homes Saturday holidays for afternoons
in

,

,
By

after the school period cooperative fund
it
.

a

possible engage someone supervise the play
to

to
of is

such group
a

.
The Child at Home 71

Even where there are two or three children in a
family , we find usually that these children do not
socialize perfectly together . This is a perennial
source of amazement and disappointment to parents ,
who question : " Why my children play happily

can
't
together Why many quarrels troubles and dis

so

,
?

harmonies
?
”

of

The cause bickering within the family group

is
partly biological partly psychological The chil
,

.
dren all have hereditary qualities common Be

in

.
ing together too constantly is form of psychologi
a
cal inbreeding Children the same family see

so
in
.

be
no
of

each other that there apt special

to
much
is

charm for them their association together
in

.
Then too the differences ages and sex tend

to
,

,

in

produce dissatisfactions disagreements and hector
,

,

ing Therefore very wise thing for parents
is
it
.

a

two bring chil
or
of of

three children
to

even
in
by

dren other families invitation take meals
to
,

,

and play with their own children Such arrange
to

.
be

ment should reciprocal The other parents should
.

take their turn such informal neighborhood play
in

parties
.

cannot emphasize too much the imperative need
I

of

social group outside
for
as

young
of

children
a

of
as

well school hours Parents single children
in

.

can contribute very significantly their children
to

's

happiness and development they will take the pains
if

by

ro
of

with playmates
to

furnish them system
a

tating invitations between several such families
.
New Horizons for the Child

There is another aspect to this combining of only
children into supervised play groups . By coopera
tion a number of mothers can take turns supervising
the children 's play , either with or without a paid
assistant . This plan will relieve such a group of
mothers from spending so much of their time in play
ing nursemaids to their children , while at the same
time assuring the children a happy , and develop
mental social environment .
Recently a group of nineteen wives of Columbia
University professors have announced such a plan
of cooperative housekeeping . They have moved
into a remodeled building near the university , where
the experiment after a month was reported as run
ning smoothly . The mothers take turns , with one
,
paid supervisor in the care of the twenty - five chil
dren of the group .
One apartment in the building has been converted
into a nursery and play room for rainy days , and on
the roof they have built a sunny , airy playground
surrounded by a high climb - proof fence . Each
mother takes her turn for half a day each week .
The children of the pre -school age spend from nine
to twelve o ' clock each morning and from two to five
o ' clock in the afternoon playing together . The idea
is being extended to include noon lunches and , at
small additional expense , care of the children during
the evening by a nurse .
This experiment will be widely copied when par
The Child at Home 73

ents come to realize how great a factor in the young
child ' s development is play with other children under
intelligent supervision . The era of entire home
care of pre -school children is rapidly passing. The
kindergartens and nursery schools have so abun
dantly proved their benefits to children (not to speak
of benefits to parents ) , that the education of the fu
ture seems destined universally to extend downward
the school age of the child almost to the cradle .

It must not be thought that parents should simply
do
can

try to discover what they make their chil
to

should also havee re

re . re
dren lives happy Children
.
's

of
sponsibility the home plenty responsibility
in

-

Psychology has pretty well proved the maxim

of
ligion that the happiest people are those who are
,

of
doing something
to

serve others The reverse
.

many the quarrelsome
be

this can noted homes
in

—
of

re do
ness and discontent children for whom parents
everything and from whom they ask nothing
in

turn
.

of

Schools are beginning carry out this dictum
to
by

psychology assigning various duties which chil
dren individually committees assume responsi
or
in

bility for Not only children enjoy these respon
do
.

sibilities but they are developed character by
in

of

Sill the Kent
of

means them Rev Frederick
H
.

.

.

School remarkable educator considers responsi
so ,

,
a

he

bility essential character development that
to
74 New Horizons for the Child

has all of the work of the school , except the actual
cooking of food , done by the boys . These boys come
mostly from privileged homes where they have had
no duties or responsibilities .
The modern home, with diminished opportunity
for chores , must find some ways
in which children
can express service and responsibility . The provid
ing of such work may be more of an inconvenience
than a help to the parents , but it is of the utmost
importance to the child .

There is another lesson that the home can learn
from the school . The home may well adopt some
of the principles of organization which keep a resi
dent school running smoothly . There should be
regular hours for meals . The meals should be eaten
in an orderly cultured way , and not too fast . Chil
dren should wait for dismissal from the table .
There should be regular hours for bed , and these
should seldom vary . This bed -time rule should be
observed automatically without habitual yielding to
the ingenious pleadings of children for delay . Once
such habits of delay are formed , bed time becomes
an endless agony for both parents and children . On
the other hand , habits of regularity can be made
automatic , with great saving of wear and tear on the
part of both children and parents .
Parents are handicapped as regards the discipline
of children in comparison with a school organization .
The Child at Home 75

In the school there is plenty of machinery to take
care of any punishment which needs to be inflicted
upon the child . But in the family life such organi
zation is lacking . Let us take a concrete example :
A mother is taking one or more of her children to

some entertainment or on some excursion . One of
the children ,
let
say behaves very badly
us
such

in
,

,

a
way that the just and logical punishment for him
be

be he

be

of
would that should deprived this trip

no .
he

But how deprived the trip
to

of
there

is
In if
is

home with whom he can stay
at

one such case

a
?

up
may parent
be

better for the give the trip

to
it

at

entirely and home order enforce
to

remain

to
in
the necessary discipline
.
of

the home discipline great
In

children there

is
a
of

regularity organized very
of

need effort

is
It

a
.

frequent occurrence that children who have behaved
badly into organized life
at

to

home soon learn
fit

For here they
to

when they start attend school
.

find discipline working smoothly discipline
—
a

a

which they cannot escape discipline which they may
,
a

be led only for their own advantage Re
to

see
is is

.

belliousness the more easily overcome when
is
it

pointed out the recalcitrant individual that the
to

other children willingly carry out these rules realiz
,
ing

that they are for their own good This power
.

of example has great effect upon children
a

or .
In

the home where there are only one two chil
organize
of

dren rather difficult the life the
it

to
is

of

child definite way Yet feel the utmost
is
it
in
a

I
.

importance that this should be done for the sake
of
76 New Horizons for the Child

the child 's physicaland psychological needs . It
should not be necessary to argue and dispute with
the child on every occasion , or to have to inflict fre
quent punishment.
Where the child ' s life is wholesomely organized
it will be found that the child is more poised and
robust , that his whole development - physical , psy
chological , and emotional — is better than in those
homes where lack of organization leaves too much

be
and
for

opportunity wilful capricious
, hectic

,
havior
.

of be

cannot too much emphasized that the
It

it
is
. of of
sacred duty parents give the best attention
to

and care the developmental needs children
to

.
the first obligation parenthood
of

This
is

of

All requires great
on of

this deal attention and
a
of

the part the parents especially
on

effort the
,
of

part job bring into the
to

the mother
If

is
it

a
.

world children still bigger job raise them
to
it
is
,

a

healthily and wisely This the major obligation
is
.

. of

period many years until her
of

the mother for
,
a

children have reached maturity
If

mother wishes
a

raise her children the best way possible then
to

in

, ,

lunch parties bridge
parties dances movies and
,

,

,
of

other adult forms recreation and social expression
must hold subordinate place her life the place
in

to
a

which her children hold These recreations and cul
.
an

tural activities have important place woman
in
a

's
The Child at Home 77

life , it is true , and there should be some opportunity
for them ; but the responsibility for the children is
primary .
A lady with three beautiful , healthy children play
ing around her was accosted in a Washington park
by a childless
woman of mature age . The second
woman : " My ! what lovely children . I would
said
years my life
ten

give
", of
have such children

to

!"
did

Madame responded the mother
, I,
"

.
Yes fifteen twenty years not too much
or

ten

is
;

give out

of
her life

to
expect woman the
to

to
a

raising children than which there

of no
of

profession

is
,
human activity more pregnant with possibilities
good for the future world
.

The faults engendered luxury lov
by
children
in

-
ing pleasure seeking who
women neglect their
,

-

as

duties their children are vicious endanger
so
to

to

very stability society We note for instance
of

the
.

the history Rome that when mothers were sim
of
in

up

ple and dutiful
to
be
their lives their sons grew
in

of

useful and noble citizens the commune and nation
;

the other hand when luxury crept
on

that and
in
,

,

mothers became pleasure seeking and loose char
in
-

acter and behavior neglecting entirely their duty
to
,

their children the males upon maturity showed
,

a

laxness their character self indulgent pleasure
,

,
in

a

-

seeking quality the moral fiber
so

which weakened
,
of

the Roman race render helpless before the
to
as

it

onslaughts the more virile and wholesome Nor
of

of

any civilization may
be

dics Thus the decline
.

traced definite degree luxury and voluptuous
in

to
78 New Horizons for the Child

ness creeping in and corrupting the women , vitiating
wifehood and motherhood , and ruining the character
of the growing generation .

The responsibility of training and bringing up
children , however , does not rest solely with the
mother . It is very important that the father take
his part in this . Children need the influence of the
father . Especially do boys need a masculine hand
in their training — figuratively always , and literally
sometimes . Women of mild disposition have a dif
ficult time rearing male children of strong , aggres
sive personality . Frequently , perhaps in the ma
jority of cases , a woman of gentle , yielding temper
ament marries a man of the opposite temperament .
If the boys take after the father , and there are sev
eral boys in the family , the mother will have a very
difficult job training these boys . She will need the
father 's help . He must stand back of her, reinforce
her physical and temperamental weaknesses , and
give such practical and psychological support to her
discipline as the principal of a school affords his
teachers . If the children come to realize that in all
their misbehavior they are to deal with two , not
one - with a virile male as well as with a gentle fe
male - they will behave much better than if they
have only the mother to cope with .
too frequently poor
all

The American man is
a
The Child at Home 79

father because he gives his vitality to his business
and saves none for his family . How can he disci
pline or train his children when he has no energy to
bring to the task ? The result is that the training of
the children is left altogether too much to the
mother. In this lopsided training we find one of the
greatest weaknesses of American culture . How
ever wise and practical themother 's training may be,
it is not able to supply those masculine qualities
which growing boys , and girls too , need in their de
velopmental environment . Let us hope that the
New Economy , by bringing to pass a shorter work
ing day , will release masculine energy for the due
exercise of paternity .
It is not only a father 's discipline that the boy
needs . He needs also his father 's companionship .
It is difficult for the mother to be a perfect outdoor
chum for her boy . This is a function the father can
more easily and more naturally Boys prize
fill
, .

those fathers who are pals this way taking them
in

hikes playing outdoor games with them sharing
on

,

,

with them the joys the great out of
of

recreation
in

-
of

doors Such ties paternal comradeship count for
.

great deal when the dangerous age
of

adolescence
a

approaches
.

What the ideal organization the family
of
is

It
?

organization suited
be

must
to
an

the new freedom
80 New Horizons for the Child

for the child , democratic rather than autocratic , yet
so truly cooperative that harmony and order shall
reign .
In the old patriarchal type of family the organiza
tion was very set . Such a type of family organiza
tion gave great stability to civilization . In China ,
for example , Confucius twenty - five hundred years
ago laid down rules of behavior of wife to husband
and to the husband 's parents ; of children to their
parents and parents to their children ; younger broth
ers to older brothers , and older brothers to younger
brothers ; of children and parents to their relatives
of various degrees . These rules have prevailed in
all

relationships the family life from then until
of

the present generation What has been the result

of ?
.
If

we take the word Occidental observers
of

Chinese life the Chinese have attained remark to
,

a
ably poised social relationship More harmony has
.

reigned within the family group and other social
groups China than anywhere else the world
in

, in

aggres.
of

of
an

There has been absence egotism
rough
of

siveness and rude behavior There has
,

.

always been courtesy considerateness and
,

,
a

a

a
of

subordination self the social group Conse
to

.
of

of

quently the life the peoples China has been
characteristically more happily harmonious than any
where else the world
be in

by .

of

may critics
observed this system that
it
It

has not led progress system necessarily
to

Such
a
.

produces stability rather than progress
In

the face
.
The Child at Home 81

of modern scientific industrialism this family system
of China is now rapidly disintegrating . But what
is taking Until some new mode
its
place Chaos

!
?
of

relationship discovered and universally applied

is

,
China will be bad way
in

.
a
this country we somewhat similar tran
In

see

a
family relationship

of
sition from the stable system

the past founded great deal upon religion
of

to
,

,
a
the anarchic condition which characterizes family

re of of of
life today What we chiefly hear from the youth
.

today the right self expression
to

freedom
is

to
,
-

the individual There too great throwing off
is

a
.

of

of
restraint rejection authority and denial
,

,
sponsibility
.

Plainly we can never return the hidebound sys
to

patriarchal authority our an
of

tem with which
of

of
cestors held sway this age democracy
In

be as ,
.

the right
of

of

well
as

freedom individuals the
of ,

right
no

the group the adult can longer the
,
of

of

arbiter the life youth But the family
It to
is
an if
.

all must again become organization
at

exist
it
,

.

must reorganize along new lines What are the new
.

laws that will hold the family together this new
In
?
as
of

organization the family see the laws are
,

it,
I
of

kind be derived from the Golden Rule Do
to
a

:
“
as

you would like them
do

unto others unto you
to

."

Mutual courtesy mutual understanding mutual con
,

,

the part
of

sideration the adult and the child
on

this the rule which will again produce har
is

a
of

monious unit the family
.
New Horizons for the Child

Already we see such a relationship between adult
and youth being worked out in progressive schools
in many parts of the country . We find here perfect
harmony , perfect understanding and cooperation in
stead of arbitrary authority imposed from above .
Whatever expression of authority there is on the
part of the adult is in clear terms of welfare of the
children , in such way that the children themselves
a
aim

of
understand the and the method the adult

in
aim
dealing with them They understand this and
.

entirely friendly and they feel
be

method
to

to to
it
,
They themselves
be

considerate turn wish ,

,
in
.

exert friendly and considerate attitude towards the
a

adult Mutual courtesy the law that reigns and
is

it
,
.

as

solves all problems As far possible the children
.

by
led

of

are rule themselves means self govern
to

-

by
ment associations and restrain themselves
is to

right But when
of

their own ideas what seems
it
.

necessary the adult does not hesitate direct the
to

children and then the children because they are
,
;

of

sincerity
of

convinced the essential and fairness
the adult his daily contacts with them cheerfully
in

,

and promptly obey
.

Here then we see perfect type
of

the new social
of ,

,

a

be

group adults and youth can worked out and
It
.

every family As far pos
as

must be worked out
in

.

be led be
to

sible children should face their own
,

be of

havior They should accept the authority the
.

ap

adult when necessary that this authority
is
it
The Child at Home 83

see
plied to situations . They should this authority
authority solely upon their
as
a
reasonable based
wholesome development When they

of
own need

.
come conceive perfect respect and confidence for
to

the attitudes of their parents there will

be
very little

,
will

be
friction the family life And the children
in

.
happier healthier and far more normal their

up in
,

development when such ,
situation built

is
a

.
.

up
important that children should grow with
It
is

high ideals worthy citizens Every
be

they are
if

to

.

of
individual addition fulfilling the obligation
in

to
,

be
of

earning living should

to
some service his
,
a

community and country
of .

All that we inherit
of

comfort and culture all

,
opportunity
of

of

our assurance freedom and this —
of

has come through unselfish efforts
us
to

other men
we but take advantage of
of of

the past
If

and women
.

the labors the past enjoy life for ourselves we
to

,

important values
of

of

have missed one the most
as

We should not pen willing
be

existence live
to
on .

of

sioners the bounty
those who have pioneered
the way before We should desire ourselves
us

to
.

of

make some contribution the progress humanity
to

.
do

The school can much but the this direction
in

,

ex of

home the normal for the absorption
place
is

by

by

ideals Not only precept but deed and
,
, .

ample parents should train their children habits
to

and ideals integrity We
of

and humanitarianism
.
84 New Horizons for the Child

must not continue to bring up the children of today
to be selfish oppressors and exploiters of the ensuing
generation . Far better that a child had never been
born or educated than that it should grow up to do
injury to mankind .
We can reasonably expect that children should be
so trained in idealism , so interdoctrinated with the
values and needs of society , that they will at ma
turity voluntarily devote some of their energy to
human life and progress . Almost, one might say ,
this is the most important single factor in the edu
cation of the child , important for the happiness and
normal expression of the individual as it is for the
welfare of society .
CHAPTER SIX

The Child as an Individual

DUCATION , in the light of modern psychol
ogy , can mean only one thing , the develop
ment of the individual child up to the capacity
of his talents and abilities . Not

all
this complete

of

as
be

development can given the public schools
in
constituted today this larger
In

fact education

in
,
.

of
wholly the responsibility
be

sense never can the
state
.

the public
at

But this least incontrovertible
—
is

schools should harmonize their aims and meth
in
,

ods with this developmental conception educa of
,

go

tion and not contrawise other words
to
it

In

,
.
. of by

every effort expended the schools should help
forward the fruition the individual and not
,
or

limit mar that fruition

The progressive educator sees each child
as
a

unique individual No two human beings are made
.

exactly the same pattern not even twins Varia
in

—

.
of

of

tion nature method development the
is

's

species the most important step natural evolu
in
as —

human progress Shall we the educa
in

tion
in
,

.
86 New Horizons for the Child

tional process penalize variation , or shall we recog

its
nize and cultivate values

?
of
The inherent dowry the child the gifts with

,
of
which born that essence the individual which
it
is

,
we call personality not this the foundation upon

is
—

be
which the whole educational structure must
erected
?
us

Let for moment leave off looking educa

at
a

the viewpoint ad

be
of
tion from how can

it
as

as
ministered mass movement and look upon

it
,
a

meant bemindividual development Let
to

what
is
it

.
us

bring home ourselves this question What
to

:

do do
an

would individual have liked education
as

to
I,

I ,

for me What would today like education

to
?

for me Have any undeveloped long
talents that
I

I
?

Have
express desire for the further pursuit
of to

a
I
?

knowledge organized way under trained pro
an
in

fessional leadership
?

this light be
at

When we look education
it
of ,
in

institution and more means
an

comes less human
a
of

culture To the leading youth ancient Greece and
.

of
to

the aristocratic youth the Renaissance this was
what education meant And with them education
.

produced marvelous results
.

But how can each individual be given such cul
a
by

tural training the free universal public
of

means
,

education which characterizes modern democracy
a

?

The problem we should consider not however
is

,

,
The Child as an Individual 87

whether the cultural education of the individual
child is a feasible thing to accomplish today . We
need ask : Is this the ideal we should
only strive
toward ? For if we once reach a sound conviction
that such a type of education is valuable both for
the individual and society , we can and must begin to
adapt present day education toward this goal, no

its
ultimate attainment may

be
matter how distant

.
general chief with several million raw re
in
A

-
-

cruits suddenly whip into shape for war must
to

of

give them type mass training which the indi
in
a

-

vidual completely submerged From the reviewing
is

.

private citizen may see army corps pass
an

stand
a

of

giving evidences perfect military training
by

.
a

imagine the plight of cultured civilian
us
let

But
a
an

us

educator artist let say among those trans
or

,

-

by

formed into parading soldiers converted the pro
daily express
of

cess militarism from individuals
ing individual tastes and abilities into indistin
guishable patterned units regiments
of

im

such
In
.
of

prisonment may vividly
be

the self realized some
of

the restrictive effects upon sensitive children
of

,

,

regimentation the public schools
in

.

education has become more institutional
Public
regimented
of
as

ized and the numbers individuals
88 New Horizons for the Child

seeking this privilege has grown vaster . Such was
to be expected . But it is not an ideal condition . This
can be nothing more than a temporary measure of
expediency in the effort to meet the gigantic re
sponsibility of giving an effective education to every
child .
When England Joseph Lancaster , toward the
in
end of the Nineteenth Century , conceived the idea
that every child should be trained to literacy in order
to be able to read that Sacred Book which was to
him the guide of life , he devised a unique plan for
making possible his vast and humanitarian project .
By his monitorial system , in which older pupils
helped the younger , he was able to assign one thou
sand pupils to one paid teacher ; and by skilful eco
nomies , such as learning to write in sand , he kept
expenses down to less than four shillings per capita
per year .
It was because of these economies and the small
capital required that Lancaster was able gradually
to convert leaders in public life and humanitarian
his

of

people of wealth to giving
. of

unheard idea
-

free public education every child
to

Why should we pay taxes
of

educate the brats
to
"

the lazy poor said the childless rich And took
it
.
?
”

privately supported propa
of

almost half century
a

ganda and educational activity before the first public
of

grant money was made England for public
in

education
.

Later Lancaster was invited this country
to
to

demonstrate the possibility giving public educa
of
The Child as an Individual 89

tion at slight expense . And this visit marked the be
ginning of the great free public education movement
in the United States .
We are still struggling with the Lancasterian prob
lem - how to educate the greatest number of
children with the least possible expense . In our great

; . of
some thirty millions

its
public school system with
pupils we have accomplished much that admirable

is
We have evolved fairly satisfactory curriculum
a

of
have perfected methods teaching and have given

of to ;

of
more and more adequate attention the hygiene
the schoolroom and the child But the real possi
.

of
full cultural and
of

bilities
as

education means
a

all round development the child we have hardly
of
-

yet conceived We are too easily satisfied with things
.

not yet realize how pre
as

do

they are because we

its
the jewel individuality and how easily
of

cious
is

be

radiations can dimmed
.
If

our aim education standardization then
in

,
is

we shall not want individuality would stand
It

in
.

the way At the Naval Academy where
,
U

I
.

.
I S.

taught for three years was set musing one sum
to
,

Li
of

the sight plebe drawing from
by

mer the
a

read and report
of

brary the poems William Blake
to

of

rare personality
on

Here was youth sixteen
—
a

a
.

reading the mystic Blake from choice But such indi
.

vidual richness was not needed appreciated nor
,

,
90 New Horizons for the Child
wanted at Annapolis . It was only an obstruction to
the duties that lay ahead of an incipient naval officer .
When the plebe year began in the autumn the daily
routine of the Academy would close down upon this
youth and he would not have time to read Blake ;
would not have time to linger on the magnificent
terrace of Bancroft Hall to enjoy superb sunsets .
Moreover in the lingo of the mess hall , the dormi
tory , and the yard he must beware lest he express
uniqueness . Let him not wear his heart upon his
sleeve . Let him not dare to be himself . For what is
wanted here is not an individual , but a machine -unit
cast perfectly to pattern .
Now let us see how another government institu
personnel

of
its

Stand
In

tion handles the Bureau
's .

greatest geniuses
of

ards one the world the

in
theory and art making glass given
of

certain
is

a
problem work out such research and experi
In
to

.

He
he

mentation practically his own master
is

.
daily report nor keeps any daily pro
no

makes
to

gram He left absolutely himself bring
of to in is

to

it to

in
.

his report his own good time For has been
.

put any time limit
on

found that him threatens
the failure the whole enterprise but that he
is
if
;

be

given free rein he will time may month
it
—

,
in

in
a
six

may
be

months bring uniquely
it

success
in
—
in

a

ful solution
.

Why the great difference
at

the methods used
in

of

the Naval Academy and Stand
at

the Bureau
ards because the former wants and needs
is
It
?

of

standardization while the latter spite the
,

in
(
The Child as an Individual 91

implication of

its
name needs and wants individual

, !)
ability resourcefulness and initiative
,

.
What are the educational goals which we wish

to
establish for the thirty million students our

in
schools today This will determine both our methods
?

and our broad educational policy

.
When art student enters great atelier Paris
an

in
a
he left pretty much his own resources left
to

to to
—
is

feel his way Above everything

he
must learn
,
.

he

be himself Once has discovered himself the

,
.

great master teaches him how more truly and be
to

more adequately himself
.
be

Shall this not help

to
our aim education
in

—
realize their full and best selfhood Or
to

children
shall we determine pattern for them and gradually ?
a

mould them into
it
?

of

Education for the development individuality
is

not mere theory but possibility already put into
,

a

practice Progressive schools for over two decades
.

have been demonstrating that the child can remain
of
an

individual even when member
an

educational
,

a

group and that remaining
an

individual the child
in
;

of

able develop admirable qualities personality
is

to

which hitherto have been neglected and inhibited
in

the process
of

education
.
92 New Horizons for the Child
Progressive education not only allows for dif
ferences in personality , but it encourages such dif
ferences . It seeks to develop the individual child to
the full extent of his powers , whatever these powers
be. This consideration of the individuality of the
child does not mean lack of training or discipline .
But it does mean the careful adaptation of training
and discipline to the personality of the child .
The progressive school is a new kind of school in
which the genius child , as well as every other type of
child , can feel at home. A parent and educator
writes me anent my book , " Discovering the Genius
Within You :” “ I have been
educator for fifty
an
years . . . . I have come to
the conclusion that
every child ( except the idiot ) has some precious
jewel which you call ' genius .' An enormous amount
of talent lies undiscovered . I am the father of a
genius - Deems Taylor, the composer and writer
and he had much difficulty with his early teachers .
He was in five public schools and didn 't get along
well in any . I didn 't know what was the matter .
What he got in school had no nourishment . This boy
finally was sent to a progressive school , where his
individuality was respected and provided for ; and
there he remained for seven years happily and suc
cessfully preparing for college ."

What do we intend in demanding that the school
realize the child as an individual ? Let us be explicit .
* Joseph S. Taylor - educator and lecturer .
The Child as an Individual 93

We do not intend , by this , individual education . Pri
vate tutoring has been the recourse of well - to -do
families for centuries . This type of education has

its
its
advantages disadvantages

It
has also
.

.
Nor does educational recognition

of
the individ
uality require my thinking
of

of
way

to
the child

,

,
as
that the child make individual progress the

in
do
Winnetka method
or
that the child be free his

to
;
by

as
work the contract plan the Dalton method

to in

up ;
or

be

that the child allowed choose and build
his own curriculum
.

my understanding progressive education does
To

education
not imply child centered " schon
school nor child
.
a

a
-
"

"

"
made curriculum
Thered
These are radical experiments
.
"

ficulum
. of

the results which are everywhere being watched
with interest Yet would seem that the prevailing
it

opinion and practice even progressive schools

of is
in

not this direction but rather the direction
in

in

application ofmodern educational principles
an

such
will assure
of
as

the child the full benefit the
to

knowledge wisdom and guidance
of

the adult world
,

,

.
by

To what extent shall the teacher stand and
,

what extent shall the teacher teach This prob
to

?

lem has not yet been answered satisfactorily even
for

for progressives and certainly not educators
",
"

general the major problem now confronting
It
in

is
.

progressive education and one for which the author
will not attempt
to

give solution
a

.

The trend certainly toward teacher guidance
is

,
of -

rather than teacher aloofness The crux the mat
-

.

of
be

ter What shall the nature this guidance and
is
:
94 New Horizons for the Child

how shall it be exerted ? We do not wish to return
to the teacher and text -book authoritativeness of the
past . The intrinsic desires , the needs, the psychology

be
of the individual child must at points

all
con
sidered This matter for experience the new

is

to in
a
.

education rather than for theorization solve
,

,

.
Of one thing we may be certain that the individu

as ,
ality

be
of

the child should held more sacred than
the curriculum As Christ considered that the Sab
.

bath was made for man and not man for the Sab
bath education we may believe made for the
so

is
,

,
-

child and not the child for education

.

Education for individuality does not mean neglect
of

the necessary academic training The founda
.

tional subjects reading writing and arithmetic the
—

,

,

skills and techniques upon which further education ,
in re
. be

depends these must acquired
by

every child
—

,
no

gardless individuality more
of

The child can
of

vestigate the world knowledge without these skills
can explore his physical world without
he

than
as

having learned walk But learning
to

to

walk
in

be ,
.

learning the three consideration should
so

in

,
R
's

given the child personality temperament and
to

,

,
's

ability
.

's of

small part we moderns
! as

But what education
,
a

conceive these three constitute They form
,
it

R
of

Temple Learn
of

but the ritual initiation the
in

ing Education apart from special vocational pro
or
,
.
The Child as an Individual 95

fessional training , is supposed to be for the sake of
culture . But how can culture be anything else than
individual ?

As education goes on , we should allow more and
more for the expression of individuality , not only
in choice of subjects but also in method of work
within the field of any given subject .
Individual differences in the way of interests and
affinities determine what aspects of a given subject
will appeal and what details will be assimilated . The
same reaction cannot be expected on the part of all
students . This is neither necessary nor desirable
educationally .
The extension of the research method , characteris
of

graduate education the very lowest
tic

to

down
,
of of

primary grades one the most successful and im
is

By
portant experiments progressive education
.

this the great discovery has been made that
of

means
by

even child may profit the opportunity for the
a

of

expression predilections initiative and self direc
,

,

-

the process
of

tion education
in

.

This does not mean necessarily that each child
It of

any field
be

free work independently
to

need
in
as

knowledge chooses the university
it

in
,

.

means there may be some freedom of choice
as

be studied by the class
or
to

the subject group
to

,

the sepa
of

and even more freedom
to
as

choice
by

rate topics the subject indi
be
of

undertaken
to
96 New Horizons for the Child
vidual children . Furthermore , there is provided
opportunity for a wide range of interest, ability , and
effort on the part of individual children in finding
material to enrich the group -project . The research
project , more than any other yet discovered , permits
and encourages the expression of individuality .
When supplemented by group conference and dis
cussion , by further individual study and tests , as
similation as well as discovery of knowledge can be
assured .
Even then it is not to be expected that all children
will achieve uniform results . Just as different plants
draw different nourishment from the soil , according
to their constitution , so different individuals will
choose and assimilate different materials from the
field of knowledge .
This is where progressive education parts com
pany with the old type education . Uniformity ,
standardization , precision of parts — these things are
desirable in machines but not in human beings .

Let us see how a famous secondary school of the
progressive type attempts to discover and aid each
individual student.
" Every boy at Avon is placed under the special
charge of a master who is known as his tutor , each
master having a group of perhaps seven or eight
boys . It is not the function of the tutor to cram a
boy or make him do out of hours what he is sup
The Child as an Individual 97
posed to do in the classroom and study hall . He
doesn t ' 'tutor at the narrow sense of the
all in

word . His interest is the whole boy - his work , his
recreation , his friends , his hobbies , his health , his
home, his likes and dislikes , everything that has a
bearing upon
his
life and progress school He con

at

.
stantly studies this boy corresponds with his parents

,

,
talks with his teachers Every Monday

, he
sends

, a
Dr Kammerer and he . .

as
report about him tutor
to

consulted whenever question raised concerning

is
is

he a

the boy specialist the subject

on
word
In

,

is
a

a
us .
of
let

say Bill Jones
,

, ,

.

of
Obviously
let of

example
on

the face

an
this

is
it,
"

go
us

individual attention But little farther
.

to .
a
The objective this tutorial plan
of

not simply
is
all

isn
find out about Bill Jones Information the
.

't
essential thing The essential thing the use that
is

is
.
of

you want
If

made information see Avon
to
.

tutorial plan actual operation good way
's
to

begin
,
in

a

drop into master study almost any evening
to
is

a

's

after dinner where you will find group sprawled
a

comfortably about blazing hearth and you will
of a

great deal great many subjects
on

hear talk
a

a

.

These boys are not invited they just come They
;

. .
all

always welcome That
at

come hours They are
.

's

the way with good friends
.

The real objective the tutorial plan then far
of

,

, ,
"

of

from being merely supervision boy work
. is
a

's
of

the cultivation personal relationship with him
a

rests squarely the belief that boys are led
on

And
it
go

of

forward every line achievement chiefly
to

in
98 New Horizons for the Child

because of just such a close relationship with some
one whom they admire and for whom they feel
rather than what they think .
" The thing that strikes me at ' Avon , ' wrote a
father after a visit to the School , ' is that I see there
no faces that look troubled - or unhappy — or
afraid . '
“ It is no accident that this is so . Perhaps those

words come as close as words can come to expressing
the spirit of the place . "

At this point a distinction should be made between
the proper cultivation of individuality , and a form
of individualism which implies aggressive , egoistic ,
or capricious self - expression . Individual develop
ment means the development of the best self of the
child , not the inferior self .
The right education for individuality does not
render the child whimsical and selfish ; it rather helps
the greatest heights of character
the child to attain
and achievement that it is capable of.
It is important in the modern society that the in
dividual, however superior his endowments and
training , should be able to harmonize with his fel
lowmen and to integrate himself in the machinery
which society sets up in order to accomplish the
world 's work . Each individual must know how to be
a loyal and cooperative subordinate , as well as how

to play the part of a leader . Progressive schools ,
The Child as an Individual 99

therefore , pay great attention to the development of
the individual as a social being . There are occasions
for the expression of initiative and leadership . There
are also occasions which call for cooperation ; for
harmonization of personal powers and predilections
with group needs. It is the harmonious social self
that is aimed at in the new schools not that indi
vidualistic , egotistic self which in later life becomes
such a foe to happy , harmonious , and successful
living .
In every child the progressive educator sees the
potential wage -earner , mate , parent , and citizen .
These are the selves to be successfully developed .
The development of the individual child , therefore ,
does not mean a full of egotism but a child all
child
sides of whose nature are being harmoniously ex
pressed in accordance with the essential and unique
rhythm of his own personality .

Was not this the kind of training that Christ
gave ? He treated every one who came to him as a
distinct individual . He penetrated to the essence of
their being and helped them to clear away the moral
débris under which lay buried and inert the true
beauty of their souls . He did not say to the
courtesan or publican _ “ You have a right to live
your life in your own way ." Rather he held up to
them a magic glass on one side of which they saw

the selves they were then living and on the other
100 New Horizons for the Child

side of which they saw the true selves which they
might become. This contrasted view , to souls ripe
for reform , was sufficient to motivate and energize
into transubstantiated lives.
Fundamentally , education is the spiritual unfold
ment of the child . Therefore the educator should
study Christ used for unlocking the
the methods
soul treasures of individuals who came within the
radius of His benign influence .

The new education tries to avoid that egotism and
personal vanity which the old education so strongly
its

fostered with competitive examinations and
superiori
. of
prizes public proclaiming
its

, its

marks
,

,

of

ties and inferiorities success and failure The old
of

education partook the vices that selfish compet
of

itive socio economic system which now seems des
-

yield ground more cooperative system
to

tined
to

a
of

society And for such New Society new edu
a

a
.

cation distinctly needed
is

.

, of
as

At present education
to

limited the aim
is
,
“

suring personal survival competitive society and
in
a
of

the effect this mental and moral strangulation
is
of

personality
its

leave the essential core under
to

—

standing fundamental purpose and its motives
of

—

overwhelming influence already
to

an
of

the
perverted society As the expression
of

collective
a
.

social mentality education can and must deal with
,

basic human values
.
The Child as an Individual 101

" Spiritual education is the education of the whole
being for useful life in a united society which derives
its laws and principles from the universal law of
love . It is education conscious of the modes of social

its
evolution and hence subduing the means of life to
true purpose and outcome One single generation

.
by

raised spiritual education above the false guides
who rationalize class race national and religious

,

,
prejudices can give humanity definite foothold

in
a
of

the new age cooperation and unity

'2
.'
The World Economy Horace Holley
of

Baha Ullah

—
"

”

.
The first thing obvious to children is what is sen
sible ; and that we make no part of their rudiments .
We press their memory too soon , and puzzle , strain
and load them with words and rules ; to know gram
mar and rhetoric , and a strange tongue or two, that
it is ten to one may never be useful to them , leaving
their natural genius to mechanical and physical or
natural knowledge uncultivated and neglected ; which
would be of exceeding use and pleasure to them
through the whole course of their life. Children
had rather be making of tools and instruments of
play ; shaping , drawing , framing , and building , etc .,
than getting some rules of propriety of speech by
heart. And those also would follow with more
judgement and less trouble and time. - William
Penn , " Reflections and Maxims. "

CHAPTER SEVEN

The Child as an Active Being

" HE world has always realized that children
are active . But it has remained for progres
sive education to discover that children should
be afforded scope for activity within the schoolroom
itself . In past education , activity has been taboo
within the schoolroom . Learning was a sedentary
process . Mental activity in physical passivity was
the ideal of the old education .
Children at the age of leaving their free play
six

of
and the glorious outdoor life for the confinement
schoolrooms fixed desks long rows five hours
; in
;

;
, all

indoors mostly sedentary recesses too short
;
,

by

enormous classes taught hectic overdriven
teachers this travesty and injury child
to

cannot
,
-

hood be abolished
, ?
can

fair way being abol
be

Yes and
It

to

,
is
in
!

ished The kindergarten pioneered the way show
to
,
.

how children may be gainfully active and happy
in

And now thanks Francis
to

the schoolroom
W
,
.

.

Parker John Dewey and Patty Hill we find also
in
,

,

,

primary grades movable furniture replacing the fixed
desks We find active blackboard work edu
of

rows
,
.

cational games activity projects enlivening the
,

scholastic day We find some public school sys
in
.

tems work bench every primary room We find
in
a

.

104 New Horizons for the Child
rhythmics and dramatics introduced into the school
room . We find outdoor projects such as gardening
or the building of miniature representations of
group shelter from savage huts to modern villages .
We find children making excursions to the neighbor
ing stores, to the dairies and farms, to museums and
to civic centers .
Infact , we find our whole educational system ,
both private and public , committing itself to leaven
ing sedentary education with the yeast of Dewey 's
“ learning by doing .” And some schools have gone
far

activity
of
so the direction the classroom
in

in

to of
that they have taken the self assumed name
activity schools hardly necessary-
So

that
is
it
"

.”

day argue that children need and should have
to

of

some degree activity within the schoolroom that

by ;
fact has already been fully ascertained the
psychologist the physician and the child welfare
,

-
specialist Our problem
on as

educators discover
is
to
,

of ,
.

how the need for activity the part the child can
in
need for learning and for
be

harmonized with
its

tellectual development
.

The young child needs some activity even the
in
its ,
of

schoolroom for the maintenance best psychic
,

and physical health But this were the only reason
if
.

for introducing activities into the schoolroom such
,
be

activities would naturally marching
to

limited
,

simple gymnastics rhythmics and frequent black
,

,
The Child as an Active Being 105

board work . There is another , much more important
pedagogical reason , for introducing activity into
scholastic work1 .,
The young child is very much a sensory animal .
He has not yet outgrown his babyhood method of
exploring the world by handling things and by
watching moving objects . To this desire for im
mediate contact with things and materials is now
added a desire to construct . The will to learn by
sensation , perception , and creation is strong ; the will
to learn by ratiocination or dealing with concepts is
weak .
The human race started mental training its
through sensory experiences From the hand the eye

,

,
.

the ear streamed many nerve adventure the

to
a

brain forming and expanding The child repeat
it
,

,
an .
of

ing the history the race gets important amount
,
of

brain development from manual skills and ex
of

pressions How large proportion our mind
is
a
.

gained this way we may never accurately know
in

but enough certainly justify the slogan learning
to
,
,

“

by doing
if ."

Now the child natural desire for handling ob
's

jects and for making things can
be

turned toward
of

channels academic achievement then the educator
,

has found way guide the child activity nature
to
a

-
's

into paths that are beneficial academically
as

as

they
are pleasing and wholesome
to

the child
of .
of

One the greatest innovations Twentieth
Century education the called activity project
so
is

.

Usually this group project chosen by the group
is
a
106 New Horizons for the Child

from among a certain number of possible projects
suited to the age and educational advancement of
the group . For this project the children make his
torical research with the aid of the teacher . They
read about the subject of their project ; gather pic
tures and materials for it ; visit local museums in
order to study exhibits ; make sketches of the life of
the given period ; weave
vea it into their dramatics and
assemblies ; and at last they construct and assemble
their reproduction of past or foreign life.
Through group excursions the children in pro
gressive schools learn about their neighborhood ,
their civic government , the operation of various in
dustries , the nature of modern transportation , and
the simple physical , chemical, and biological facts
about the wonderful world they live in .
The construction of models to show the develop
ment of shelter and transportation ; excursions for
the study of local geology ; nature trips , and the care
of plants , aquariums and pets within the school ;
trips to museums and historical sites ; modeling and
painting of relief maps ; the graphic or concrete con
struction of historical periods such as ancient Egypt ,
Greece , Rome, the Age of Chivalry , the discovery of
the New World — these , with countless other proj
ects , give scope for the child ' s expression of activity
in terms of academic value .
Inall of this preparation and in con
the final
struction of a project the children are active ; they
are finding scope for their instinct to learn by means
of movement and sensation . They are thus led to
The Child as an Active Being 107

abstract knowledge ( for the knowledge of life at a
chronological or geographical distance is abstract )
by means of concrete experience . This method of
direct experience has been used from the very be
ginning in the teaching of the modern sciences ,
astronomy , geology , biology , physics , and chemistry .
It is now being successfully applied to almost all
forms of teaching .

But, you may say , though
all
this very stimulat

is
of

ing children how much real knowledge ac

of is
to

,
by

quired activity experiences
This criticism the
?

project method will
be

dealt with the subsequent
in

chapter But let first realize this psychological
us
.

truth that experience may leave its teaching too
-

deep bedded for quick memory reproduction the
in
-
of

form words while yet the knowledge acquired by
,

such experience really functioning the individ
is

in

ual
.

of

George Rommert the Biologisches Labora
torium Munich G ermany who has been demon
in

,

,

strating this country his use micro projection
of
in

-
aid
to as

of

dramatic visual the teaching science
to
a

young pupils asks and answers one
of

the
to ,

chief objections the activity method with which
(
be

his method would also classed since the children
,

themselves gather from ponds the animalcules
be
to

studied and use no texts but only observation
,

)
:
108 New Horizons for the Child

“Do the children preserve any clear recollection of
this observation of the microscopic world of animals
and plants ? A science teacher of the old school
would probably doubt that much knowledge would
remain — knowledge , that is to say , as he under
stands it , of the type which makes a show in exam
inations . But , if this be true, has the actual
observation of the microscopic world been valueless ?
Is it true that only those things which we retain so
that they can be reeled off on demand become our
mental possessions ? Or is there another kind of
learning , namely , the unconscious assimilation of
deep personal experiences which are perhaps never
again put into words but which , as imponderable
values , are anchored none the less securely some
where in our minds and influence our thinking and
acting ? "

How an activity approach to a subject will enliven
it for children and motivate their attention and
cultural reaction to it is strikingly demonstrated in
the Chevy Chase Country Day School in the annual
performance of Shakespeare plays by children . The
, its

play is cut down to about a third of original
long speeches are condensed
all

length but the
(

)

original language
of

Shakespeare and the dramatic
continuity are preserved One period week for
to a
.

half year these children aged eight fourteen
,

,
a
The Child as an Active Being 109

live dramatically the thoughts of Shakespeare and
" body forth the forms of things unseen .” When
the final performance takes place , it has a perfection
and a power that holds adult audiences spellbound
for an hour and a half . Indeed , the beauty and
sincerity of the acting at times compels to tears.
But the values of acting Shakespeare are not only
histrionic in nature . There are important reactions
from the point of view of literary culture . For
months the children recite , and hear others recite ,
the great melodic lines of Shakespeare . They are get
ting an ear for rhythmic and beautiful language. By
the time that they graduate from the eighth grade
they have acted in four or five plays of Shakespeare .
These children grow to love Shakespeare . Many ask
their parents to buy them sets of Shakespeare and
they go on reading other plays not acted by them .
One boy of ten , not of the bookish type , always
carried a small volume of Shakespeare in his pocket
to read when waiting for his father in the family
automobile .
Contrast this early enthusiasm for Shakespeare
with reaction of high school stu
the unfavorable
dents obliged to study Shakespeare in a purely
,
abstract method and you will begin to perceive some
of the values of the direct , experimental , activity
approach to knowledge and culture .
are

The plays that seem to lend themselves best to child acting
:
As

Julius Cæsar Taming
of

The Merchant Venice You Like
, ,

,

It,
the

and Two Gentlemen
of

of

Shrew Verona
.
for
110 New Horizons the Child

Student activities and projects outside the curricu
lum receive warm approval from educators Such

.
a
activities have increased much late years especially

in

,
the junior and senior high schools where volun
in

,
tary clubs carrying out many different cultural aims
These clubs meeting

at
are fostered some hour

,
.

do
outside the regular school program not con

,
flict with the academic work Rural schools all

in
.
grades admirably lend themselves activity proj

to
ects closely connected with the agricultural back
of

ground the child The Clubs have become H
.

of
inspiration and notable guide
an

hundreds

to
a
of

thousands boys and girls rural districts There
in

.
are also the well known extra curricular activities
-

-

long associated with schools and colleges school
:-
orchestras and school papers business management
,

,
of

athletic teams glee clubs dramatic clubs modern
,

,

,

language clubs liberal clubs and the like
,
,

.?
of

These student activities outside the curriculum
,
provided they not absorb too large proportion
do

a
of

time are immense good
an

the student since
,

,
's

they foster and develop youth those very qualities
in

which make for success life Prowess and achieve
in

.

ment such activities during the secondary school
in

years have important bearing upon selective col
an

by

lege entrance and the selection the business and
;
bit

as

first hand testimony
in of

of

the value
to

to

these clubs
is
A
be •

-

page
on

found the student letter quoted
's

.
The Child as an Active Being 111

industrial world from the annual list of students
graduating from college is more affected by student
achievement outside than inside the classroom .

Progressive
schools have made a distinct contri
bution to the development of school sports . In
stead of allowing these sports to be the monopoly
of picked teams with the rest of the student body
getting only vicarious exercise as spectators , pro
gressive schools provide supervised sports for all
take part
all

and require These sports properly
to

,
.

directed are not only physical but also great psy
,

a

chological and social benefit the child Many a
to

.

be
an

introvert who other schools would never
—

in

granted his fellow students any opportunity for
by

his
of

sports because poor coordination absentmind
,

edness and general inefficiency progressive
in
,

a
-

developed and coached
as

school athletics just
is

in
an

extrovert who was poor and retarded academ
ically would coached along
be

his studies Such
in

.

children with the proper sympathy and aid become
,

,

able take normal part games and sports
in
to

a

.

The progressive school concerns itself with the all
of

of

around development the child and leaders
,

progressive education know that the social develop
of

ment going bear fruit that will
to

the child
is

equal importance
be
of

later life his intellectual
to
in

progress
.
112 New Horizons for the Child

Whatever be the limitations of the activity project
method , it is quite certain that education will not
suffer if more activity than generally exists at pres
ent is introduced into it , from the kindergarten
through the college. It is the balanced life that
education must seek to bestow , and we have not yet
reached the ideal in this direction . Too great a
proportion of the scholastic day in our high schools
and colleges is given to sedentary brain work of the
most exacting type - a proportion which few adults
repeat in their life work .
In respect to this sedentary nature of education ,
life in our higher institutions of learning is very ab
normal, more so for women than for men . Better
in the grammar ,
school in the high school and the
college to cover less of the field of knowledge with
an interest and zest that carries over into later years
assuring a continuity of education and culture , than
to attempt to crowd so much of knowledge into a
small space of time that distaste and revulsion make
book learning a thing to be forever dropped once the
coveted degree is earned .
Certainly the progressive movement has made a
great contribution to education through its con
ceiving the child as an active being . If it has done
nothing else , it has eliminated the gulf between
the
school life of the child and the life outside of school.
It has made the schoolroom a place of joy , and learn
ing the happy process which normally it should be .
The Child as an Active Being 113

But progressive education has done more than
this. It has extended the experimental laboratory
method of the university down to primary grades .
It has developed powers of observation , of compari
son , of analysis and of expression . Most valuable
of
all

has given scope and stimulus for powers
it
,
of

of

- of
initiative leadership persistence and con
,

,
tinuity effort toward self chosen goals
its of

And

it
.
has group projects developed marked

to
in

a
of

of
degree that spirit cooperation mutuality

of
,

,
service which the world needs today more even than
needs powers of individualistic achievement
it

.
The modern school is an active school.

Its
pupils
things making things

be
are doing must not

It
,

.
inferred from this that the acquisition knowledge

of
slighted On the contrary thor
or

deprecated
is

,
, .

oughness and proficiency whether intellectual

in
or

pursuits

of
the arts and crafts one the lead
of is
in

,
of

ing objectives the new ways teaching But

.
what one can do considered more important than
is

Knowledge that does not function
he

what knows
.
of

little value Jesse Newton
is

—

H
.

.

.

I14
CHAPTER EIGHT

The Limitations of Activity Education
THERE are so many clearly demonstrated
values for the child in activity projects that

its
this educational method is rapidly taking
place elementary Un
of

the curriculum schools
in

.
doubtedly
an

educational device that has come
is
it

stay
to

.

that
byso

The tendency today not much the
be is

activity method will not used teachers
, as that
,
by

As
be

will abused every reform there
it

in

them
.

danger too great
of

reaction
is

a

.

common defect the use of activity projects
in
A

the neglect
If
assure definite cultural results
is

to

.

the project allowed remain merely pleasurable
, to
is

a

great deal
it at its

activity for the child
of

loses
it

a

educational value The project should convey
.

definite knowledge
of

least certain minimum
;
a

of

should lead further voluntary pursuit the sub
to

by

ject illustrated the project and
be

should made
it
;

of

inspiration the definite development cultural
an

to

tastes and interests other words the activity
In

,
.

project should
be

means toward definite educa
a

tional goals and not
an

end itself
in

.

IIS
116 New Horizons for the Child

Apart from the misuse of the project , there are

its
certain definite limitations to use that should be
recognized
learning

of
The tools and techniques

as
such

—
reading writing and arithmetic cannot be learned
,

,

_
by

by
the project method but only motivated

of it
.
by
be
These skills must made automatic means
much drill and practice the same situation

is
It
learning the three
's .
learning play the

as
in

in

to
R

piano beginning of

be
The piano can made interest
.

by
ing and attractive game

of
the child means
to

,
a
project activity but not until the scales the
an
, ,

,
, ;
a

of
fingering the chords and the reading music are
by

ef
mastered much practice can anyone perform
fectively upon the piano And with the it
so

is
's .
of

techniques the three they can be mastered
;
R
by

only repeated
drills
, .

Lazy unambitious and slow emperament chil
,

-t

not respond well the project method
do

dren
to

.
by

of

They learn very little means Such children
it
.

by

cannot achieve their best academic results except
of

means academic pressure and discipline
.

Retarded children definitely above the border line
of

intelligence need thorough drilling the tech
in

niques reading and arithmetic more than they
of

Right here lies one
of

need activities the most
.

dangerous temptations the activity method
of

.
of

Mental work leading the mastery the tech
to

niques what such children most need Yet there
is

.
The Limitations of Activity Education 117

is a tendency in some circles to consider that these
children are not academic -minded , and to solace them
with practical
activities . Academic handicaps on
the part of normal but retarded children can be
overcome by careful technical work on the part of
teachers ; but if such children are abandoned to

manual arts and project activities they are thereby
condemned to suffer throughout their academic
career , and perhaps throughout life, from educa
tional inferiorities which could easily have been
overcome on the lower educational levels .

There are also important psychological limita
tions to activity education .
" Learning by doing " is an excellent formula for
inducing interest and effort in children and for
awakening in them a consciousness of how the human
race hasmaterially progressed . It is the best method
of learning any trade , profession , or art. But has
this formula any prominent place in the acquisition
of the racial knowledge accumulated over immense
periods of time , or in the development of abstract
thinking ?
The children of savages can be taught orally and
through activities all the knowledge of their tribe .
But the children of civilized races must acquire their
knowledge of racial culture — so immense in
its

rami
fications mainly through the printed page That
—

.

knowledge which took the human race thousands
it
118 New Horizons for the Child

of years to accumulate by activity and thought is
stored in books . It would take any single individual
centuries, nay , millenniums , to recapture this know
ledge through actual experience .
Reading , rather than activity , is the way to
erudition . It is of the utmost importance to the in
dividual to attain , in and through the process of
education , the power to visualize from the printed
page and to thus make concrete the abstraction of
print . When this power is developed , the book — so
ubiquitous , so catholic , so friendly — stands ready to
carry the reader into magic worlds of the past ; or
to distant events and places ; or into illimitable
realms of thought and fancy .
Consider how immensely the world ' s knowledge
has grown and expanded since the invention of
printing, the rise of universal education , and the wide
distribution of books and magazines .
The world had had “ activity education ” for six
thousand historical years and knew very little at the
end of that period . But during the relatively brief
period when the world has been practising education
by means of book - learning , knowledge has grown
its

apace Humanity has learned hundred fold more
. it a

-
.

the last three centuries than had learned during
in

previous
six

the thousand years

Orient the traveler will see beautiful ob
In

the
by

jects made hand The Orientals through thou
,
.
The Limitations of Activity Education 119

sands of years of practice in the arts , have acquired
a marvelous dexterity . Similarly the peasant peoples

of Europe and the American Indians together with
other uncivilized races exhibit great skill in all their
handicraft . These peoples have " learned by doing . "
In the things they have learned to do they cannot be
surpassed . But their knowledge of the universe and
of the world they live in is below the level of normal
six

year old children civilized countries
in
-

-

.
By far the greater part

of
education must come
through abstract rather than through concrete
us
to

And even

as
channels those fields such science
in
.

where concrete methods are applicable and desirable

,
of
knowledge
of

vast that most
be so

the extent the
is

facts we want accepted

on
know must the basis
to
be of

what other peoples have done and reported must

;
gleaned other words purely from the printed
,

,
in

page
.

by

We can learn doing
But what we Yes
is
it
!
.
by

can learn doing Chiefly that thing which we are
?

doing all the things
do

And we cannot possibly
.

we want
or

to

need know
.

helpful motivating our
us be

Activity projects
in

r

can
study and preparing understand what we
in

to

read But nine tenths would say ninety nine hun
-

I

to -
.

us

dreths what we moderns know comes from
—
the

printed page The creative imagination feeding
,
.

material conveyed books and other
to
on

from
it

printed material work expanding the
at

busily
,
is

of

racial knowledge rounding
of

field individual and
;
120 New Horizons for the Child

out our conception of the universe, of the physical
planet , and of human society upon the planet .
Activities and experience , it is true, bear a close
practical relation to the gleaming of knowledge from
books . They point the way to truth from the firm
basis of actuality ; they stimulate interest , effort ,
analysis , discovery , and assimilation ; they assure a
constant correlation between the world of the ideal
and the world of the real . Activity correlated with
abstract thinking is the method par excellence of
scientific discovery , in which observation and experi
mentation both inspire and verify ideas . We must
grant that the educational functions of activity are
valuable and indispensable . But we cannot afford
to let activity crowd out the functions of abstract
education . Certain things can be learned much better
through doing than thinking , but other things can
be learned only through thinking . "

There are some people who confer immense bene
fits upon humanity by self-chosen activities and proj
ects . There are others whose achievements are in
the realm of pure thought .
Alexander the Great , through constant doing ,
learned how to conquer the world and how to con
ceive vast schemes for universal culture which proved

1 The author cannot agree with those educators who would
classify book - learning and thinking under the term “ activity
project .” This is begging the question .
The Limitations of Activity Education 121

to be of great importance to human progress .
Napoleon , in constant active pursuit of conquest and
glory , found time and inclination to start a college
here and there , to organize the judicial system of
France , and to broaden the basis of her economic
democracy . Such men as Alexander and Napoleon
think upon their feet . With them activity is not
only a stimulus to thought , but almost , one might
say , a mode of thought .
Aristotle , on the other hand , lived chiefly in the
realm of the mind , and by so doing bequeathed to
us an organizationof human thinking about the
world we live in that has guided humanity ever
since . Plato , Bacon , and Emerson also made their
great contributions to the world chiefly from the
plane of the abstract .

There are two main types of personality — the
concrete minded , practical , motor-active type ; and
the abstract minded , contemplative , bookish type . In
the industrial civilization of today the former type
predominates in leadership . Probably that type
always has predominated .
It is the industrialist , the inventor , the engineer ,
the business man , the politician who have been
building up our modern civilization . And if our
contemporaneous civilization were satisfactory , the
activity type of human would undoubtedly continue
to lead and to rule . But our industrial civilization
122 New Horizons for the Child

does not today seem perfect . It reveals great faults
and weaknesses . Therefore it may be that it is time
to carry out Plato ' s idea of calling into leadership
the philosopher ripened in thought and capable of
more than action - capable of direction . Into the
government of our country today such men are being
called . And it is not unlikely that the thinker , from
now on , will participate in the leadership of affairs
and will take his place at least abreast of the motor
active type .
Let us not make the mistake of concluding that
only activity is effective . Ideas are effective also .
It was a man miserably ineffective in managing his
own life but remarkably effective in creating and
projecting ideas who became the greatest single in
fluence in the evolution of modern government and
education .

If we want to educate for a motor -active civiliza
tion , then
we should do well to educate chiefly by
means of activities . But if we want other values of
a more abstract and contemplative kind we should do

well to insist on education striving to develop the
power of abstract thinking : the power of translat
ing into concrete terms the magic symbol of the
written word ; the power of visualizing from the
printed page conditions , situations , facts , and modes

* Jean Jacques Rousseau .
The Limitations of Activity Education 123

of existence beyond the possibility of our immediate
experience .
There is a danger that the innovation of activity
education may be an expression rather than a guid
ance of our hyper -active American civilization . It is
well adapted to the American type and therefore
destined to still further successful development .

Its
contributions are vital and needed But we analyse

if
.

of
our national character and the structure our
national civilization shall we not discover necessary
,

goals which other than activity education must
to

-
us

lead
?
· The new theory of education is not satisfied with
the idea of mere adjustment . Man can control his
environment . Therein lies all possibility of prog
ress.
Control is more than adjustment . It is creation .
The new theory of education finds in the child the
creative impulse , which is capable of modifying the
environment . - Joseph S. Taylor , Assistant Super
,
intendent of Schools New York City .

CHAPTER NINE

The Child as a Creative Being

F ALL the contributions of progressive edu
cationschool and society , the most out
to
standing and most valuable is the recognition
of the child as a creative being . “ Release the cre
ative energies of the child " is the slogan of the new
education . Hitherto education on the lower levels
has been considered as but a preparation for higher
education or for a vocation , and the creative side of
the child has had little place or legitimate op
portunity for expression in such a scheme .
Indeed , so outside the main purpose of education
have creative activities on the part of the students
been considered that the special term " extra -curric
ular " ( outside the curriculum ) has been invented
for them . This term in itself is sufficient revelation
of the unimportance attached to creative expression
in the minds of old -time educators. And in the col
leges , where especially education should be creatively
stimulative , it has been almost wholly of the passive
learning type. Even in the graduate school the final
theses of those preparing for a doctorate have as a
rule been confined to topics of such minutiae as to

handicap those very creative powers which they were
supposed to evoke .
126 New Horizons for the Child
In brief , educational institutionalism
has not con
sidered itself as dedicated to the development of
creativeness in the child , and it has not known what
to do with creative ability when discovered

its
in

midst
.

When the progressive educator sets forth re

to
as of
lease the creative energies the child not

it
is
, ,
merely the fine arts such modeling painting

,
(

wood work music rhythmics but the whole educa
,

,

)
tional process which considered
is

.
Education become real value oflife

to
it

to
if

is
,

,
the part of the child
be

on

must creative endeavor
a

.
For unless the child actually participates his own

in
mental training and inspired exert himself from
is

to

the very depths
of

his heart and soul the mental
in

make during his
he

endeavors called upon
to
is

school training will depart from the school
he
,

neither thinking being able intelligently share
to
a

an
of

the life society nor awakened being con
in

,

stantly striving toward further intellectual and cul
tural goals
.

of

The acquisition factual material for purposes
of

recitation and examination not sufficiently edu
is
be

cational There must digestion assimilation
,

,
.

a
of

knowledge
of

functional use made this material
it it .

absorb but little and assimilate
to to
It

were better
perfectly than lot and fail make
to

absorb
a

function
.
The Child as a Creative Being

The progressive educator tries every point and

at

,
every way possible

to
cause education function

to
,
in

of
the life
the child not only
function
his

to
—
in

in
intellectual being but also his emotional psychic

in

of ,

,
by
and social being And the principle adapta

.
the individual previous
to

tion described

to in
a
(
chapter progressive schools are able bring about
,
)

proper educational functioning

as

as
slow well

as in
a

well

as
quick students motor active mental
in

in

in
,

-
types
.

of

This sort educational miracle
is

It

so
is
in .
a

as
basic contribution education that
to

the case
a
of
all

great discoveries will take generation for
it

society general realize its magnitude And a
to
in

.
the only way really appreciate this momentous
to

educational change study progressive school
is
to

a

action and realize the earnest spirit which all
in

in

the children undertake all their work whether mental
,
or

manual
.

President Lowell upon retiring from Harvard
,

University made some trenchant statements re
,

garding latter day trends education along the
of in

recogni
of

lines greater correlation knowledge
,
a

tion of the principle of self education and stimula
,
-
of

tion more vivid intellectual interests
.

Feeding living fowl says
he

different
,

,
is
"

a

a
”

“

thing from stuffing
If

goose with chestnuts the
.
a

President Report 1931 1932
,
's
*

-

.
128 New Horizons for the Child
object is not so much to cram a mind with isolated
facts as to learn how , the student must
to use them
be brought to compare them , to discriminate between
their relative importance , to verify them , and must
try to combine them into a system more or less con
sistent with itself . 'Self -education is based on the
principle that, beyond the mechanical elements , no
one can really be educated against his will , or with
out his own active effort . Unless the student desires ,
or is provoked , to learn he will profit little . He must
be made to educate himself , working out things by
his own effort . To absorb and give back the infor
mation and ideas of the teacher may win good marks
in many courses , but for training and fortifying the
mind it is less valuable than power acquired by
voluntary exertion in pursuit of an object . In short,
all

of

the essence of institutions higher learning
be

should self education under guidance Stimu
-

.
“
of

lation more vivid intellectual interests the most
is
'

course always
of
all

important point has
It

of

,
,
.

of

been the aim and despair serious educators de
;
of

spair because the most difficult their problems
of is
,

it

strong vocational incentive
It

the absence
is in

a

to .

natural for teachers pay most attention the
to

industrious and proficient students and yet while
,
;

these usually obtain the greatest benefit they are
,

not always the ones that need attention most This
.
of

of

particularly
true young men
superior ability
is

whose intellectual tastes and ambitions have not yet
of
few
&

been aroused the entering Freshmen come
;
The Child as a Creative Being

of
ardent thirst for knowledge any subject

an
with

.
must be acquired here
It

."

of
Lowell reveals the gravest failure the old ype

-t
education stimulates fairly success
that while

it
fully the book minded student acquire knowledge

to

,
-

lamentably inspire the motor active

to
has failed
it

-
by
of

type which course far the predominant
is
,

type our public and private schools

of
Few the
in

.
“
of he

says ardent thirst for

an
Freshmen come with
",

,
“

be
knowledge any subject It must acquired
.

here
."

of
But President Lowell need remind you what
,

,

I

gigantic almost impossible take men
to
is
task
it
,
a

tally atrophied intellectually stultified youths eight
,
-

-

by
or

of
years age and any system
of

een nineteen
up

scholastic exercise warm them intellectual and
to

cultural endeavor The remedy comes too late
.
?
of

Like case infantile paralysis where the wasted
a

be

limbs have been allowed harden little can
to

,

done but furnish crutches
to

.

begin the development
of

The place cultural
to

and intellectual interest the kindergarten and
is
in
of

primary grades This spark curiosity and interest
.

kept alive and nourished not
be

should constantly
,
by

by

dulled mental routine and stifled scholastic
regimentation through the
as

on

the child goes
,

grammar and high school grades The spark should
.

glow ever brighter from year year until
to

reaches
it

clear flame that time can never quench
.
a
130 New Horizons for the Child

If, as I believe it to be , true educationis itself a

creative process , then it is of vast importance that
the creative nature of the child be awakened and
maintained from the very beginning of school life .
Progressive education pursues the psychologically
sound course of developing young children along
lines in which they are naturally creative — i.e ., in
physical movements such as rhythmics , in handi
crafts , in music and modeling and painting , and in
activity projects of various kinds .
If the creative side of the child ' s nature is not
made to function , and kept functioning , from the
very beginning , the routine school work of acquiring
skills in the 3 R 's and of later absorbing factual
knowledge will be but a slavish , compulsory use of
the intellect from which the child revolts more and
its

more as discrimination and will grow stronger
suggestibility grows less
its

and
.

The point wish make clear that the pur
to

is
I
of

of

pose the creative aesthetic development chil
,

dren aimed progressive schools not art for art
is
in

's
of

sake but the emotional illumination all scholastic
,

, en

work with that radiance which
an

comes from
lightened creative soul exerting itself from within
and of its own volition
.

at

at

any
on

You have but look children work
to

see

of

subject progressive schools this quality
in

to
up

as

mental radiance lighting every face contrasted
,
or

with the apathy coldness revulsion which char
,
The Child as a Creative Being

the old

of
so
acterizes the faces many children

in
of
time type school

.
The progressive educator considers creative ex

of
pression be one the chief modes human de

of
to

of
velopment and creativeness

be
one the most

to
,

important goals that education can aid the individual
The progressive school sets out dis

to
reach
to

.

cover the creator every child
in

All children are naturally creative As far .

as
.
all

that concerned human beings have within them
is

,

divine spark which can
be

kindled into creative
a

a
. of
us
spark very feeble most some
It

fire
is

of in

,
a
.

thing that languishes for want oxygen
Everybody creator who applies his own ideas
is
a

as
him

way
to

the world about such create
to
in

a

something new whether be producing flowers
it
—

,
fruits and vegetables erecting sky scraper manu
,

;

;
a

facturing goods making discoveries and inventions
;

of ;

expressing ideas and visions the concrete form
of in

art organization
or

the human society
,

in

.
do

Children show markedly the tendency and
to

for the reason that life has not yet im
to

create
,

prisoned and stifled hampering that flexibility
,

them
of

soul which necessary for the conception
of

ideas
is

of

and their eruption into the plane action
.
of

The customs organized human society
this
in

mass production and standardized urban life
of

age
tend inhibit creativeness This fact apparent
to

is
.
132 New Horizons for the Child

the
when one sees universal facility and originality
handcrafts and art expression which characterize
in
peasant peoples

or
savage

.
that the natural creative powers

of
pity
is
It

a

be
children civilized countries should glossed
in

As
of by
over and smothered what we call education

.
by
we approach the machine
an

era leisure created

,
we need more than ever universal expressiveness
a

of
and creative culture the part the people
on

.
There can be little doubt that one the greatest

of
"

difficulties which will develop our economic and as

social order continues change the use of leisure
to

is
by

by

time not only the child but well says
as
adults

,
”
of

of
the parent teacher child attending one the
a
-

notable progressive schools parent who perceives
—
a
as

as
of

the needs education both mother and
a

a
us

teacher The problem upon and will con
it
is
.
"

tinue become more acute We should therefore
to

. .

us
of

give every consideration Some may not
it

have mastered the art ourselves our own satis
to

all

being parents we hope parents
as

faction and
,

,

,

of

that our children will
if do

do

always better job
,

a

But we expect them overcome themselves
to
it

in
.

being entertained rather
by

the inertia encouraged
up

entertaining themselves de
us

than
to
it
in

is

to
,

vote ourselves specifically
to

that end
.

Lenore Bartlett recently teacher the Town and Country
in
,
K
*

a
.

School New York City
,

.
The Child as a Creative Being 133

" The constant influence of radio , lurid movies , the
funnies , and myriads of ready-made toys of every
description make constructive use of our children 's
leisure time a most difficult problem for progressive
parents . We are aware of the threat to creative
ability which these passive activities hold for our
children . We want to find a substitute which will
foster the coming generation the joy of emotional
in

release through self -realization and the urge for new
drives which comes from creative effort ."

Though progressive education does not teach art
for art 's sake , yet in the teaching of the arts and
crafts it has blazed the way to new techniques and
methods . The remarkable achievements of pupils
in progressive schools have demonstrated the notable
fact that all children are capable of interesting and
worthwhile expression in the different art media ; and
that many ( far more than would have been sup
old

posed possible under the art
of

formal methods
teaching are capable really artistic expression
of
)

.

the pictorial arts
of

the realm believe that
In

I
as

literary
be

expression can made universal just
,

expression has been made universal through modern
of

of

modes education Art any form the result
is
.

of emotionalized vision expressed through some
medium Any normal person can master any
.

of

degree This mere matter
to

medium
,

is
a

a
.
New Horizons for the Child
practice The chief question What have you

,
is
“
.
express
to

”
?
the things you see life and the intensity

in
It
is

an
with which you respond that make you

to
them

,
artist The average person when under deep emo

,
.

tion may become artistically creative
,

be .
Love
or
bereavement tends expressed

to

in
poetry song The peasant the freedom of his
or

in
,
.

fields and native heath expresses his emotions

in
,
songs which become the chief source of themes for
the great composers We too could express our
.

of
selves song but we are held dumb because
in

—

of
.us
what our neighbors would say
public speaking we find wide and almost
In

a
of

universal outlet expression among Americans

,
otherwise emotionally self conscious and restrained
-

.
What with all our church and school organiza
tions our clubs and our politics we are doing

an
,

of

of
amount public speaking and much good
it
(

)
not equalled elsewhere history save ancient
in

in

Greece
.

anybody who has the courage and the will
to as

Just
power can become proficient enough
undertake
it
of

the art public speaking express ideas with
to
in

lucidity and adequate vocalization even not with
if
,

anybody any
so

technique
of

force can master the
,

of

art sufficiently express with some degree
to

it
in
of

adequacy And course such training the arts
in
.

far easier undertake and accomplish when
to

to
is

the individual young
is

.
The Child as a Creative Being 135

“ Children can learn to draw or paint as naturally
as to write ," says Florence Cane , art director of the
Walden School , New York . " Man is born with the
creative impulse and this impulse may become the
means of revealing and developing the self . But
infinite care must be taken to do nothing that may
stifle the creative . . . . The greatest harm
that teachers of art can do is to let the acquiring of
technique postpone or exclude creation .”
The work which children have done under such
inspired teachers as Florence Cane , Cizek , Man
gravite , and Carrethors gives ample testimony of
the that the art impulse in children is uni
claim
versal and can be universally developed .
In the field of poetry children in progressive
schools have been led to produce interesting and in
many cases artistically beautiful things . Hughes
Mearns says : “ Children speak naturally in a form
that we adults are accustomed to call poetry - there
fore it is not necessary to teach your children to
compose poetry — it is only necessary not to destroy
this divine gift and poetic insight by adult bureau
cracy ." 4
See

• Creative Expression Through Art Progressive Education
”,
“

Magazine April 1926
,

,

.

of

For remarkable collections children poetry see Creative
*

's

"

Youth Hughes Mearns Singing Youth Mabel Mountsier
”,

”,
;

;
"

Almond Blossom Sampson Low and Creative Expression
", ",

;

“
"

through Literature Progressive Education Magazine Jan 1928
,

.

.
by

Also for examples poetry making the Chevy Chase
of

of

children
,

-
see

Country School Appendix
,

.
for
the
136 New Horizons Child

-

of
Rhythmic dancing the most expressive all the

,
arts something that appeals innately children

to
is
,

.
progressive schools children have daily rhythmics
In

as
which the boys the girls take part

as as
well
in

.
Almost expressive the drama rhythmics
as

is

.
Here also children are their native element for

in

,
By
every child innately histrionic beginning early
is

.
and maintaining practice dramatic expression

in

,
keep mental

of
children open this valuable channel
and emotional expression
.

progressive schools the drama given the im

is
In

portant place which deserves the development
it

in
of

human culture Children compose their own
.
as

plays group projects around themes from Greek

of
or

Roman anthology themes from the days
,

American History
or

Chivalry themes from They
,

.

make their own costumes and stage settings And
.

addition these more ambitious presentations
to
in

,
of

dramatization simple and spontaneous nature
a

has frequent place the classroom and the
in

in
a

weekly school assemblies
.

Progressive educators make quite different use
a
of

the drama from that prevailing the ordinary
in

by

school where casts for plays are selected compe
tition and only the ablest pupils very small pro
(a

portion are given parts Progressive
, of

the whole
.
)

educators believing dramatic expression be essen
to

the all around development
of

tial
to

the child see
,
-
The Child as a Creative Being 137

to it that every child in the school has frequent
opportunities for such expression .
In the Chevy Chase Country Day School every
child takes part formal plays given before an
in
adult audience three or four times a year , in addition
to informal plays gotten up for school assemblies .
I have found in the course of my dramatic work
with that every child of normal intelligence
children
can be led to adequate and successful dramatic per
formance . It is necessary only to insist on four
things : first , that the children speak their parts
slowly ; second , that they speak loudly enough ; third ,
that they enunciate carefully every word ; and last
all

and most important of that they conceive the
,
of

meaning every word they say These rules are
.

simple but their application children requires
to
,

a
vigorous persistence part
on

of

the the dramatic
For children we all know
as

trainer tend rush
to
,

,
.

their words speak rather than
to to

to

es to
themselves
, ,

the audience slur over many important sounds
sential speech and mumble
of

distinctness
to

to
,

their words together sing song way which pre
in
a

-

vents half the meaning from getting across the foot
lights The time train children correctly
is
to

from
.

By

the very beginning insistence upon the simple
.

technique above mentioned children can very early
of

form habits correct enunciation and diction which
of

two
or

three years
of

make them the course
in

such practice wonderfully proficient handling any
in

dramatic material within their range
.
138 New Horizons for the Child

Here in this matter of technical training we come
up against a very important question connected with
the creative teaching of the arts . In general it
has been found that it is better to let the child be

by
gin

of
any form
by
art expression creating freely
rather than being taught technique Even the

in
in .
the piano the best method vogue today
of

teaching
for young children help them to

to
play real pieces
is

,
matter how simple before assigning practice
no

,
work
.

experiencing the joy actual performance
of of
In

,
children push into any field art with eagerness and
prefacing ex
energy whereas the old method of
;

pression with long tedious drills technique made
in

by
art distasteful all but those inclined special
to

gifts
.

progressive school you will see children
So
in
a

of

boldly and happily plunge into the work model
of

of

ing painting composing poetry unconscious
—
,

,
of

of

technique but only conscious creative desires
and their free expression
.

Yet somewhere technique must enter best
in

It
is
.

brought
be

bear upon the child
as

this technique
to
he if

of
its

becomes individually aware need
.

The methods vogue the progressive schools
in
in

follows
as

are somewhat
:
The Child as a Creative Being 139

1. Awaken in the child the desire to create some
thing . Here suggestion is needed , whether of idea or
by examples of other art work .
2 . Aid children to conceive clearly what they are
going to create , or how they are going to render a
dramatic part .
3 . Then leave children free to create as their own
personalities , tastes and abilities dictate .
4 . Gradually bring improvement in technique . At

this point criticism is both legitimate and affective .

all
By these means teachers can get children

to
freely and eagerly express themselves various art

in
mediums But creative type teacher needed of

is
.

a

for this The artist type rather than the administra
,
.

tive technician should directly handle children
or

,

,
leaving the technically minded discover and elabo
to
-

of
rate the scientific principles upon which the art
education based
is

of .

The training
an

children art rather than
is

a
science The ideal teacher comrade and guide
is
a

a
.

of

the pursuit knowledge and truth not task
in

,

a

master He she must understand children in
or
.

tuitively must have delicate and subtle appreciation
;

in in be
of

think and create must
to

children efforts
; ;
's

strong sympathy and encouragement keen
in

understanding high moral sense and able
in

to
;

spire children toward noble goals
.
by

Such teachers are joyous both temperament
,

and practice They help maintain and increase the
.

be
of

natural joyousness children Such teachers can
.

happy only when using creative methods progres
in
140 New Horizons for the Child

sive schools ; and progressive schools can exist only
by virtue of such teachers
VIS ..
" Richerresults may be expected of children than
the standardized schoolmaster has hitherto con
sidered possible , ” says Hughes Mearns , " and that
richness will come no faster , I expect , than the com
ing in greater number of the gifted artist -teacher."

In creating , children are usually active ; and , it
goes without saying , they are expressing their own
individual selves . Thus we can see that the threefold
vision of the child as an individual being , an active
being , and a creative being is in reality a unified
vision . For the active child , the individual child , and
all

the creative child coalesce into that unique being
the child
—

.

This kind
of

child you and were once but we did
,
I

not have that delightful freedom of expression which
the modern child has Many parent witnessing the
,
a
.
by

things done children progressive schools has
in

,

Oh how could have had
an

said wish education
,

,

I

I
“

like that
!"

of

the field arts and crafts many
motor active
In

a

-
or

child many slow minded
retarded child finds
,

of ,
a

-

for the first time the joys and satisfactions suc
invaluable psycho
an

cessful achievement This
is
.

logical experience not necessary
to

excel
is
It
.

feel the thrill
of

others such work order
in

to
in

all

Just express one self adequately
at

success
to
.

's
The Child as a Creative Being 141

is a distinct joy . In the free expression of the indi
vidual there can be no such thing as competition , be
cause no two individuals are alike . No one else can
create just the thing that we can . It is our own past
achievement that we should strive to surpass , not
thework of others .
Creators are the happiest of people . They have
what the psychologists call " the victorious attitude
toward life .” It is this expressive being which the
progressive educator would evoke in the child . “ In
searching always for the child ' s deepest center and
in assisting him to draw from that ever -living well
lies the one essential service to childhood ," says
Florence Cane .
The factual examinations which have prevailed
throughout the academic tradition do not test that
which the universities profess to demand and foster ,
namely , superior powers of intelligence . They test
persistence in acquiring information and factualistic
technics , the patient , neutral , obedient readiness to
accumulate data , which are the joy and pride of the
drudge . They favor the mediocre mind ; they offend
and repel the superior mind. It is an essential char
acteristic of the superior mind , particularly in youth ,
to be impatient , hotly resentful of requirements
which baffle its eager and stormy intellectual aspira
tions. These examinations would hitch blooded
horses to a plow ; they produce runaways and broken
lives . - Martin Schutz , “ Academic Illusions ."

CHAPTER TEN

Training Children to Think

TIGHLY as we may value creative art expres
sion , there is no question that the creative
use of the intellect is of even more value to
the individual and to the race . For while art is an
expression of the emotions lending beauty and joy to
life , abstract thinking is the necessary process by
which human progress is attained .
Exact thinking , though it lies within the capacity
of every human being , is not a widespread habit .
Still rarer is the power and habit of thinking in
abstract as well as in concrete terms . The masses of
humans on this planet live a mental life very little
above that of the animal . They do some thinking
about their concrete environment in the endeavor
to successfully satisfy their basic needs . But animals
are also capable of this . Thinking in abstract terms
concerning that which is distant in space or time; re
lating things or events into an orderly system of
thought ; making deductions and inductions leading
to particular or general truths ; conceiving the
nature of existence and studying how to successfully
adapt one's life to the universal laws of the Cosmos
(whether we name this Nature or God ) — this is
what animals are incapable of. And precisely this is
the crowning glory of human beings .
144 New Horizons for the Child
Yet the average man passes his life in “ getting
and spending ," using only a small portion of his
mental capacity and using that chiefly for concrete
and self-centered ends .

Because a relatively minute percentage of civilized
peoples have constantly forged ahead as pioneers
intothat world of abstract or applied thought which
we call science , the whole human race has im
measurably profited . But these thinkers , the scien
tists , are not abnormal beings . They are merely
human beings who have learned to think — some
through their own self -impulse , some through im
pulses acting upon them from their human environ
ment . What they have done , all men have some
capacity to do ; for men , as differentiated from the
animals , all have the magic gift of intellection .
In the course of time humanity will arrive at an
average ability of clear thinking equal to that of the
ordinary scientist of today . This is the intellectual
goal, therefore , which education must set for itself
- to arouse children to think . We educators must
work incessantly and with the most effective methods
to convert , during the long years of schooling , un
thinking into thinking beings .
The way to do this is not to cram facts into the
mind . Not by drills in ancient languages can think
ing beings be made . And while training in mathe
matics makes good mathematicians , it does not
Training Children to Think 145

necessarily make good engineers ; certainly it does
not develop the ability to think clearly and scientif
ically concerning the issues of life .
Some mode of education must be discovered that
will develop the power of analysis , of comparison ,
of judgment , of invention , in relation to all personal
or public needs. How can this be done ?

Progressive schools , desiring above

all
things

to
arouse thinking power their pupils have worked
in

,
out definite methods for accomplishing this The

.
first important step

. of
the encouragement children
is

express themselves freely and fluently the

In
to

kindergarten and primary grades some time given

is
daily for free oral expression

of
The children tell
.

events their daily life describe things they have
in

,

seen and discuss with great interest and acuteness
,

matters that thus are brought before them Also ,
.

when projects are being planned group discussions
,

preliminary step This oral
as

necessary
ex

are
a

.

pression and discussion stimulates enormously
thought and thought power matures children and
It
.
-

sharpens their mentality
.

important oral outlet for the questions
Another
of

of

and ideas children found the type class
is

in

work which prevails progressive schools
in

.
146 New Horizons for the Child
In the old -style formal recitation conducted in
most schools as an oral quiz for the purpose of as
signing marks, there can be little opportunity for
questions or ideas of the children to come forth .
Their part is but to regurgitate the facts they have
learned . Furthermore , in the immense over
crowded classes now so prevalent urban public
in

schools it is next to impossible to give opportunity ,
or to cultivate an atmosphere , for free questioning
and discussion .
There needs to be not only time and opportunity
for thinking into the subject of study but also a defi
nite attitude of freedom and fearlessness on the
part of the children . Children in standardized
schools , where marks are all important , fear to ask
questions lest they seem ignorant of the subject they
are reciting on . And if they raise their hand to con
tribute a fact or idea , it is often for the specious
purpose of impressing the teacher who holds in her
power the dreaded tyranny of marks . Children in
such schools also hesitate to make voluntary con
tributions to the recitation for fear of the ridicule of
their classmates .
The result of all this is that gradually children in
standardized schools become less and less expressive
and ingenuous, and more and more secretive and in
sincere . Intellectual earnestness and integrity vanish
by degrees . Thus the recitation , far from being an
incentive to thought on the part of the students ,
becomes a deadly bore in which the bright students
Training Children to Think 147

who have learned the lesson well must submit to
hearing it murdered by the poor students .
All of this situation , so disadvantageous for
thought , is abolished in progressive schools . Classes
are small . Teachers are not unnaturally driven by
programs and supervisors , but are allowed to be
creative and to take time to aid their children to
think . Most important of all , the children are with
out fear either of their teachers or of their class
mates . The atmosphere of mutual sympathy and
consideration which reigns fosters intellectual sin
cerity and courage . Children are allowed freely to
express opinions that may differ from those in the
textbooks or those advanced by the teacher , and in
doing this they do not expect sarcasm or ridicule .
They are unafraid of marks . In such an atmosphere
can

sincere discussions take place Children can ask
.

or
questions points that have puzzled them ex
on

,
press their own particular reactions the thing
to

under discussion
.

Thus every class session progressive school
in

a

in
of

becomes means cultivating both intellectual
a

terest and intellectual power the part
of

the stu
on

dents There time think inclination think
is

to

to
,

,
.

and encouragement
to

think
.

Even with the large classes public schools the
in

ar
be
of

free discussion methods recitation can
148 New Horizons for the Child

ranged as follows :- Give a very brief written quiz
( say of ten minutes ) for the sake of securing marks,
and also in order to avoid encouraging speciousness
on the part of students who try to beguile the teacher
into prolonged discussions . In ten minutes the
formal work of the period is over and the rest of the
time is open for discussion and elucidation . It is then
up to the teacher to provoke and guide worth -while
expression on the part of the students.
This open -forum method was used very success
fully by a noted teacher of secondary school English ,
Andrew J. George , in my native high school of New
ton , Mass. After ten minutes of written work the
class became an open forum . “ Andy,” as we af
fectionately called him , seldom said a word . The
students , however , said plenty ! How we loved that
English hour. Discussion ranged from the poems or
essays assigned for study to almost any subject under
the sun . Instead of seeking soporific alleviation from
the boredom of others' recitations , we were alive
and eager . Almost every brain working at white
heat , a dozen hands were in the air at once seeking
his

the privilege of the floor . By thus using English
of

means encouraging thought and ex
as

classes
,
a

pression combining with this thorough system
,

a
of

written reports home reading assignments
on

,

George
of

Andrew achieved the reputation send
to J
.

ing out colleges and universities the best prepared
any Eastern high school
of

students
.

easily applied
to

geography
be

This method can
,

history sociology economics English fact
to
,

,

,

—

in
Training Children to Think 149

almost any subject except foreign languages and
mathematics .
Teachers , I beg of you , use your class recitation as
a means of getting your pupils to think . Cease to

make the recitation a mere regurgitation of ab
sorbed factual knowledge . Else , I warn you , you
will stulify rather than develop the minds of the
children and youth committed to your pedagogic
care .

The research method - comprising direct observa
tion , the study of sources , and the organization of
material from different texts — is a valuable intel
lectual process . This method of study is rapidly dis
placing formal recitation work in progressive schools
and colleges , thus eliminating a stupendous and
archaic source of apathy and mediocrity in student
work . The honors method , first used in this country
at Swarthmore , is being used now in other colleges .
At Princeton the application of this method to
seniors has produced remarkable student zeal. One
zealous senior , at the time of graduation , asked per
mission to continue study on the subject of his thesis
for another year , and then succeeded in making suc
cessful arrangements for book publication of his
senior thesis .

1 The author has used this method successfully in both secondary
and collegiate work . It is not necessary to correct all the papers .
One set out of three will assure a just marking .
150 New Horizons for the Child

The research method has been very successfully
applied in progressive schools to the grammar
grades , extending down as far as the fifth grade
where the reading has become proficient
art of
enough to permit of such a method .
Research methods demand and inspire on the part
of children initiative , clear understanding , judgment,
interpretation , evaluation and powers of organiza
tion .
The research method often reveals hidden powers .
A boy who came to my seventh grade from public
,
school retarded chiefly by slight speech defect and
consequent inferiority complex , did the best work of
the class history research where he could work
in
long and patiently . He gained enough self -confidence
and mental training in one year to enable him to re
turn to the public school and make good in the eighth
grade.
Another boy of fifteen , retarded by asthma and
too frail to do regular full -day school work , brought
me in a masterly piece of research work on the his
tory of slavery ( ancient and modern ) in connection
with the study of American History . He had typed
the report and presented it neatly assembled in a
loose -leaf notebook . I happened to meet this lad the
other day . He is now twenty -two and a rather suc
cessful magazine writer . He told me that his first im
petus and aid in the direction of literary work came
to him when he did that history project for me. He
had remained with me only a few months , on account
of his health , yet one piece of research work well
Training Children to Think 151

done in that short time had been of inestimable value
tohim .

Another very efficacious method of stimulating
children to think is by having them read different
texts relating to the same subject and see wherein
and why they differ. The mere memorization of
printed facts and the submissive unquestioning ac
ceptance of textbook authority is not conducive to
thinking .
Children are forced to think for themselves when
they find authorities disagreeing. At first this ex
perience is very puzzling to them ; for they , like the
vast majority of humans , are prone to accept as
truth anything stated in print . The necessity of
doubting one or all diverse statements about the
same event or subject is the beginning of wisdom . It
leads children to investigate and to get to the bottom
of things .
A very interesting situation is created , for ex
ample , in comparative history if the causes and in
cidents leading up to the American Revolution are
studied in as many American and English histories
as can be procured . In regard to the Mexican War ,
one would have to search in a great many American
histories in order to discover that this was a war of
aggression on our part .
How much more vital a way of studying history
this is than the slavish acceptance , memorization
152 New Horizons for the Child

and regurgitation of facts as found in a single text
book ! Let us lead the child to see the real need for
investigating , for delving underneath the opinion
expressed in a printed page . Says Edward Pulling :
" Weare slaves, many of us, to the printed page . It

his
is the duty of the schoolmaster to free pupils
from this slavery
.”

O

of
remarkable instance the comparative study
A

by
Josephine Maloney
of

history that described
is

,
eighth grade teacher the training school Mil
of

of
waukee State Teacher College .
, 's

magazine article Plea for the Unvarnished
A

A
"

intimated that some the history text
of

Truth
"
,

of
books were not authentic and that the account
,
as

the Boston Tea Party found the average text
in

book was not accurate The group were shocked

of ,
.

and decided investigate After prodigious bit
to

, a
.

research comparative histories the children wrote
in

of

group letter the article asking the
to

the author
a

of

he

sources his information This did not give
,
- .

he

but referred them text book which said con
to
a

of

tained accurate account From the author
an

this
.

text they secured his sources and after
to

reference
,
a

studying the sources decided that the writer
of

the
,

article Plea for the Unvarnished Truth was
,

,
A

"
“

his

himself only partly correct statements Thus
in

.

acquired investigating
an

the whole class attitude
,
An

Progressive Education Magazine April Activity
,

,

1929
.
?
“

”

“

Program for the Early Adolescent
.”
Training Children to Think 153

and learned the need of verifying all questionable
statements before accepting them as facts .

There is an immense sociological value in this com
parative , questioning attitude toward

all
statements
presented books magazines newspapers

or
Such
in

,

to ,

.
of

habit mind would tend safeguard populace
a

a
from subtle and misleading propaganda Immense

.
of

the gullibility the average human mind toward
is

printed statements fact the literate populations
In
!

large
of

civilized countries are more susceptible

to
scale propaganda today than were the illiterate pop
of

ulations century ago states Lord Bryce his

in
of a

(

History Democracy for the simple reason
,
''
)
"

that printed propagandic ammunition can shot be

so
far and fast
so

.

if
future for democracy
or

safety
no

There
is

by

vast populations can insidious propa
be

moved
ganda the degree which the World War
to

as

demonstrated possible
.

my mind one
To

of

of

the most important types
intellectual training secondary schools and colleges
of

the comparative study
be

could give would books
,
of

magazines and newspapers with the aim dis
,

,

covering any possible bias back
of

statements made
.
of

or

Readers newspapers magazines should real
of

ize the particular interest backing such organs
purported information and wisdom we know the
If
.
of

psychology back every statement that appears
in
154 New Horizons for the Child

print, we have at least a chance to weigh and balance
varying opinions and arrive at some measure of
truth . But if we are totally unaware of subtle self
interests dominating the printed opinions presented
to us as truth , we are liable to be led by the nose by

any propagandist who can wield a skilful pen .

A new method of thinking lately evolved and now
being widely used in conferences and somewhat in
schools is what is called " group thinking ." Here the
group unites with cooperative spirit in a free dis
cussion , having as its motive neither forensics nor
victory by argument but rather a sincere desire to
arrive at truth .
Such a discussion tends to become creative . Several

minds collectively and cooperatively bent upon as
certaining truth can often accomplish this search bet
ter than the same minds plying this search inde
pendently of each other . We see this illustrated
vividly in the group -method of scientific investigation
as carried on by the General Electric , the Bell Tele
phone Company , and other similar organizations ,
whose discoveries and inventions are mostly the re
sults of organized group effort .
How far superior as a method of intellectual ef
fort is this group thinking than the old - fashioned
its

specious
of

debate with insincere exaggeration
,

favorable points and unfair attitude toward op
its

posing points Debating teaches one not how find
to
.
Training Children to Think 155

truth but how to conceal it ! Group thinking , on the
other hand - since it concerns no particular , selfish
purposes trains in open -mindedness , sincerity , rea
sonableness , intellectual honesty and magnanimity .
It is an excellent training for youth who are as
future citizens to guide the destinies of a great
democracy .

There has been a stupid dogma prevalent in
pedagogy , to the effect that children before adoles
cence are not capable of dealing with generalizations
and universal truth ; and that during this period ,
therefore , they should confine their mental work to
accumulating a store of facts to serve as a basis for
generalization later on . This is as bad a pedagogic
error as the college- preparation curse of secondary
schools . The best way to prepare children for col
lege is to give them desirable and stimulating edu
cation in high school. And similarly , the best way to
prepare children for an earnest use of their intelli
gence in the secondary school is by training them to
think in large terms during the grammar grades .
I have conducted some very interesting experi
ments , with my seventh and eighth grades in joint
session , in courses requiring a great deal of broad
logical thinking both of a deductive and induc
tive kind . One year I gave this group a modified
course in sociology , using Elwood 's “ Social Prob
lems” (a text frequently used in college freshman
156 New Horizons for the Child

classes ) . Another year I gave a course in what
might be called universe knowledge — the story of the
stars ( astronomy ) ; the formation and structure of
our planet ( geology ) ; the evolution of life forms
(biology ) ; and a minimum statement of the physical
and chemical structure of matter .
In these courses the method used was as follows :
- A half-hour conference was held twice a week in
which I used the Socratic method . I drew out as
much information or thought as I could from the
pupils before presenting to them a set of new facts .
In the universe -knowledge course , field and museum
excursions were made and many of the pupils
brought in specimens . The children took notes
which they copied out neatly and looked over before
the following conference in order to refresh their
memory . A brief oral review quiz was held at the
beginning of each conference , but no marks were
given nor was any memorization of the material re
quired or any final examination . The purpose of
the courses was to arouse interest in these important
fields , broaden the cultural foundations , stimulate
the children to think acutely on broad and universal
problems . Questions and discussion were encour
aged . The reactions of the students were thought
ful and earnest , and at times extraordinarily bril
liant and intuitive .
There was ample evidence in these three courses
that children as young as ten can begin to think in
large and general terms, and are capable of making
all

deductions and universal judgments . Not the
Training Children to Think 157

children in the group were able to function in this
way . Some comprehended only a part of the mate

all
rial presented and discussed . But followed the
courses with extreme interest

.
no
There question but that the broader and
is
the presentation any subject the

of
more universal
greater interest and thought is arouses with children

it

,
as

with adults Adults lose interest when

or an
article

,
.

prolific
or

book lecture goes into unnecessary
,
a

a

detail And children share this same human nature
.

lot
finding little interest un
of

of
the extent

in
to

a
of
or

facts which may

be
related facts even lot
in
—

a

related the adult consciousness but not the

in
in

child
's
.

let

Therefore fundamental
us

as

take this a

that the larger
, of

of

axiom thought
the psychology
,

the issue the more earnest and attentive the
mental attitude Therefore is
you want arouse
to
if
,
.

earnest thought colle
or

children youth
in
in

in
,

,

gians present large vital issues dynamic
in
to
,

them
a
of

way properly geared
to

their stage intelligence
,

knowledge and experience
,

.

of
as

Shall we ever again teach geography study
a
by

isolated nations one one How can we study
?

apart from Germany Europe apart
or
as

as

France
,

my grade
on

from Asia color
to

asked seventh
,
I
?

of

all

outline map the world
an

countries red that
,
by

Europe and all other
or

were ruled colonized
;
the
New Horizons for Child

countries blue The overwhelming proportion

of
red

.
blue called for explanation This led study

to
of to

a
.

of
gunpowder and printing and

of
the invention

,
the Industrial Revolution We studied the differences

.
between countries which had evolved technolog

a

of
ical civilization and countries living the state

in
or
primitive agriculture nomadic culture When we

.
listed the countries predominantly industrial we
found that they were all of Nordic race

an
this

Is
.
accident due some racial quality Or
Is

is
to
it

it
a
of of ?

?
be
matter What the relation

to
climate the
is

in
,
?

of

future technological culture

to
countries low
,

high technological culture Will Oc
of

countries

?
cidental imperialism always prevail We got

to
in
parent who had spent ?
us
to

lecture weeklytwice
a

twenty years missionary work China and who
in

in

the course these years come the con
of

had
in

to
clusion that many respects the Chinese were
in

socially far more evolved than we were We ended
.
of

the year with appreciation
of

good deal Asiatic
a

of

culture and with some appreciation the deepest
,

of es
how unity can
be

problem
of

internationalism
-

tablished between the enormously diverse cultures
the Orient and Occident
.

Why wait till college study and think
to

begin
to

along these broad constructive lines Educators
,
I
?

warn you that you postpone real thinking until
if

college you will get very little out
of

reached
it
is

youth there because their minds will have been
of

,
by

of

stultified chronic distaste the abstract minutiae
of

the discipline subjects
so

called
-

“

"

.
Training Children to Think 159

With the social sciences there is some chance of
our educating youth to be really builders of civiliza
tion . We can encourage them to think for them
selves . We can confront them with the vital prob
lems of the day . We can help them to develop a
technique for criticising and evaluating contempo
raneous institutions . We can free them of restraints
of timidity and self -consciousness and inspire them to
exercise whatever creative abilities they may posses .

The time to awaken the thinking process is before
adolescence . Conceive what education might be if
children entered high school with their native capac
ity

for thought stimulated
to

the utmost earnest
,
all

and eager their approach knowledge and
in

to

if
they there continued develop still further their ;
to
of

powers thought under program and method
a

a

stultifying the intelli
of

which stimulated instead
gence
!

of

the University Chicago
of

Professor Freeman
has pretty well demonstrated that the intelligence
of

the individual not fixed quantity but can be ex
is

in

,

right environment
by

panded the Differences
in
.
“
he

schooling says are sufficiently large and im
to ",

,
"

portant modify differences inheritance Thus
in

.
up

bringing
of

of

education capable the intelligence
is

the masses important that we give children the
It
is
.

opportunity and encouragement think
to

.”

us

Amen Professor Freeman Let give
to

this
,

!

children opportunity and encouragement think
to

!
Economic and social crises in the past have been
reflected by crises in the educational world . It is
not surprising that it should be so at the present
time. There are again periods of adventure and
discovery civilization when it seems more impor
in

tant to discover ways of dealing with the new and
the changing than simply to learn the old conven
tional patterns .
There is not the slightest doubt that the pro

lot
of
gressive movement in education got rid of a
no

dead wood There doubt that the whole edu
is
.

by
cational world has been freshened the emphasis
by
on

freedom spontaneity the interest the future

in
,

,

rather than obeisance the past The revolt was
to

.

the past the paralyz
of

revolt against the dead hand
,

ing hand authority the repressive hand
of

of
fixed
,
its

discipline for own sake
.

But there has been failure distinguish the dif
its to
a

ference between discipline for own arbitrary sake
,
of

and that discipline mind and habits which con
tributes the only effective freedom two senses
In
.

of

there necessity and already the symptoms the
is
a

of

beginning more adequate realiza
to

the return
a
of

. of

of of

the relation the past the present and
to

tion
discipline Irwin Edman Professor
, to

freedom
,
-

Philosophy Columbia University
.

CHAPTER ELEVEN

The Eternal Battle Between Romanticists
and Classicists

are

on
NY parents perplexed upon hearing

,
M A
the one hand strong praise progressive

of
,

movement expressing the
as

education
a
of

needs our times and the other hand strong
on
;

,

,
as
of

criticism lacking the necessary disciplines
, it

.
Such parents they could visit progressive
it if

even
a
school and compare from what they observe and
-

what reports they could gather concerning with
it
—
of

the schools the old disciplinary type would still
,
be

not position evaluate progressive educa
to
in
a

tion
.

The progressive movement this experimental
in
,

or

stage now not uniform standardized
is
is

in
,
it

.

one school will not give one sufficient
of

Observation
grounds for estimating the whole movement In In
.
.

single visit single school might give
to

deed
,
a

a

a

distorted picture
.

One bound hear many adverse criticisms of
is

to

progressive schools they exist action today
as

in

.

Much complaint well founded What shall
of

this
is

.

some particular pro
of

be our judgment then not
,

,

of

gressive school our midst but the progressive
in
as

movement whole
a

?

162 New Horizons for the Child

the
pro

can
We

of
best clarify our understanding

as
gressive education movement we realize

if

it

a
revolt against old established forms but one

is
It
.
of
example our midst the eternal battle between

in

es
romanticism and classicism between those who

, ;
teem spirit more than form and those who esteem
form more than spirit

We shall perceive .

of
better the full value this
on

struggle going we look the his

at
if
education
in

tory art The fine arts are always fluctuating be
of

.

of

of
tween periods classicism and periods romanti
Every attempt art
to

- of
cism establish new school a
.

by of

painting music
be

whether literature or
it

as is
,
-

bitterly assailed the contemporary classicists
destroying old values being loose minded ex
as

as
of ,

,
do -

pressing the revolt group who not have the
a

ability the disposition undertake the serious
or

to

disciplines necessary adequate creative work
to

under the already established forms The romanti
.

of
their part accuse the prevailing schools
on

cists
,

,
of

of

dead formalism crystallization outmoded
,

,
of

dogmas obstinate blindness values hitherto
to
,

unperceived but now being successfully expressed
of .

And what happens The new romantic school
of ,
?

its

art always prevails
of

spite faults exces
—

in

sivism and accompanying undisciplined fadism pro
-

vided this new school really introduces the expression
of

new creative values hitherto unseen and unreal
ized
.
Romanticists and Classicists 163

This is seen the history of paint
very clearly in
ing . When Constable began painting trees and grass
as green he was hooted at , because the prevailing
dogma of the then classic landscape school was that
trees should appear as brown upon the canvas . Yet
Constable was right and the classicists were wrong .
Again , there were hoots of derision for the artist
who first painted shadows on snow as purple . To
day , however , every artist knows and practices the
truth that colors in juxtaposition affect each other in
the eye of the beholder .
When Millet chose to paint humble subjects such
as peasant girls , cowherds , bent and stupid men with
hoes , he was more neglected than derided . But other
French romanticists of his period were fighting also ,
and more aggressively , for the privilege of portray
ing on canvas any theme which life itself presented
to them , whether beautiful or common or even
horrible .
The English landscape school, the Fontainebleau
school, the Impressionist school, and the ultra
modern schools of the present century have intro
duced new visions and new values into art, and have
left in consequence an eternal influence .

The same fact is apparent in the history of music .
Hayden became angry and dismissed the shaggy
164 New Horizons for the Child

haired Beethoven when the latter bumptiously de
clared that the greatest living master of music had
nothing more to teach him . Yet Beethoven was
right ; and he lived to prove that he had values to
give to music of which Hayden the classicist had
no conception . Again Wagner met with classicist
opposition and ridicule when he attempted to create
new and unheard of values in orchestral and operatic
music . Today those values which Wagner created
have put him in the very van of musical genius .

And so with the modern French musical school of
imagism , the impressionistic Russian school, and the
modernistic school of jazz in America . Each in turn
has to fight way recognition yet each succeeds
its

to

,
adding new values that break with old established
in

forms
.

in
English literature the romantic movement
In

by

troduced Burns Wordsworth Byron and Shelley
,

,

,
of

brought new types beauty into poetry and im
measurably influenced subsequent poets and prose
writers America Walt Whitman made good
In
.

his claim that poetry should
be

of

free treat any
to

theme whatsoever and his peculiarly formless yet
;

deeply rhythmic poetry became the cause
of

modern
free verse
.

Romantic movements are usually closer the
to
of

of

spirit life and the vital pulse the people than
to

are the classic schools against which they revolt On
.
Romanticists and Classicists 165

the other hand , romanticists are apt to go to ex
cesses in their disdain of form and their negligence
of that inwrought beauty which comes only from
stern self - discipline .
The chief function of romantic movements is to
breathe life into dead forms, to reinvigorate art
with fresh vital impulses and with new vision , and to
insure a close fundamental relation between art and
the people.
In their first flush of youth romantic movements
go to extremes in their revolt against the prevailing
classicism . They repudiate , old -established forms
that are too fundamental to become destroyed even
by excess in zeal of reform .
Romantic revolts win out because they are borne
forward by incoming tides of evolutionary destiny .
But this does not mean the permanent defeat of
classicism . When the forces of change are spent a

new humanism emerges - obedient to form , but to a

form acceptable to the new age .

This preliminary consideration of the nature and
destiny of romantic movements is essential to an
adequate understanding of progressive education ,
which is essentially a romantic movement expressing
all the faults and all the virtues of romanticism . This
new education reemphasizes the fact that teaching is

an art , that teachers must be artists , and that the art
New

for
the
Horizons Child

be
that teachers practice must appealing their

to
pupils

.

of
Progressive education bases the art teaching
understanding

of
upon adequate the child who
an

is
. of
being taught understanding psychol

its
its on
an
, -
ogy Learning
its
needs emotional responses
,

,
as

process brought more closely contact with

in
,
is
a

. of
life itself than the formal disciplinary type
in
school against which the progressive revolting

is
The gulf between the school and the world outside
the school between the child and the adult
,

,
is
. of
eliminated new breath life animates forms
A
.

that had become devitalized Old forms are de
destroys
as

stroyed new wine old bottles
,

.
Progressive education has all the élan which
characterizes great romantic movements

It
is
a
.
. as

as
Cause enlists parents well educators

in
It
.

willing
its

loyal and aggressive ranks make
It

to
is

battle for what considers
to

to

sacrifices endure
it
If ,

,

right unduly vociferous evinces both
it
in is

in
,
it
.

propaganda
of

practice and depth conviction
a
of

and zeal
.

With all
its

its

merits and splendid contributions
the art of teaching progressive education like
to

,

-

all romantic movements has certain definite faults
—

.

tends neglect discipline form and technique
It

to

,

in
as

proportion
on

insists interest vitality expres
it

,

,

sion initiative and creativeness
,

.
Romanticists and Classicists 167

One hears many stories about progressive schools :
that the behavior of the children is apt to be rude ,
or at the best self-centered ; that there is not enough
definiteness about the work of the children ; that
while the new method may be good for some chil
dren , it is ruinous to others ; that children in pro
gressive schools often fail when examined for en
trance into other schools or colleges .
Let us grant that some of this criticism is true.
If so , what conclusions shall we draw concerning
progressive education ?

In the first place , let us realize that there are great
differences between individual progressive schools .
This new movement is as yet unformed , unstand
ardized . It contains within
its

fold many degrees
of

philosophy and practise ranging all the way from
,

, Its
to

extreme radicalism conservative liberalism
.

schools are well manned and managed some cases
in

poorly manned and managed others
in

.

world sitting judgment cannot with fairness
in
A

indict the whole progressive movement for there
is
;

no organized unity indict but only individual
to
of

which lack very much regard
to

schools some
in
,

form and discipline others which would satisfy
of
,

these respects even the conservatives
in

.

Secondly we must realize that progressive educa
,
as

an
go

tion revolt movement was bound
to
to
,

,
a
168 New Horizons for the Child

extreme ; and, as an experimental movement , was
destined to make mistakes . The important point at
this stage of development of themovement is for the
progressives to take stock of themselves and of their
work , to eliminate their mistakes , and to retrieve
whatever of solid good in the old scholastic disci
plines they may have been neglecting or wilfully
rejecting .
that this second stage of growth
It is inevitable
should be reached by the progressive movement . In
fact, there is every sign that it is now being reached .
And it is indeed essential to the widespread progress
of this vitally reforming movement that it should
undertake critical self -examination in order to con
its

gains and any impediments
. of
solidate rid itself
to
its

unnecessarily checking advance
of

spite
In

however certain excesses and certain
, of ,

,

or

progressive
of

faults commission omission
education far from being unscientific more scien
, it is
of

tific than the formal type education displacing
is

.

Progressive educators are conducting careful re
search the most advanced techniques for the
in
of

teaching reading and arithmetic They are mak
.

ing valuable contributions curriculum research and
in

experimentation what subjects are best
at as
to
:-

suited the child each age level how children
to

;
Romanticists and Classicists 169

and youth think , feel, and react to different learning
situations ; how young people can best be helped to
realize and meet the changing conditions of
to
society . These are only a few of the many directions
in which progressive educators are making careful
scientific research .
In mostprogressive schools achievement tests are
used to check up on the academic progress of the
pupils . In this way the results of experiments in new
methods of teaching and in curriculum changes can
be intelligently studied in terms of standard formal
requirements .
To the individual child , most careful scientific at
tention is given . Never has education so concerned
as all

itself with the complete round welfare and de
-

velopment these progressive
of

children
in

schools Medical are consulted for hidden
experts
.

factors which might
of
be

health the cause academic
of

retardation The science mental hygiene evoked
is
.

aid the emotional and social perfectioning of
in
to

the child Close touch maintained with the home
is
.

of

life and the parents the child that the expert
so
,

be

knowledge the school organization may
of

at

the
of of

disposal the parents establishing
to

aid
home
in

a
as

training high the training during
as
, an

order
school hours Finally the progress and development
.
of

the child not only mental but also physical emo
—

,

tional and social carefully watched and recorded
is
—

from year year that consecutive picture
so
to

is
a

can

disadvantageous cor
be

formed and trends
,

rected and advantageous trends encouraged
.
170 New Horizons for the Child

Fundamentally , the whole concept of progressive
education is more scientific than the fundamental
concept of the old - style formal education . The latter
is based on the assumption that the child can be
mentally disciplined into a condition of educational
culture , and that the learning process can take place
by means of drills . This mental discipline theory of
education contains one glaring fault . It does not
of the child . And
take into account the psychology
all

learning is after psychological process
a

.
be

To best accomplished education must enlist the
,
of

sincere cooperation the student This psychologi
.

by
cal truth thoroughly appreciated and utilized
is

every agency and organization dealing with adult

by
education but has been woefully neglected
it
,

those authorities dealing with the obligatory educa

al
of

tion the child Because the truant office can
.

ways enlisted the child has become helpless under
be

Its

the authority
of

the school likes and dislikes its
,
.

needs and desires have not been sufficiently consid
ered
.

of

All the faults exuberance committed the
in
of as

progressive education are nothing com
of

name
pared with this fundamental fault the old style
-
of

education the fault neglecting child psychology
,
—

failing
of

of

ignoring child interests and base edu
to
,
on

approach
an

cational methods the child which
to

of

would enlist his sincere cooperation the process
in

learning
.
Romanticists and Classicists 171

The progressive school makes full use of the
principle of interest . It enlists complete cooperation
of the child in the process of education , and insures
this cooperation in all the work of the school ,
whether in projects or in necessary drills .
Progressive education is in full accord with the
findings of modern child psychology and of mental
hygiene . Many a child who was suffering in mental
and nervous health because of factors inherent in the
old -type school system have become healed under
the benign and scientifically correct atmosphere and
environment of the progressive school .
Thus we may see that it is not merely because
progressive education is a revolt that it is succeeding ,
but because it offers something of tremendous value
to the child .
And is not this same thing true of all successful
romantic movements ? They succeed not merely be
cause of robustenthusiasms , vociferousness , and
iconoclastic methods ; but because they contain some
new and really valuable contributions to the science
and art of living
15 ..
The progressive education movement does not
contain all truth , nor is it the only field in which good

education is being given . The acclamations of pro
gressive educators may be annoying to some school
men . But the question before the tribunal of society
is not : " Are these claims being too loudly vocifer
ated ? " but — " Are these claims true ?” .
172 New Horizons for the Child
Let us seek to perceive the new values , if there be
any , whichprogressive education offers the world .
Romantic movements are not to be condemned be
cause they are lusty and youthful provided they
bring — as so many romantic movements have
brought - a contribution of distinct value to the evo
lution of civilization and of human culture .

On the other hand , progressive educators must
realize — as indeed most of them do - - that there are
values in mental discipline and drills that can never
be discarded ; and they must realize that it is not
revolution so much as evolution in education which
they are effecting .
But did progressive educators ever claim dif
ferently ? As far as the organized movement is con
cerned , progressive education was from the be
ginning aware that it was correcting and enriching
rather than destroying previous systems . The first
manifesto and declaration of principles issued by the
Progressive Education Association ends with the
following statement :- “ The school should be an
educational laboratory , where new methods are en
couraged , and where the best of the past is leavened
by the discoveries of the present , and the result
freely added to the sum of educational knowledge . "

try

of

When we progressive
to

measure the values
of

education terms old style drill method stand
in

-
Romanticists and Classicists 173

ards of achievement , we are attempting an impossi
bility . For the new can be somewhat measured , but
never altogether measured , by standards of the old .
The very goals and methods of progressive educa
tion are different from those of the old - style
so

education that any comparison based on the same
terms of measurement is difficult and unfair .
The old education has sought - by methods of
mental discipline in the preparation of assigned
lessons — to attain as goals a definite body of factual
knowledge and the ability to carry out necessary
tasks thoroughly and effectively . . . Whereas
the new education — by methods of freedom , in
terest , and initiative — seeks to develop a desire for
knowledge , a power of educational self-direction in
the acquisition of facts , and the habit of creative
expression .
It is difficult , therefore , to evaluate progressive
education in terms of achievement such as constitutes
the ideal of mental-discipline education , because the
very achievements sought in these two systems are
different .

The values of humanism ( if we may so designate
the mental-discipline type of education ) are not by
any means negligible - form , exactness , self -re
straint , faithful effort in the accomplishment of set
tasks , and an intelligent understanding of the past as
a basis for comprehending the existing order of
things .
174 New Horizons for the Child

Is the new Romanticism inclined to neglect these
values ? In so far as it does neglect them it lays
itself open to just criticism . But the new education
offers in addition new values not only fundamental
in their own right, but today in relation to the
needs of a changing society absolutely essential - in
tellectual eagerness , initiative , power of self -direc
tion , love of cultural activities , courage and technique
for questioning the present order of things , and
creative ability applied to one 's own life and to the
building of a better society .

ability

its
Humanistic education has proved

to
definite body
of

of
drill facts into the minds stu
a

dents But has this process developed cultural of a
.

society Has developed society thinking
it

,
a
?

creative beings
?

of

As groups
of

look into the faces college
I

alumni that variously meet with often wonder
,
I

I

they have the ability analyze correctly what
to
if

is
on

going the world suspect their cerebral
in

I
to .

of

functioning limited gleaning the surface the
, is

world news and that their ideas are tinged with
so
's

be

almost worthless for the recon
as

self interest
to
-

of

struction better world cannot see upon their
a

I
.

faces any signs that they have learned think
to

honestly acutely and creatively about life either
,

,

. -
or

of

about their own life the life the world
Nor
do

see signs that the almost universal
I
Romanticists and Classicists 175

spread of secondary education has proportionately
increased human culture in this country . It is short
sighted , to say the least , to use methods of instruc
tion in high school and college which cause in stu
dents an aversion to thoughtful books , an aversion
to anything that smacks of serious study .
It is not the period of schooling which stamps
man or woman as cultured or uncultered . It is the
use , rich or poor , which we make of our cultural
environment after leaving college . The most cul
tured man I have ever known was not a college
graduate . He had gleaned his culture through the
study of books , of paintings , of music , and through
human contacts .
Progressive schools are trying to bequeath as un
dying possessions to their students rich cultural
tastes , intellectual avidness , habits of research and
of creativeness . To the extent to which they ac
complish these aims will they be judged by posterity .

Say what you will , pro or con , the new education
was destined to arrive during this epoch of rapid
evolution and of world upheaval . Romantic move
ments of human thought and culture inevitably
characterize periods of adventure , change, and ex
pansion .
The old drill of education is outmoded .
type
Modern youth will not lend itself to studies which
exist in the curriculum for the mere purpose of
mental discipline . Education must present subjects
176 New Horizons for the Child

that appeal their own right, must show present
in

as well as future values if it is to enlist the real co
operation of the children and youth of today .
In this dynamic age — vibrant with change and
progress , full of explosions of old forms— can we
expect our students to be satisfied to con pages of
Latin and Greek ? To derive pleasure from reading
Johnson and Addison and Dryden ? To find ex
hilaration in algebra and geometry ? To have appe
tite for ancient history taught in ancient ways , when
modern history is so vividly in the making ?

Let us not be so credulous as to expect that youth
will find satisfaction today in any mental- discipline
type of education . Only a dynamic type of educa
tion will suit this volatile epoch — an education that
concerns itself with activities , activities of the stu
dents matching activities of the world ; accomplishing
the necessary skills and knowledge through sheer
pull of enthusiasm to get at the sources and meaning
and values of activity .
And do not be too fearful of the gaps and rough
edges in such education . Imperfections there are
bound to be . But as desire is the most effective
source of effort and accomplishment , so we shall see
great achievement whenever and wherever students
set

on

are fire
.

or

Be patient friend humanist generation
In
,

a
.

two all this turbulence will die down Then the new
.

revolutionary education will have become the tradi
and
Romanticists Classicists

tional education The progressive will have become

.
humanist The erstwhile romanticist will find de

.
light in form

.
But never will education lose the values

is
it
gaining from the progressive movement The edu

.
the future will not fail recognize and
of

as to
cation

as active being
an

an
cherish the child individual

,

,
as

and potentially creative being The education
a

.
or

do
of

the future whatever else does does not

it
,

,
will effectively nourish the expressive genius quality
of

childhood
.

The new romanticism education more than
is
in

a
It
national movement world wide flared
It
is
.

.
forth simultaneously and indigenously
on
both sides
of

the Atlantic With no connection mutual
or
.

awareness the Progressive Education Movement
,

"

"
was being put into organized form this country
in

England and Europe
of

while the New Schools
“

”

were being organized into the New Education Fel
"

lowship
.”

Experimental education along these lines being
is

Europe
of

carried out every country and most
in

in
of

South America Russia Turkey and China have
,

,
.

based their whole new educational structure upon
progressive education
of

the tenets
. be

The present reaction Russia was expected from the
to
in

which she went putting education into the hands
of
to

extremes
in

the child Those who want realize the dangers
to

to

which the
.

the

new education liable should study carefully Russian experi
is

ment
.
178 New Horizons for the Child

The country has most intelligently elabo
which
rated and applied
the progressive principles to
mass education is Mexico . Faced with the prob

as
lifting
lem

of densely ignorant but time will

a

(
of

of
show gifted race out
a
the medievalism
)

illiteracy the national department

of
education has
,

its

of
achieved superbly intelligent plan adapting
the background and needs the village
to

of
education of
communal life the peasant The rich artistic

.
of

past the Mexican Indian has been drawn upon

,
his racial pride touched his ancestral crafts restored
,

.
And the three have found their proper and pro
R
's

of
portionate place the midst this creative and
in

desirable program
.

And now for our American Indians through the
Indian Affairs which has fallen ,
of

Bureau

to
the
progressives being planned similarly
of

guidance
is
,

a
progressive educational system
.

The day will come and not far distant when the
,

of ,

whole world will modify
its

systems education
of
as

adopt the clearly demonstrated values
so

to

the progressive movement Much confusion there
.

bound be
the process But there con
to

so
is

in

is
.

many other departments human thought
of

fusion
in

and activity which are now becoming revolutionized
of

under the stress changing destiny
.
a

of

We cannot avoid going forward because un
On the other hand we must
en

certainties route
,
"

."
Romanticists and Classicists 179

not be blind to risks and dangers . As educators in
this romantic age we cannot fail to be adventurous .
But we must beware of pursuing will- of - the -wisps .
The battle between romanticists and classicists is
an eternal battle . The romanticists enjoy the
struggle more than do the classicists . Is this because
they think time and destiny are fighting with them ?
The University should be a place where classroom
experiences and faculty contacts should stimulate
and train youth for the most effective use of all the
resources with which nature has endowed them .
Difficult and challenging problems , typical of the life
and world in which they are to live , must be given
them to solve . They must be taught under the ex
pert supervision of instructors to approach the solu
tion of these problems in a workmanlike way , with
a disciplined intellect , with a reasonable command
of the techniques that are involved , with a high
sense of intellectual adventure , and with a genuine
devotion to the ideals of intellectual integrity .--
Doctor Arnold B . Hall, Former President of Ore
gon University .

CHAPTER TWELVE

Builders of a New Civilization
TE call upon our youth to build a better civili
zation . But how can they do this , unless
in the process of their educational training
they attain to new and superior powers of discrimina
tion and creative vision ? Is the prevailing educa
tional system capable of giving them such develop
ment and guidance ? Will drills in Latin and Greek ,
in algebra and geometry , do this ? Will the routine
study of English classics and rhetoric do this ? Will
the text -book system , with

of
implication
its

passive
authority print do
of

subservience the this
to

,

?
At

present we are giving the youth our
to

schools neither enthusiasms nor convictions in
We are
.

not training
, of

them habits intellectual initiative
in

and judgment We are not except some few
in
of .

departments science heightening their creative
,

powers
.

memo
If

education means only the compulsion
to

rize and mumble with averted minds symbols and
going fulfill the imperious
of be

formulas
to

able
is
it

to
,

need of the time that remaking the world
?

progressive ideals and methods
of

The infiltration
and

elementary rapid
is

into education effective
.

182 New Horizons for the Child
Such a headway of contagion is now at work that
the organized propagation of progressive principles
is hardly a needed enterprise at this stage of ele
mentary school development. The leaven of the new
education is doing work effectively although

its

of it
,

(
be

must has amount

an
confessed immense

it
)
to
do
work still
.
At

present the high school
however almost
by ,

,

is
untouched progressivism
Even the outstanding

.
progressive schools are not able progressive

to
use

a
or

progressive the secondary

on
curriculum methods
level The demands for college entrance prescribe
.

and necessitate mental dis
of

most the curriculum

. -
cipline methods rather than creative methods

If
even the progressive schools are necessarily non

be
progressive their secondary level what may
on

,
our average high schools
of

said
?

Millions parents can testify
of

the total lack
to
of

inspirational quality high school education
in

as .
Boys and girls pour daily through these portals ,
They
go

do

do

do

clerks not their
or
to

office
,

,
.
On

obligatory tasks the average they work hard
.

.
of

large percentage faithful and slow minded
-
A

hough not stupid students work much too hard
.
)
(t

of

diploma indi
do

And what they get out all
it

A
?

cating the successful termination of their course and
,
of

possible certificate college entrance
a

.

all the inestimable
of

of

But values the new
education already discussed these pages high
,
in

school students obtain but lamentably minute
a

portion
.
Builders of a New Civilization 183

There are many causes of this defective educa
tional situation in our high school system . The chief
cause is that secondary education has not been per
mitted to develop as an independent unit . It has
been held too much in subservience to college en
trance . Strangely enough , even the general courses
for the non - preparatory students have failed in the
vast majority of high schools to make a creative use
of educational freedom .
their The main energy
and concern of every high school has been to effect
and maintain success in college entrance .
The demand of progressive educators for the
revolutionizing of the high school is this : Let us
find out what studies and what methods will appeal
to youth of high school age , and then build up our
secondary system upon this scientific educational
foundation .
There is little use of cramming our high schools
full of young people , and then giving them things
they do not want. That accomplishes little educa
tionally . Far worse , it may even cause intellectual
stultification and aversion to culture .

" But adolescent youth is self - willed and sophisti
cated ," you say , “ and rebels against all learning . "
for

* A foundation research man looking progress high schools
in
he

has stated that could not find even among high schools not com
,

mitted college preparation single school that making
to

is
,
a

a

creative attack upon the curriculum
.
184 New Horizons for the Child

Not true. Post -adolescent youth is sophisticated
and blasé only as to pose . In reality there is nowhere
in the life of the individual a more restlessly surging
period — no period when enthusiasms can reach
deeper into convictions , ideals , and conduct. But to
arouse or maintain enthusiasms in youth the educator
must seize hold of the normal interests of boys and
girls at this vitally important age and lead these
interests into wholesome fruition .
It is true that adolescent youths are wilful . And
a good thing it is that they are wilful , else they

would remain forever under the possessive rule of
adults .
If adolescents are developing strong wills and crit
ical minds , then why not make use of these very
qualities in a system and method of education which
will be fertile field for the aggressive , skeptical
quality of youth ?

| The high school situation bad , with
its

is sub
of its

servience college demands antiquated meth
its to

,

ods and already huge quota restless boys and
,

girls which now the depression there has been
to

in

suddenly extra eight hundred thou
an
of
an

increase
as

of

sand But bad this situation there are signs
is
,
.

rapid improvement darkest just be
The night
is
.

fore the dawn And there now dawning the
in
is
.

minds our educators the idea that the secondary
of
Builders of a New Civilization 185

school level imperiously needs renovation and ref
ormation in order to adapt it to the present emer
gency and to the future needs of multitudinous youth

who in the new industrial leisure will increasingly
throng our high schools .
The idea is rapidly growing among educators that
it would be a good thing if the high school could
become an independent educational unit and solve

for
of
own problems instead servilely toiling
its

,

a
college presidents and
of of

group absentee landlords

(
deans admission
)
.

This bright ideaalready bearing
and
it
is

is
,
a

fruit remarkable concession has been wrung
A
.

pro
of

of
group
from college deans admission by
gressive secondary school men working for several a
years under grant from the Rockefeller Founda
a

tion Some two hundred and fifty colleges almost
.

(
of

all the colleges importance have agreed upon

a
)

notable experiment devised for the purpose
of
allow
ing educational independence the secondary
to
of

school group about fifty progressive second
A
.

ary schools selected
by

the committee will have the
privilege for five years beginning 1936 send
in

to
,

,

of

these colleges any boys they recommend free
to

of

examination and free the ordinarily prescribed
preparatory program for college entrance These
.

the making
be

schools will allowed great latitude
in
of

their curriculums The whole experiment cover
,
.

ing eight years will demonstrate hoped that
is
it
,

in a
(

)

youth
of

group normal intelligence
of

educated
,

high school along lines that make inherent and
an
the

for
New Horizons Child

natural appeal youth will be able hold their

to

to
,
whatever colleges they may choose

to
own attend

in

.
While the Progressive Committee experiment has

of
won only liberalization curriculum and methods

, ,
a

President Ellery Union College Schenectady
his of

,
all
has made public plan

to
abolish curriculum
requirements except three units high school Eng

of
lish The only other requirement for entrance

is
.

that the candidate must have shown himself profi
four possible group
of

of
cient some one studies
in

or
fine arts mathematics and science languages
,

,

,
social studies Union College longer asks no
.
“

students for particular curriculum
to

schools
fit

a

contrary nature and hence futile Union
to

task .
a

College its own curriculum
to

fits the student whom
the school sends reasonable process
—

A
a

.
.
.
of .
by

normal boy the time he years age
of is

or

has given some indication his individual intellec
tual bent He good something he promising
at
is

is
;
.

college material He should be admitted college
to
.

he

may
of

proficiency
even though
on

the basis such
,

the subjects hitherto pre
all

not have qualified
in

scribed for college entrance President Ellery calls
.”

his plan The Union College Plan for the Intellec
“

of

tual Advancement Youth
.”

An even more radical experiment announced
is
of by

the newly appointed President Joseph Brewer
H
.

Olivet College Michigan Not only will he ad
,

.
Builders of a New Civilization 187

mit high school graduates on the basis of their needs
and purposes , rather than on the basis of hard and
fast entrance requirements , but once in the college
they will take no test or examinations until the end
of their second year . Then they are examined to
see if they merit continuing their education for the
A . B . degree , and at the end of the next two years

will occur the only other examination of their col
lege course . This experiment in self -education will
be watched with great interest . " The only possible
education is self -education ," says Brewer . “ It is

inevitable that the lockstep of courses , time sched
ules , hours , points , credits , quizzes , grades , course
examinations , all the elaborate machinery by which
we conceal ignorance , should be broken up . "

What studies have the power to fire the imagina
tion and elicit the intellectual effort of youth ? An
excellent statement of what the youth of today need
in our high schools and colleges ( adapted respec
tively to each stage ) is given us by Frederick L .
Redefer , executive secretary of the Progressive Edu
cation Association .
" The greatest needs in education at the present
time are : first , a clearer understanding of the per
plexities of our civilization ; and second , the develop
ment of a sense of social responsibility for the intelli
gent and effective solution . All people engaged in
188 New Horizons for the Child

education should definitely devote their attention to
the task of developing social responsibility . This
may be partially attained by including in the curricu
lum studies bearing upon specific difficulties which
bewilder our modernworld , studies which give a
more comprehensive understanding of the individual
and the collective efforts to solve these problems . "
The social sciences have for years proved themost
compelling of all courses offered college youth . When
properly adapted to the secondary age level , they
will prove to have an equal attraction to youths in
our high schools — as indeed they have already
demonstrated their strong appeal to children on the
elementary and junior high school level .
The social sciences must be taught to pre -college
youth in a very concrete way , with frequent applica
tion and inspiration from activity projects . They
must be related to the life of the community and
nation . They must also be related to and derive
their chief motivation from the exciting events of
the contemporaneous world . Historical backgrounds
must be given only as the need is felt on the part of
peda
old

the students and not on the basis of the
gogic dogma Study ancient history for few
—

a
“

be

years and you will then competent approach
to
,

of

the study history the making
in

.

The secondary school world indeed all afire with
is
Builders of a New Civilization 189

the spirit of reform . Everywhere committees are
studying the psychology and educational needs of
high school boys and girls ; the possibility of re
formed curriculums ; the need and feasibility of
building the secondary curriculum around the focus
of community and contemporaneous life .
fact , the nation ' s educators are beginning to
In

realize the special responsibility of the secondary
school to meet the present emergency with an in
spiring and effective curriculum .
Here and there a private preparatory school
or a public high school is doing daring things in the
way of actually trying to suit education to the clients '
needs. One of the most striking of these rebellions
against the old classicism is that staged in one of
the former strongholds of conservatism , Andover ,
principal Dr Fuess
its

by new
,
.

.

as
Within after his appointment
month head
a
"

master quote from Porter Sargent enlivening
,
I
"

's

and informing Private School News Dr Claude
,

.
"

Fuess had formulated and announced new curricu
a

lum for Andover one that would have been re
,

on

SA national
at

committee curriculum research present
is

engaged thorough psychological study people
of

adolescent
in
a

nineteen years age how
of

from twelve they think feel act
to

,

,

,
-

respond within and without the school
This com
to

situations
.

considering the import
of

mittee contem
to

also education
is

how education can help young
its

poraneous society and changes
;

people meet these changes successfully the development and needs
;
of

high school pupils relation their community and home life
to
in

.

determine what curriculum
of

All best suited
to

this research
is
is

adolescent development and needs
to

.
for
the
190 New Horizons Child
garded heretical and radical only

as
few decades

a
ago

In .” Dr

It no of no
discussing the changes Fuess has

,

of .
hesitancy saying studyThe course
some

in

,

in
“
our preparatory
schools has almost
so
called
-
relationship American civilization
to

.
.
.
be

of
should the function the preparatory school
not merely get boys ready for college but also
to

to
extend their interests beyond the entrance require
ments and stimulate their intellectual curiosity

.
The school program now emphasizes the study
of "

the world which we live physical and economic
,
in

.
Beginning next spring boys may graduate from
,

be
Andover knowing But history
no

Latin con

to
is
.

tinuous throughout the four years culminating

in
,

a
comprehensive course American history civics
in

,

,
and current problems dealing with the development
,

of our nation and emphasizing opportunities for
public service
.

Requirements mathematics have been reduced
in
"

make more time for biology physics and chemis
to

,

,

try Required for the first time are courses ap
in
.

Many
of

preciation art architecture and music
,

,

.

astronomy
be

new elective courses will offered
—

,

philosophy harmony Greek Testament American
,

, ,

,

literature geography current history social prob
,

,

lems etc
,

.

Andover represent
at

The changes determina
a
“
of

genuine progress Dr
to

tion keep abreast
its .
."

Fuess intent that Andover shall send out
is
'

"
Builders of a New Civilization 191

graduates even better equipped to play their part
in a complex and exigent world .”

More significant still are the murmuring of rebel
lion rising from secondary school administrators ,
supervisors , and superintendents the whole country
over . Recently speaking before the commission on
secondary education of the Southern Association of
Colleges and Secondary School , a Mississippi State
high school supervisor made a radical plea for a type
of high school program that would really educate .
He urged that individual needs of
the social and
high school pupils be met by a curriculum that was
not a creature of standardized college - entrance re
quirements .
" The findings of science must be heeded , the de
mand of colleges for 'pattern ' high school credits
must be superseded , before we shall see a general
response to the social demand for a shifting of em
phasis to the social and individual needs of high
school pupils , and , therewith , relief from the pres
sure of the social prestige of the academic pattern
high school course . The progressive high school
executive must emancipate his school from the rule
of college preparation and set it free for community
and social service . High school standards must be
freed of unbending rigidityand picayunish pro
visions if they are to render the service demanded of
them in these critical times ."
192 New Horizons for the Child

The secondary world is changing ! Where is it
coming to ? I predict that within two decades it
will arrived at the same universal tendency
have
toward progressive principles and methods at which
the elementary schools of the country have now ar
rived .
How could it be otherwise ? The leaven of pro
gressive education in the elementary school was
bound to work upward into the secondary school.
A type of education that has proved effective with
children cannot be stopped at the portals of high
school . It will inevitably accomplish

its
invasion

.
At

present education secondary just
on

the level

is
where twenty years ago education was the ele

on
mentary level The reform there was just reaching
.
up

from the kindergarten and primary Right

on
it
.

goes
.

be

And the college will not the limit either
,

the vast adult population our country !
of

There
is

needing continuing education the accruing leisure
in
of

our New Deal And where can adult education
.

better turn for guidance than the psychologically
to

principles progressive
of

true and proven education
the principles
of

interest self initiative and cre
—

,

,
-

ative expression
?

friend wrote me recently as follows There are evidences
&
A

"
:

everywhere spreading interest progressive education
of

Yester
in

.
of

day telephoned
of

member the National Board the
M

C
A
a

Y
.
.
.
.

girls They
on

me for information these lines for unemployed
,

.
Builders of a New Civilization 193

The time is not far distant when each stage of
education will ask of the prospective pupil not the
bureaucratic question of the past : “ Are you pre
pared for entrance here ? ” — but the socio -educa
tional question of the future : “ What do you need ?
What do you want ? How can we help you in your
educational development from the point at which
you now are ? "
A decade or two ago when Marietta L . Johnson
repeatedly proclaimed in her walls -of-Jericho trum
pet voice that the secondary school and college
should accept any individuals possessed of capacity
and earnestness and help them to get to where they
wanted to go educationally , she was ridiculed by
educators or ignored as not worthy of attention .
Yet within a few years of rapid educational develop
ment we find the presidents of Union College , Olivet
College , Bennington College , and others , publicly
maintaining this very same standard of liberalism .
In effect they say to the secondary school : " Bring
your youth to us. If they have proven capacity ,
never mind what has been their past education . We
will give them what they crave and need .”
old

had established along
some classes type school lines which
,
-

bring the part the girls
no

on

response they dropped
of
to

seemed
;

The Board decided that they
or

out after attending once twice
.

would better get touch with the progressive education schools
in
of see

found more nearly fitting the
be

something could not
if

and
needs the girls
.”
194 New Horizons for the Child

Not only are colleges becoming more liberal as
regards their admission requirements, but they are
also boldly experimenting with changes in curriculum

aim

of
and methods . The the progressive college
find ways really reaching the inner core
of

of
to
is

the student thus enlisting his own sincere efforts

in
,

of
the great enterprise education

.
not necessary into detail concerning

go
to
It
is

these experiments They have been announced
.

widely the public press and the whole educational
in

,

world watching their progress with deep interest
is

.
Any discovery that can transform the blasé diploma

,
hunting attitude of the average college student into
interest and active intellectual par
an

of

attitude

of
ticipation will deserve outrank the discovery
to

planets
of

stellar galaxies
or

.
his

Lincoln Steffens Autobiography points out
in

“

"
of

the whole problem college youths
If

the crux
.

could be led see that intellectual and moral dis
to

coveries still await their adventurous attack and that
the world calls out for revaluation and re
to

them
forms they might not be content specialize
in
to
,

"

football p etting parties and unearned degrees
,

,

."

Steffens believes that possible get an
to
it
is

”

university
at

education has been done But
It
a

.

.
Builders of a New Civilization
the proportion college students who get

of
small

is
start interested methodical study
in
a

.
My expectations college life were raised too

of
"

thought breathing

, be

an
high would atmos

in
of I

, I
.

phere thought discussion and some scholarship

;
working and reading and studying for the answers

,

be
questions which would threshed out debate

in
to

of
and conversation There was nothing the sort
, .

.
As for questions the professors asked them not the

,
students the students
and not the teachers

,

,
;

answered examinations
them
in
,

.
.
.
.
.

no of
No one ever developed for me the relation
"

my required subjects
to

those that attracted me

;
.” of of of
one brought out for me the relation anything

I
was studying anything else except course
to

to
,

,

,
that wretched degree The relation knowledge
.

life even student life was ignored
to

to
,

,

Things are little better now But not good
a

.

enough No one think
this state will dispute
,

,
I
.

do

ment that colleges could much more than they
,

are yet doing toward correlating education with
life and toward stimulating their students that
to
,

self effort education which the only possible
in

is
-

foundation for culture and for real mental develop
ment
.

Still more important this critical epoch
at

seems
it
,

,
of

the duty college faculties help youth
to

evaluate
is
for

the
New Horizons Child

. of
the civilization today and inspire them creative

to
intellectual effort
With this revolution going secondary schools

on
in
and colleges there our educating

of
some chance

is
be

of
youth really builders
to civilization

.
We can encourage them think for themselves

to

of .
We can confront them with the vital problems
the day We can help them

to
develop technique

a
.

for criticising and evaluating the contemporaneous
We can free them

of

of
institutions restraints
.

timidity and self consciousness and inspire them

to
,
-

exercise whatever creative abilities they may possess

.
More than this we cannot We cannot dictate
do
.
of

youth the future world society be
the pattern
to

. ,
cause we see part dimly
as
only glass
it

in

,

,
in
a
of
But we can set youth upon the path progress
with free swinging gait This our opportunity
is
a

.

.
This the most critical responsibility that faces the
is

of

educator the established generation dealing
in
of

with the members the oncoming generation
.
us
of

The world the future will judge educators
by
of

today this one thing how far did you
In
—
"

help youth apply their full potentiality the up
to

to
of

building better world
?
a

”
!
APPENDIX

POEMS TO SPRING
EXAMPLES FROM A PROJECT IN POETRY -MAKING

IN THE SECOND AND THIRD GRADES

OF THE

CHEVY CHASE COUNTRY DAY SCHOOL

· ,."',
~
c

a

·
we>
, u

·
"-<>"
"0 , Digitize<' by Go gle Original from
UNIVERSITY OF MICHIGAN
THE WHIPPOORWILL
All night when the moon shone bright
I heard the whippoorwill sing.
Oh whip -poor -will !
Oh whip - poor -will !
How sweet you sing !
You sing a note I ' ve never heard before
A tune of far off lands !

If I could hear them in the day
I' d happier be than any one I know ,
Oh whip - poor -will !
Oh whip - poor -will !
- Robert Lane

THE RAIN
Oh gentle rain that patters down ,
Oh tell me true .
Do you like to patter down
fill

And the dry streams
And water the thirsty earth
,

Or are you sorry
To

leave your cloud homes
With all your brothers and sisters
?

Eliza Miller
-

.

A BUTTERFLY

I, a butterfly !
blooming flowers
on
fly

To about

.
Just think
!

butterfly
I,

,
a

From brown and warm cocoon
a

butterfly !
fly be

To
a

!

To wherever choose
I

With beautiful wings against the sky
!

Jacqueline Parsons
-

.

IN THE SPRING

The wind through the branches
Goes rustling around ,
Beauty , just beauty !
All's pretty around you .
Beauty , just beauty !
Beauty ' s all around you !
The birds are singing all around you .
- Tom Goldman .

HAPPY SPRING
A happy child
Went to the woods
And saw a robin
And talked to it
And said to it ;
" What do you want to do this rainy day ?”
" I do not want to go south ,
I want to stay ."
- Meredith Coonley .

THE WIND

The wind whistles so loud !
The wind tosses the birds around in the air .
God makes spring
So that all of us can be happy .
The wind comes whistling around the house
The wind blows, and the fairies dance to the music ,
And the dwarfs skip to the music .
Spring is here once again
To make little boys and girls happy .
- Golden McClain .

solicitados
THE SPRING

Oh pretty robin
How sweet you sing !
And pretty bluebird
Do you remember
You sang your song
To me one morning
And the happy children liked you .
They wanted you to stay .
O , pretty birds

I like your song !
And you , oh , mocking bird ,
Where do you get all of your songs ?
You have so many
That I like to
sit

under the oak tree
And hear you sing
.

Margaret Springer
-

.

SPRING

I saw you , little nut hatch ,
Darting up a tree .
I spied you , flaming cardinal ,
Flying through the sky !
I heard you , lovely mocking bird ,
Singing in a tree .
And all these wondrous creatures
all

God made them for me
.

Mary Dawson
-

.

IN DREAMLAND

At night when mother puts out the light,
I go to dreamland - an ' there I see wonders
Mountains and elves and fairies .

I saw them dance ,
I heard them sing
And then when the morning 's rays peep through my
window ,
I hear my mother call
“ Get up you lazy bones !" .
- Bob Lane .

Spring is here !
Spring is here !
And tulips are in bloom .
And purple violets
Vie with them
To chase away the gloom .
- Eliza Miller .

The little buds in silver
For the spring
The violets in purple
Their sweetness bring .
- Emeline Bennett .

WHEN WINTER DIES

Spring is here
Flowers are near
When winter dies
The violets rise .

Spring is near
Oh can ' t you hear
The birds in the trees
And the honey bees ?

Spring is here
And oh what cheer
With little girls singing
And little boys swinging .
- Helena Evans .

The violets are beautiful in the woods ;
The dandelions shine in the sunny meadows .
But the pansies in my garden
Are more beautiful than these .
- Mary Dawson .

The sunshine is beautiful
But at night it goes away .
all

Then it gets dark
,
go

And
. to

have
to

bed
,
I I

And don like
it
't

Mary Virginia Sherly
-

.

JACK IN THE PULPIT
Oh Jack in the Pulpit
How straight you stand !
Do you ever get tired
Preaching all day long
In the green and grown woods ?
I' d think you would !
- Margaret Springer .

A BREATH OF SPRING
Oh the golden dandelion
Peeps through the green grass .
And the purple violet
Smiles through the green at last .
- Eliza Miller .

RAIN

Rain , rain that patters down
Upon the seeds and flowers ,
You water the thirsty earth
And make the flowers grow .
Flowers grow everywhere ;
In the woods and in the parks ;
And today I saw some wild geranium
In the woods ;
And the trees love you , and
The flowers love you too .
- Mary Dawson .

. ,,c

.
~

a
we>

Digitize<' by Go gle Original from
UNIVERSITY OF MICHIGAN
THE WIND

The wind whistles so loud !
The wind tosses the birds around in the air .
God makes spring
of
all

be

So that happy
us

can
.

The wind comes whistling around the house
The wind blows and the fairies dance the music
to
,

,
And the dwarfs skip the music
to

.

Spring here once again
is

To make little boys and girls happy
.

Golden McClain
-

.

THE SPRING
Oh pretty robin
How sweet you sing !
And pretty bluebird
Do you remember
You sang your song
To me one morning
And the happy children liked you .
They wanted you to stay .
O , pretty birds

I like your song !
And you , oh , mocking bird ,
Where do you get all of your songs ?
You have so many
I like to
sit

That under the oak tree
And hear you sing
.

Margaret Springer
-

.

SPRING

I saw you , little nut hatch ,
Darting up a tree.
I spied you , flaming cardinal ,
Flying through the sky !
I heard you , lovely mocking bird ,
Singing in a tree .
And all these wondrous creatures
all

God made them for me
.

Mary Dawson
-

.

IN DREAMLAND

At night when mother puts out the light ,
I go to dreamland — an ' there I see wonders
Mountains and elves and fairies .

I saw them dance , I heard them sing
And then when the morning 's rays peep through my
window,
I hear my mother call
“ Get up you lazy bones !"
- Bob Lane .

Spring is here !
Spring is here !
And tulips are in bloom .
And purple violets
Vie with them
To chase away the gloom .
- Eliza Miller .

The little buds in silver
For the spring
The violets in purple
Their sweetness bring .
- Emeline Bennett .

WHEN WINTER DIES
Spring is here
Flowers are near
When winter dies
The violets rise .

Spring is near
Oh can ' t you hear
The birds in the trees
And the honey bees ?

Spring is here
And oh what cheer
With little girls singing
And little boys swinging .
- Helena Evans .

The violets are beautiful in the woods ;
The dandelions shine in the sunny meadows .
But the pansies in my garden
Are more beautiful than these .
- Mary Dawson .

The sunshine is beautiful
But at night it goes away .
Then it gets all dark ,
And I have to go to bed ,
And I don ' t like it.
- Mary Virginia Sherly .

JACK IN THE PULPIT

Oh Jack in the Pulpit
How straight you stand !
Do you ever get tired
all
Preaching day long
the green and grown woods
In

?
think you would
I'
d

!

Margaret Springer
-

BREATH OF SPRING .
A

Oh the golden dandelion
Peeps through the green grass
.

And the purple violet
Smiles through the green
at

last
.

Eliza Miller
-

.

RAIN

Rain , rain that patters down
Upon the seeds and flowers ,
You water the thirsty earth
And make the flowers grow .
Flowers grow everywhere ;
In the woods and in the parks ;
And today I saw some wild geranium
In the woods ;
And the trees love you , and
The flowers love you too .
- Mary Dawson .