# New Horizons for the Child

*Exported from [Holy-Writings.com](https://www.holy-writings.com/) on 2026-06-18 — 1 clipping.*

---

> 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 .
>
> — *New Horizons for the Child (Used by permission of the curator)*