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sometimes even in detail, by heads of the departments. The graduate student comes to us with his researches and methods, suggesting ideas and problems. The library and museum are at hand. We want to bring all things educational together; to break down the barriers that divide the education of the little child from the instruction of the maturing youth; to identify the lower and the higher education, so that it shall be demonstrated to the eye that there is no lower and higher, but simply education.
Speaking more especially with reference to the pedagogical side of the work: I suppose the oldest university chair of pedagogy in our country is about twenty years old—that of the University of Michigan, founded in the latter seventies. But there are only one or two that have tried to make a connection between theory and practice. They teach for the most part by theory, by lectures, by reference to books, rather than through the actual work of teaching itself. At Columbia, through the Teachers College, there is an extensive and close connection between the University and the training of teachers. Something has been done in one or two other places along the same line. We want an even more intimate union here, so that the University shall put all its resources at the disposition of the elementary school, contributing to the evolution of valuable subject-matter and right method, while the school in turn will be a laboratory in which the student of education sees theories and ideas demonstrated, tested, criticized, enforced, and the evolution of new truths. We want the school in its relation to the University to be a working model of a unified education.
A word as to the relation of the school to educational interests generally. I heard once that the adoption of a certain method in use in our school was objected to by a teacher on this ground: “You know that it is an experimental school. They do not work under the same conditions that we are subject to.” Now, the purpose of performing an experiment is that other people need not experiment; at least need not experiment so much, may have something definite and positive to go by. An experiment demands particularly favorable conditions in order that results may be reached both freely and securely. It has to work unhampered, with all the needed resources at command. Laboratories lie back of all the great business enterprises of today, back of every great factory, every railway and steamship system. Yet the laboratory is not a business enterprise; it does not aim to secure for itself the conditions of business life, nor does the commercial undertaking repeat the laboratory. There is a difference between working out and testing a new truth, or a new method, and applying it on a wide scale, making it available for the mass of men, making it commercial. But the first thing is to discover the truth, to afford all necessary facilities, for this is the most practical thing in the world in the long run. We do not expect to have other schools literally imitate what we do. A working model is not something to be copied; it is to afford a demonstration of the feasibility of the principle, and of the methods which make it feasible. So (to come back to our own point) we want here to work out the problem of the unity, the organization of the school system in itself, and to do this by relating it so intimately to life as to demonstrate the possibility and necessity of such organization for all education.
IV
The Psychology of Elementary Education
Naturally, most of the public is interested in what goes on day by day in a school in direct relation to the children there. This is true of parents who send their boys and girls for the sake of the personal results they wish to secure, not for the sake of contributing to educational theory. In the main, it is true of visitors to a school who recognize, in varying degrees, what is actually done with the children before their eyes, but who rarely have either the interest or the time to consider the work in relation to underlying problems. A school cannot lose sight of this aspect of its work, since only by attending to it can the school retain the confidence of its patrons and the presence of its pupils.
Nevertheless a school conducted by a department of a university must have another aspect. From the university standpoint, the most important part of its work is the scientific—the contribution it makes to the progress of educational thinking. The aim of educating a certain number of children would hardly justify a university in departing from the tradition which limits it to those who have completed their secondary instruction. Only the scientific aim, the conduct of a laboratory, comparable to other scientific laboratories, can furnish a reason for the maintenance by a university of an elementary school. Such a school is a laboratory of applied psychology. That is, it has a place for the study of mind as manifested and developed in the child, and for the search after materials and agencies that seem most likely to fulfil and further the conditions of normal growth.
It is not a normal school or a department for the training of teachers. It is not a model school. It is not intended to demonstrate any one special idea or doctrine. Its task is the problem of viewing the education of the child in the light of the principles of mental activity and processes of growth made known by modem psychology. The problem by its nature is an infinite one. All that any school can do is to make contributions here and there, and to stand for the necessity of considering education, both theoretically and practically, in this light. This being the end, the school conditions must, of course, agree. To endeavor to study the process and laws of growth under such artificial conditions as prevent many of the chief facts of child life from showing themselves is an obvious absurdity.
In its practical aspect, this laboratory problem takes the form of the construction of a course of study which harmonizes with the natural history of the growth of the child in capacity and experience. The question is the selection of the kind, variety, and due proportion of subjects, answering most definitely to the dominant needs and powers of a given period of growth, and of those modes of presentation that will cause the selected material to enter vitally into growth. We cannot admit too fully or too freely the limits of our knowledge and the depths of our ignorance in these matters. No one has a complete hold scientifically upon the chief psychological facts of any one year of child life. It would be sheer presumption to claim that just the material best fitted to promote this growth has as yet been discovered. The assumption of an educational laboratory is rather that enough is known of the conditions and modes of growth to make intelligent inquiry possible; and that it is only by acting upon what is already known that more can be found out. The chief point is such experimentation as will add to our reasonable convictions. The demand is to secure arrangements that will permit and encourage freedom of investigation; that will give some assurance that important facts will not be forced out of sight; conditions that will enable the educational practice indicated by the inquiry to be sincerely acted upon, without the distortion and suppression arising from undue dependence upon tradition and preconceived notions. It is in this sense that the school would be an experimental station in education.
What, then, are the chief working hypotheses that have been adopted from psychology? What educational counterparts have been hit upon as in some degree in line with the adopted psychology?
The discussion of these questions may be approached by pointing out a contrast between contemporary psychology and the psychology of former days. The contrast is a triple one. Earlier psychology regarded mind as a purely individual affair in direct and naked contact with an external world. The only question asked was of the ways in which the world and the mind acted upon each other. The entire process recognized would have been in theory exactly the same if there were one mind living alone in the universe. At present the tendency is to conceive individual mind as a function of social life—as not capable of operating or developing by itself, but as requiring continual stimulus from social agencies, and finding its nutrition in social supplies. The idea of heredity has made familiar the notion that the equipment of the individual, mental as well as physical, is an inheritance from the race: a capital inherited by the individual from the past and held in trust by him for the future. The idea of evolution has made familiar the notion that mind cannot be regarded as an individual, monopolistic possession, but represents the outworkings of the endeavor and thought of humanity; that it is developed in an environment which is social as well as physical, and that social needs and aims have been most potent in shaping it—and the chief difference between savagery and civilization is not in the naked nature which each faces, but the social heredity and social medium.
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