[21] In "Studies in Humanism."
[22] "Riddles of the Sphinx," p. 431.
[23] See "Creative Evolution" and Chapter II of "Major Prophets of To-day"; also Wells and Shaw in this volume.
[24] In "Studies in Humanism" and Hibbert Journal, January, 1906. See also "Science and Religion" in "Riddles of the Sphinx", new edition.
[CHAPTER V]
JOHN DEWEY
Teacher of Teachers
If some historian should construct an intellectual weather map of the United States he would find that in the eighties the little arrows that show which way the wind blows were pointing in toward Ann Arbor, Michigan, in the nineties toward Chicago, Illinois, and in the nineteen hundreds toward New York City, indicating that at these points there was a rising current of thought. And if he went so far as to investigate the cause of these local upheavals of the academic atmosphere he would discover that John Dewey had moved from one place to the other. It might be a long time before the psychometeorologist would trace these thought currents spreading over the continent back to their origin, a secluded classroom where the most modest man imaginable was seated and talking in a low voice for an hour or two a day. John Dewey is not famous like W. J. Bryan or Charlie Chaplin. He is not even known by name to most of the millions whose thought he is guiding and whose characters he is forming. This is because his influence has been indirect. He has inspired individuals and instigated reforms in educational methods which have reached the remotest schoolhouses of the land. The first of the Dewey cyclones revolved about psychology, the second about pedagogy, and the third about philosophy.