The sea as life.—At every turn of their ramified journey, these learners find life and, best of all, are having a rich experience in life, throughout the journey. They are immersed in life and so are absorbing life all the while. Wider and wider becomes their conception of life as exemplified by the sea, and their capacity for life is ever increasing. Day by day they ascend to higher levels and find their horizon receding farther and farther. For them, life enlarges until it embraces all lands, the arts, the sciences, the languages, and all history. Whether they pursue the sea into the mountains; to the steppes, plateaus, or pampas; to the palace or the hovel; to the tropics or the poles,—they find it evermore representing life.
The word “automobile.”—It would seem to be quite possible to construct a twelve-year course of study based upon this sort of study of words and their content with special emphasis upon the content. Since life is conterminous with the content of the words that constitute one’s vocabulary, it is evident that the content of words becomes of major importance in the scheme of education. To be able to spell the word “automobile” will not carry a young man very far in his efforts to qualify as a chauffeur, important though the spelling may be. As a mere beginning, the spelling is essential, but it is not enough. Still the child thinks that his education, so far as this word is concerned, is complete when he can spell it correctly, and carry home a perfect grade. No one will employ the young man as a driver until he has put content into the word, and this requires time and hard work. He must know the mechanism of the machine, in every detail, and the articulation of all its parts. He must be able to locate trouble on the instant and be able to apply the remedy. He must be sensitive to every slightest sound that indicates imperfect functioning. This, of course, carries far beyond the mere spelling of the word, but all this is essential to the safety of his passengers.
Etymology.—Etymology has its place, of course, in the study of words, but it stops short of the goal. It may be well to take the watch apart in order to make an examination of its parts, but until it is reconstituted and set going, it is useless as a watch. So with a word. We may give its etymology and rhapsodize over its parts, but thus analyzed it is an inert thing and really inane so far as real service is concerned. If word study does not carry beyond the mere analysis, it is futile as a real educative process. To be really effective, the word must be instinct with life and busy in the affairs of life, and not a mere specimen in a museum. Too often our work in etymology seems to be considered an end in itself, rather than a means to an end.
The word in use.—Arlo Bates says that the word “highly” in the Gettysburg Speech is the most ornate word in the language in the setting that Lincoln gave it. The merest tyro can give its etymology, but only when it was set to work by a master did it gain potency and distinction. The etymology of the word “fidelity” is reasonably easy, but this analysis is powerless to cause the child to thrill at the story of Casabianca, or of Ruth and Naomi, or of Esther, or Antigone, or Cordelia, or Nathan Hale, or the little Japanese girl who deliberately bit through her tongue that she might not utter a syllable that would jeopardize the interests or safety of her father. The word analyzed is a dead thing; the word in use is a living thing. The word merely analyzed is apt to be ephemeral; the word in use is abiding and increasingly significant. As the child puts more and more content into the word, he, himself, expands at the same rate in the scope and power of his thinking. Words are the materials out of which he weaves the fabric of life, and the pattern depends upon the content of his words.
Illustrations from art.—The child can spell the word “art” and can repeat the words of the book by way of a memorized definition, but he cannot define the word with even a fair degree of intelligence. He cannot know the meaning of the word until its significance becomes objectified in his life processes. This requires time, and thought, and experiences with books, with people, and with galleries. In short, he must live art before he can define the word; and his living art invests the word with content. The word will grow just as he grows in his conception of art. At first, he may denominate as art the simple little daubs of pictures that he makes with the teacher’s hand guiding his brush. But, later on, as he gains a larger conception, these things will appear puerile if not silly. The time may come when he can read the thoughts of the masters as expressed in their masterpieces. Then, and only then, will he be able to define the word.
Michael Angelo.—At the age of fifteen, Michael Angelo wrought the Mask of the Satyr, which would not be considered a work of art if that were the only product of his chisel. What he did later was the fulfillment of the prophecy embodied in the Mask. At the age of eighty, he produced the Descent from the Cross, which glorifies the Duomo in Florence. In between these productions, we find his David, his Moses, the Sistine Ceiling, with many others scarcely less notable. He rose to a higher and higher conception of art as he lived art more and more fully, and his execution kept pace with the expansion of his conception. He gave content to the word both for himself and for the world until now we associate, in our thinking, art with his name. He himself is now, in large measure, our definition of art—and that because he lived art.
The child’s conception of truth.—In his restricted conception, the boy conceives truth to be the mere absence of peccadillos. He thinks that his denial of the charge that he was impolite to his sister, or that he went on a foraging expedition to the pantry, is the whole truth and, indeed, all there is to truth. It requires a whole lifetime to realize the full magnitude of his misconception. In the vitalized school, he finds himself busy all day long trying to find answer to the question: What is Truth? In the Alps, there is a place called Echo Glen where a thousand rocks, cliffs, and crags send back to the speaker the words he utters. So, when this boy asks What is Truth? a thousand voices in the school and outside the school repeat the question to him: What is Truth? Abraham Lincoln tried to find the answer as he figured on the bit of board with a piece of charcoal by the firelight. Later on, he wrote the Emancipation Proclamation, and in both exercises he was seeking for the meaning of truth.
The work of the school.—Christopher Columbus was doing the same thing in his quest, and thought no hardship too great if he could only come upon the answer. Galileo, Huxley, Newton, Tyndall, Humboldt, Darwin, Edison, and Burbank are only the schoolboys grown large in their search for the meaning of truth. They have enlarged the content of the word for us all, and by following their lead we may attain to their answers. Every school study gives forth a partial answer, and the sum of all these answers constitutes the answer which the boy is seeking. Mathematics tells part of the story, but not all of it; science tells another part, but not all of it; history tells still another part, but not all of it. Hence, it may be reiterated that one of the prime functions of the vitalized school is to invest words with the largest possible content.