What, then, is the proper attitude toward knowledge? While one should not be ultra-conservative, as though everything were finally settled, neither should one be ultra-radical, as though nothing were established; bigotry and skepticism are alike to be condemned.
The ideal state of mind is illustrated by leaders in industrial pursuits, like manufacturing. They confidently make the fullest possible use of existing knowledge pertaining to their business, including the latest inventions, while they keep a very careful lookout for further improvements. That is, they preserve an unprejudiced, open mind toward both the old and the new. It is just such a tentative attitude toward knowledge that all people should cultivate. So much of the old is defective, and so much new truth may come to light at any moment, that the fair, judicial mind is always in demand, a mind that is ever ready for new adjustments and that weighs and decides solely according to evidence. Colonel F. W. Parker used to declare that the grandest discovery of the nineteenth century was the suspended judgment. Yet this attitude is one that has long been insisted upon as essential to the scientist; indeed, it is most generally called the scientific attitude. It is strange, however, that those fields in which facts are best established should be the ones in which the importance of a tentative attitude is most emphasized. One would think that its worth for the non-scientific man would be far greater, for the facts that he hears about people and things, which guide him daily, are far less reliable, and his consequent necessity of changing his views is much more frequent.
The relation of this attitude to energetic action.
While a tentative attitude toward knowledge may be of great importance for the scientist or theoretical student, may it not be even harmful to the ordinary person? Force or energy is one of the chief requirements in the world of action; and if a person becomes much impressed with the unreliability of his ideas, as seems necessary in the cultivation of a tentative attitude, may he not come finally to lack decision and energy? Certainly we now and then see examples of indecision and half-hearted action, due at least in part to appreciation of opposing points of view and to consequent uncertainty of conclusions.
There may be such a danger; but it is, on the whole, to be courted rather than avoided; for, while examples of indecision are sometimes seen, examples of too decided convictions and of excessive energy in pushing them are far more common. It is not mere action that is wanted, but safe action. Force must be under the guidance of reason if it is to be free from danger, and reason is hardly possible without an interested but impartial attitude toward evidence. Possibly the energy of educators would be at least temporarily increased if they formulated and subscribed to definite educational creeds; but the partiality that would thus be encouraged would soon lead to strife and wasted effort.
A tentative attitude undoubtedly does limit activity somewhat, but only as good judgment limits it, for it is one of the leading factors in such judgment. It tends to eliminate misguided effort, and to check other action until its object is found to be worthy. Each of these effects is highly desirable.
On the other hand, there is no reason why it should be expected to diminish energy after favorable judgment on a project has been passed. It does not imply indifference or any lack of devotion; it merely favors the subordination of enthusiasm to insight, and delays expression of the former till the latter has given lief. The result is likely to be greater and better sustained effort than otherwise, because the tested excellence of the cause must be a source of inspiration and will help to carry one through discouraging intervals. Washington and Lincoln were both distinguished for freedom from blind prejudices and corresponding openness to the influence of new ideas; but they were also distinguished for uncommon energy and firmness in the pursuit of their main purposes. A tentative attitude toward ideas is, therefore, a real aid to energetic action in all but unworthy and doubtful causes; in these cases it is a very desirable hindrance. [Footnote: For a valuable discussion of this general topic, see J. W, Jenks' Citizenship and the Schools, particularly Chapter I.]
HOW THIS MATTER CONCERNS CHILDREN
A receptive state of mind is supposed to be one of the peculiar merits of children. Indeed, they are so sympathetic with any view that the last presentation that they happen to hear in regard to a disputed matter is likely to be the one that they accept. It might seem, therefore, that there is no need of emphasizing the importance of open-mindedness as a factor in their education. That is far from the case, however. Children are peculiarly open-minded toward many things; but it is mainly those that they have had no previous opportunity to learn about. It is hard to take sides on a matter that you have never heard of. But the test of an impartial mind is found in those matters that are already somewhat familiar, so that one has already had some temptation to choose a side. Note how children act in such cases. How readily they declare allegiance to the political party of their fathers and shout with all the vehemence of stand-patters! How stubbornly they insist upon their teacher's method of solving problems in arithmetic when their parents undertake to assist them by showing a better way! They are nearly as intolerant as their parents on such occasions. How hastily they take sides in disputes among friends! And how very frequently their impatience with the statements and opinions of their companions gets them into quarrels and fights!
When we recall the great variety of decisions that they reach in daily life, and the impulsiveness with which many of them are made and supported, it becomes evident that precautions against prejudice and intolerance are not at all out of place in their education. The need is emphasized, too, when we realize that many persons adopt inflexible views on so great a number of disputed questions, that they show signs of becoming old fogies quite early in life. "Old fogyism begins at an earlier age than we think," says Professor James. "I am almost afraid to say so, but I believe that in the majority of human beings it begins at about twenty-five." [Footnote: Talks to Teachers, p. 160.] If instances of intolerance become numerous enough to begin to class a majority of us as old fogies at this age, certainly many tendencies toward a fixed state of mind must appear and need treatment at a much earlier age.