EDUCATION AND LIFE

EDUCATION AND LIFE
PAPERS AND ADDRESSES
BY
JAMES H. BAKER, M.A., LL.D.
PRESIDENT OF THE UNIVERSITY OF COLORADO, AND FORMERLY
PRINCIPAL OF THE DENVER HIGH SCHOOL; AUTHOR
OF “ELEMENTARY PSYCHOLOGY”
LONGMANS, GREEN, AND CO.
91 AND 93 FIFTH AVENUE, NEW YORK
LONDON AND BOMBAY
1900

All rights reserved
Press of J. J. Little & Co.
Astor Place, New York.

PREFACE.

The papers and addresses constituting this volume were prepared for various occasions. They naturally fall into two groups: papers on Education, and addresses that come under the broader title of Education and Life. The subjects of the first group are arranged in a somewhat logical order, namely: a general view of the field, especially as seen by Plato; secondary education and its relation to the elementary and higher; some principles and problems of the elementary and secondary periods; higher education; the practical bearing of all mental development.

Some of the leading views presented in this book may be expressed in the following propositions: While our educational purpose must remain ideal, all education must be brought in closer touch with the work and the problems of to-day. For the safety of democracy and the welfare of society, the social aim in the preparation for citizenship must be given more prominence. Although methods that make power are the great need of the schools, mental power without a content of knowledge means nothing; each field of knowledge has its own peculiar value, and, therefore, the choice of studies during the period of general training is not a matter of indifference. Studies belonging to a given period are also good preparation for higher grades of work—a view to be more fully considered by the colleges. In the readjustments of our educational system, the entire time between the first grade and college graduation must be shortened. Some common-sense concepts which have always dwelt in human consciousness, properly kept in view, would often prevent us from wandering in strange pedagogic bypaths. We have suffered from false interpretation of the doctrines of pleasure, pursuit of inclination, punishment by natural consequences, and following lines of least resistance. Evolution and modern psychology, in their latest interpretations, are reaching a safe philosophy for school and life. At the close of this century we have almost a new insight into the doctrine of happiness through work. The heroic, ethical, and æsthetic elements of character are of prime importance. We often find some of the best principles of teaching and rules of life in literature which does not rank as scientific, but contains half-conscious, incidental expression of deep insight into human nature, and in some of the writers referred to in the addresses we find, not only good pedagogics, but fresh hope for both romance and practical philosophy. For our view of life and for our theory of education, we are to interpret evolution and judge the purpose of creation, not by the first struggle of a protozoan for food, but by the last aspiration of man for Heaven.

CONTENTS.

EDUCATION.
		PAGE
I.	Heritage of the Scholar	[3]
	Greek and Teuton, [3]. Our heritage, [5]. Education, [9]. Force of ideas, [14]. The material and the spiritual, [18]. The American student, [19]. Literature of the nineteenth century, [21]. Romance not dead, [23]. Aspect of science, [25]. Practical side, [26].
II.	Plato’s Philosophy of Education and Life	[29]
	Historical, [29]. Plato and the influence of Platonism, [32]. Philosophy, [34]. Religion, [38]. Ethics, [39]. Education, The state, [43-46]. Comments, [46]. “Plato, thou reasonest well,” [49].
III.	Secondary Education: A Review	[50]
	Introductory, [50]. Summary of recommendations, [52]. Beginning certain studies earlier, [55]. The high-school period, [57]. Identity of instruction, Better teachers, Postponing final choice of a course, [60-61]. Uniformity, [61]. Connection between high schools and colleges, Standard of professional schools, Adequate work for each subject, Reducing number of subjects, [63-64]. Rational choice of subjects, [64]. Analysis of the nature and importance of each leading subject of study, [66].
IV.	Educational Values	[69]
	Criterion, [69]. Values, [69]. Theory of equivalence, [72]. Deviation from ideal courses, Self-activity, Interest, Apperception, Correlation, Coördination, Culture-epochs, Concentration, Laws of association, [74-78]. Pleasure, [78].
V.	Power as Related to Knowledge	[80]
	Attempt to distinguish between power and knowledge, [80]. Illustrations and inferences, [81]. Review of article on methods that make power, [84]. The recluse and the man of action, [86]. Exaggeration of power, Specializing too early, Kind of knowledge important, Specific and general power, Argument for higher education, [86-89]. Power to enjoy, Energy of character, [89-91].
VI.	Moral Training	[92]
	Introductory, [92]. Habit, [92]. Leadership, [95]. Historic examples, Literature, [96-98]. Precept, Objects for activity, [98-99]. Duty, [99]. What the schools are doing, [101].
VII.	Can Virtue be Taught?	[103]
	Protagoras’ view, [103]. Ethical problem of secondary schools, [103]. Analysis of impulses to action, [105]. Relation of whole school curriculum to moral development, [107]. Some specific ways of teaching practical ethics, [108]. Interest, [112]. Romanticism, [113]. Moral growth a growth in freedom, [115].
VIII.	College and University	[116]
	Summary of answers to inquiries, [116]. The college and preparation, [117]. Liberal education, [121]. The college and active life, [124]. Ethical ideals, [125]. University standards, [127].
IX.	University Ideals	[130]
	Historical, [130]. The State University, [132]. Some university problems, [139].
X.	General Education Practical	[145]
	Practical bearing of all education, [145]. World still demands liberal education, Æsthetic and ideal elements, [148-151].
ELEMENTS OF AN IDEAL LIFE.
I.	The Modern Gospel of Work	[155]
	Philosophy of work, [155]. Some exemplars, [161]. Modern romance, [163]. Work for others, [165]. The complete man, [167]. Epic and idyl, [169].
II.	The Psychology of Faith	[172]
	Question stated, [172]. Some latest views of evolution, [175]. Some grounds of faith, [176]. Poetic insight, [183]. The practical life, [184].
III.	Evolution of a Personal Ideal	[187]
	Illustration and law of growth, [187]. Stationary ideals, Advance, [188-193]. Means of development, [193]. Be of to-day, [195]. A creed, [196].
IV.	The Greek Virtues in Modern Application	[199]
	Essential conditions for a satisfactory life, [199]. A sound body, [200]. Courage, [201]. Wisdom, [203]. Justice, [205]. Reverence, [207]. The practical world, [209].
V.	The Student as Citizen	[211]
	Hebrew and Greek standards of citizenship, [211]. Each a part of the whole, [213]. Responsibility of the scholar, [214]. The student’s obligation to the state, [216]. Political standards, [218].
VI.	Optimism and Interest	[221]
	Ground and nature of interest, [221]. Many interests, [222]. Validity of instinct, [223]. Moral grades, [225]. Cultivation of interest, [227]. Happiness, [230]. Occupation, [232].
VII.	The Ethical and Æsthetic Elements in Education	[234]
	Baccalaureate Day, [234]. Courage and opportunity, [234]. “Laughter of the soul at itself,” [237]. Attitude toward religion, [238]. Love of art, [241].
VIII.	Progress as Realization	[243]
	Theme illustrated, [243]. Individual history, [244]. Ideals and development, [245]. Significance of higher emotional life, [250]. Future of history and philosophy, [252]. Realization, [253].