The plant must have good soil, water and air and sun, care and pruning, in order to grow, but it grows of itself, gains strength by proper nourishment. The aggregation of material about the plant does not constitute its growth. The plant must assimilate; the juices of life must flow through it.
The teacher does his best work when he makes all conditions favorable for the self-activity of the pupil. Such conditions create a lively interest in the objects and forces of nature, invite examination of facts and discovery of relations, arouse the imagination to conceive results, awaken query and reflection, stimulate the emotional life toward worthy and energetic action, and make the pupil ever progressive.
An article in one of our magazines strongly emphasizes the methods that make power. It considers the kind of training that finally makes accurate thinkers, that makes original, progressive men, men of power, and safe and wise citizens. The author shows that clear observation, accurate recording of facts, just inference, and strong, choice expression are most important ends to be attained by the work of the schools, and that these ends become the means for correcting all sorts of unjust, illogical conclusions as to politics and morals.
There is much profound thought in the view maintained. Unjust inferences, fallacies, are nearly the sum of the world’s social and political evils. False ideas are held as true concerning all sorts of current problems—notions that take possession of men’s minds without logical reflection. The fallacy of confounding sequence with cause is almost universal. All kinds of subjective and objective duties suffer from illogical minds.
To correct many errors and evils, to make thinking, useful men, we must emphasize the processes recommended: (1) observation, (2) faithful recording, (3) just inference, (4) satisfactory expression.
The author shows wherein the work of the grades fails to give the desired results. He holds that arithmetic, so emphasized, contributes nothing because it employs necessary reasoning, and does not give practice in inference from observation and experience, a process which develops scientific judgment. Inductive reasoning alone can give scientific power. Reading, writing, spelling, geography as usually taught, contribute but little; grammar does not add much.
For invention, for correct estimates of the problems of society, government, and morals, the original power of inference from observed facts is necessary. It is asked: Do our schools give this power to a satisfactory and attainable degree? It is claimed in the article that the high schools and colleges fail more or less, because so much time is given to memory work and formulated results. In the high schools the work to be most emphasized is not chosen with discrimination. The courses include too many studies, not well done. There should be fewer studies so pursued as to give power.
May it not be well to make the inquiry in all grades as to what proportion of the work contributes toward the final result of accurate reflection upon the world of facts. Let us again repeat the author’s list in logical order: (1) observation, (2) recording, as in noting experiments, (3) inference, (4) expression.
President Eliot’s paper here referred to admirably emphasizes the methods that make power. Perhaps the author gives too little importance to knowledge as the basis of power, and fails to emphasize the æsthetic power and the value of ideals. It is true that poetry implies accurate observation, fine discrimination, discovery of just relations, and true insight, but it is equally true that science study does not make poets.