[135.] From beginning to end the course of study must be arranged so as to provide for each of the main classes of interest. The empirical interest, to be sure, is called forth everywhere more easily than any of the other kinds. But religious instruction always fosters sympathetic interest; in this it must have the assistance of history and language study. Æsthetic culture at first depends on the work in the mother-tongue; it is desirable to have, in addition, instruction in singing, which at the same time promotes the health of the pupil. Later on, the ancient classics contribute their share of influence. Training in thinking is afforded by analytic, grammatical, and mathematical instruction; toward the end, also, by the study of history, which then becomes a search for causes and effects. Coöperation of this sort is to be sought everywhere; the authors to be studied must be selected with this end in view, and interpreted accordingly.
If there is a defect in Herbart’s scheme of interests as a guide to the selection of the studies of the curriculum, it lies in the fact that the interests named are too exclusively applied to the pupil’s individual life, and not enough to his life as a member of the social whole. There is an important sense in which even natural science, which may be expected to cultivate the speculative interests, is social; for science becomes truly significant only when it contributes to the service of men. The fact that we now live in an industrial age, that life is preserved from disease in so large a measure, that the well-being of every community is advancing so rapidly, that universal education is now a fact rather than a dream, is due to the application of science to human welfare. Consequently, we are not restricted to a few humanitarian topics, like history and literature, for the development of our social interests. We find that every study has its sociological as well as its personal bearings. On the other hand, since all studies are both subjective and objective in the interests they arouse, it would be possible to awaken all the six classes of interest enumerated by teaching but a fraction of what we now consider needful in a good curriculum. It would seem, therefore, that the six classes of interest, at best, indicate what the quality of our teaching should be, not with sufficient accuracy what subjects should be taught. The latter is determined quite as much by social as by psychological needs.
[ SECTION III
TRAINING]
CHAPTER I
The Relation of Training to Government and to Instruction
[136.] Training looks toward the pupil’s future. It is founded on hope, and shows itself, to begin with, in patience. It tempers government, the object of which might perhaps be realized more speedily by greater rigor. It moderates even instruction in case the latter puts too great a strain upon the pupil. But it also combines with government as well as instruction, and lightens their work.
Training consists primarily in a certain personal attitude, identical if possible with a kind way of treating pupils. This implies readiness on the part of the teacher to listen to the wishes and utterances of the pupil, who, in the midst of strangers, looks to his teacher (and to the family in charge of his education) for sympathy and support. But training becomes active where the pupil needs help, especially help against his own weaknesses and faults, which might frustrate the hopes centred in him.
[137.] Training insists on becoming conduct; it encourages cheerfulness of disposition. In either case it remains within limits compatible with the occupations connected with government and instruction. The pupil is never to lose sight of the subject on which he is engaged; it would be bad if a desire to show off, or to amuse himself, should take possession of him and cause him to forget his work.
The wise teacher will be glad to make himself personally agreeable to his pupil as long as the conduct of the latter does not call for the opposite treatment. Supervision grows less irksome in consequence. Gentle words forestall, if anything can, all severer measures.
[138.] The teacher does not look upon the progress resulting from his teaching with feelings of indifference. His sympathy, even solicitude it may be, coöperates powerfully with the greater or lesser degree of interest awakened in the learner. Training, however, can never be made a substitute where there is no interest or, worse still, where indifference has become positive dislike.