By the Christmas Fire

by Samuel McChord Crothers

Such accidents happen in the best of attempts at education. The outcome is disappointing. The ingredients of the educational cake are excellent, and an immense amount of faithful work has been put into it, but sometimes it does not rise. As the old-fashioned housekeeper would say, it looks "sad."

It is easier to find fault with the result than to point out the remedy; but so long as such results frequently happen, the business of the home and the school is full of fascinating and disconcerting uncertainty. One thing is obvious, and that is that it is no more safe for the teacher than for the preacher to "banish Nature from his plan." Of course the reason we tried to banish Nature in the first place was not because we bore her any ill-will, but only because she was all the time interfering with our plans.

The fact is that Nature is not very considerate of our grown-up prejudices. She does not set such store by our dearly bought acquirements as we do. She is more concerned about "the process of becoming" than about the thing which we have already become. She is quite capable of taking the finished product upon which we had prided ourselves and using it as the raw material out of which to make something else. Of course this tries our temper. We do not like to see our careful finishing touches treated in that way.

Especially does Nature upset our adult notions about the relations between teaching and learning. We exalt the function of teaching, and seem to imagine that it might go on automatically. We sometimes think of the teacher as a lawgiver, and of the learner as one who with docility receives what is graciously given.

But the law to be understood and obeyed is the law of the learner's mind, and not that of the teacher's. The didactic method must be subordinated to the vital. Teaching may be developed into a very neat and orderly system, but learning is apt to be quite disorderly. It is likely to come by fits and starts, and when it does come it is very exciting.

Those who have had the good fortune in mature life to learn something have described the experience as being quite upsetting. They have found out something that they had never known before, and the discovery was so overpowering that they could not pay attention to what other people were telling them.

Kepler describes his sensations when he discovered the law of planetary motion. He could not keep still. He forgot that he was a sober, middle-aged person, and acted as if he were a small boy who had just got the answer to his sum in vulgar fractions. Nobody had helped him; he had found it out for himself; and now he could go out and play. "Let nothing confine me: I will indulge my sacred ecstasy. I will triumph over mankind.... If you forgive me, I rejoice; if you are angry, I cannot help it." In fact, Kepler didn't care whether school kept or not.

Now in the first years of our existence we are in the way of making first-rate discoveries every day. No wonder that we find it so hard to keep still and to listen respectfully to people whose knowledge is merely reminiscent. Above all, it is difficult for us to keep our attention fixed on their mental processes when our minds make forty revolutions to their one.

There, for instance, is the Alphabet. Because the teacher told us about it yesterday she is grieved that we do not remember what she said. But so many surprising things have happened since then that it takes a little time for us to make sure that it's the same old Alphabet this morning that we had the other day. She is the victim of preconceived ideas on the subject, but our minds are open to conviction. Most of the letters still look unfamiliar; but when we really do learn to recognize Big A and Round O, we are disposed to indulge our sacred ecstasy and to "triumph over mankind."