A dozen causes are responsible for this condition, and among them, I suspect, one, which if not major, at least deserves careful pondering. The teacher and the taught have somehow drifted apart. His function in the large has been to teach an ideal, a tradition. He is content, he has to be content, with partial results. It is not for life as it is, it is for what life ought to be, that he is preparing even in arithmetic; he has allowed the faint unreality of a priestcraft to numb him. In the mind of the student a dim conception has entered, that this education—all education—is a garment merely, to be doffed for the struggle with realities. The will is dulled. Interest slackens.
But it is in aristocratic coddling that the effects of our educational attitude gleam out to the least observant understanding. This is the coddling of the preparatory schools and the colleges, and it is more serious for it is a defect that cannot be explained away by the hundred difficulties that beset good teaching in a public-school system, nation-wide, and conducted for the young of every race in the American menagerie. The teaching in the best American preparatory schools and colleges is as careful and as conscientious as any in the world. That one gladly asserts. Indeed, an American boy in a good boarding-school is handled like a rare microbe in a research laboratory. He is ticketed; every instant of his time is planned and scrutinized; he is dieted with brain food, predigested, and weighed before application. I sometimes wonder if a moron could not be made into an Abraham Lincoln by such a system—if the system were sound.
It is not sound. The boys and girls, especially the boys, are coddled for entrance examinations, coddled through freshman year, coddled oftentimes for graduation. And they too frequently go out into the world fireproof against anything but intellectual coddling. Such men and women can read only writing especially prepared for brains that will take only selected ideas, simply put. They can think only on simple lines, not too far extended. They can live happily only in a life where ideas never exceed the college sixty per cent. of complexity, and where no intellectual or esthetic experience lies too far outside the range of their curriculum. A world where one reads the news and skips the editorials; goes to musical comedies, but omits the plays; looks at illustrated magazines, but seldom at books; talks business, sports, and politics, but never economics, social welfare, and statesmanship—that is the world for which we coddle the best of our youth. Many indeed escape the evil effects by their own innate originality; more bear the marks to the grave.
The process is simple, and one can see it in the English public school (where it is being attacked vivaciously) quite as commonly as here. You take your boy out of his family and his world. You isolate him except for companionship with other nursery transplantings and teachers themselves isolated. And then you feed him, nay, you cram him, with good traditional education, filling up the odd hours with the excellent, but negative, passion of sport. Then you subject him to a special cramming and send him to college, where sometimes he breaks through the net of convention woven about him, and sees the real world as it should appear to the student before he becomes part of it; but more frequently wraps himself deep and more deeply in conventional opinion, conventional practice, until, the limbs of his intellectual being bound tightly, he stumbles into the outer world.
And there, in the swirl and the vivid practicalities of American life, is the net loosened? I think not. I think rather that the youth learns to swim clumsily despite his encumbrances of lethargic thinking and tangled idealism. But if they are cut? If he goes on the sharp rocks of experience, finds that hardness, shrewdness, selfish individualism pay best in American life, what has he in his spirit to meet this disillusion? Of what use has been his education in the liberal, idealistic traditions of America? Of some use, undoubtedly, for habit, even a dull habit, is strong; but whether useful enough, whether powerful enough, to save America, to keep us “white” in the newer and more colloquial sense, the future will test and test quickly.
SUGGESTIVE QUESTIONS
- Explain what the writer means by “coddling.”
- Define “democratic coddling.”
- Define aristocratic “coddling.”
- What are the results of “coddling”?
- What are the causes of “coddling”?
- What is the writer's ideal of education?
- What criticism of American life does the essay present?
- Point out effective phrasing.
SUBJECTS FOR WRITTEN IMITATION
| 1. The Best Kind of Teacher | 11. Thinking for One's Self |
| 2. The Most Helpful Subjects | 12. 60% or 100% |
| 3. The Value of Marks | 13. Serious Reading |
| 4. Study and Play | 14. Pleasure Seeking |
| 5. What Promotion Means | 15. Character Training |
| 6. Mistaken Kindness | 16. The Value of Hard Work |
| 7. The Passing Mark | 17. Discipline |
| 8. Scholarship in My School | 18. Faithfulness in Work |
| 9. The Purposes of Study | 19. Real Success in Life |
| 10. The School Course | 20. “Cramming.” |