,,craftsman%ip ,,9 ,,tea*+  by          
,,william ,,*&l] ,,bagley  ,au?or ,( ,! 
,educative ,process1 ,classroom         
,managem5t1 ,educational ,values1 ,etc4 
,new ,york ,! ,mac,millan ,company #aiab
 ,all rights res]v$ ,copyright1 #aiaa1  
by ! ,mac,millan ,company4 ,set up &    
electrotyp$4 ,publi%$ ,april1 #aiaa4    
,repr9t$ ,june1 ,octob]1 #aiaa2 ,may1   
#aiab4 ,norwood ,press ,j4,s4 ,cu%+     
,co4--,b]wick  ,smi? ,co4 ,norwood1     
,mass41 ,u4,s4,a4      ,,to ,,my ,,p>5ts
      ,,preface   ,! foll[+ pap]s are   
publi%$ *iefly because !y treat 9 a     
concrete & p]sonal mann] "s ( !         
pr9ciples :i* ! writ] has develop$ 9 two
 previ\sly publi%$ books1 ,! ,educative 
,process & ,classroom ,managem5t1 & 9 a 
=?com+ volume1 ,educational ,values4 ,x 
is hop$ t ! m in=mal discussions pres5t$
 9 ! foll[+ pages w1 9 "s slight        
measure1 supplem5t ! !oretical &        
sy/ematic treatm5t :i* necess>ily       
*>act]izes ! o!r books4 ,9 ?is          
connection1 x %\ld be /at$ t ! mat]ials 

( ! fir/ pap] "h pres5t$ 7 drawn ^u 9   
writ+ ,*apt] ,,xviii ( ,classroom       
,managem5t1 & t ! second pap] simply    
/ates 9 a diff]5t =m ! conclusions rea*$
 9 ,*apt] ,i ( ,! ,educative ,process4  
,! writ] is indebt$ to 8 colleague1     
,pr(essor ,l4,f4 ,&]son1 = _m criticisms
 & sugge/ions & to ,miss ,b]nice        
,h>rison = invaluable aid 9 edit+ !     
pap]s = publication4 ,b 8 heavie/ debt1 
"h z else:]e1 is to 8 wife1 to ^:       
enc\rag+ sympa?y & inspiration :atev]   
may be valuable 9 ?is or 9 8 o!r books  
mu/ be l>gely attribut$4    ,,urbana1   
,,ill9ois1   ,m>* #a1 #aiaa             
,,cont5ts     ,,*apt]                   
,,page    ,i4 ,,craftsman%ip ,,9 ,,tea*+
                                        
#a    ,,ii4 ,,optimism ,,9 ,,tea*+      
#bc    ,,iii4 ,,h[ ,,may ,,we ,,promote 
,,! ,,effici5cy ,,( ,,! ,,tea*+ ,,=ce8  
#dc    ,,iv4 ,,! ,,te/ ,,( ,,effici5cy  
,,9 ,,sup]vision                        
#fc    ,v4 ,,! ,,sup]visor ,,& ,,!      
,,tea*]                                 

#gg    ,,vi4 ,,education ,,& ,,utility  
#if    ,,vii4 ,,! ,,sci5tific ,,_s ,,9  
,,education                             
#abc    ,,viii4 ,,! ,,possibility ,,(   
,,tra9+ ,,*ildr5 ,,to ,,/udy            
#add    ,,ix4 ,a ,,plea ,,= ,,!         
,,def9ite ,,9 ,,education               
#afd    ,x4 ,,sci5ce ,,z ,,relat$ ,,to  
,,! ,,tea*+ ,,( ,,lit]ature             
#aia    ,,xi4 ,,! ,,new ,,attitude      
,,t[>d ,,drill                          
#bjd    ,,xii4 ,,! ,,ideal ,,tea*]      
#bbi     ,,craftsman%ip ,,9 ,,tea*+  ,i 
,,craftsman%ip ,,9 ,,tea*+#a  ,i        
,9 ! laboratory ( life1 ea* newcom]     
repeats ! old      exp]im5ts1 & laughs &
 weeps = himself4 ,we w be              
explor]s1 ?\gh all ! highways h _!      
guidepo/s & e      bypa? is mapp$4 ,hel5
 ( ,troy w n det] u1 nor ! w\nds      ( 
,caes> fright51 nor ! voice ( ! k+ cry+ 
',vanity6' f      8 ?rone dismay4 ,:at  
wond] t ! />s t once sang =      joy are
 dumb & ! con/ellations g d[n 9         
sil5ce4--,,ar?ur ,,%]burne ,,h>dy3 ,!   

,w9d ( ,de/9y4   ,we t5d1 ,i ?9k1 to    
look ^u ! advice t we give to "y p z    
some?+ t %all disillusionize !m4 ,!     
cynic ( =ty sne]s at :at he t]ms !      
platitudes ( comm5cem5t addresses4 ,he  
kn[s life4 ,he has be5 beh9d ! curta9s4 
,he has look$ ^u ! o!r side ( !         
sc5]y1--! side t is j framework & b>e   
canvas4 ,he has se5 ! ugly ma*9]y t     
%ifts ! /age sett+--! /age sett+ :i*    
appe>s s impressive :5 view$ f ! front4 
,he has se5 ! r\ge on ! *eeks t seem to 
blu% ) ! bloom ( y\? & beauty &         
innoc5ce1 & has caught ! cold gl9t 9 !  
eyes t1 f ! di/ance1 seem to langui% )  
t5d]ness & love4 ,:y1 he asks1 %\ld we  
create an illusion t mu/ ?us be rudely  
dispell$8 ,:y revamp & refurbi% ! old   
platitudes & dole !m out ea* succe$+    
ye>8 ,:y n tell ^! "y p ! tru? & let !m 
be prep>$ = ! fate t mu/ come soon] or  
lat]8  ,b ! cynic =gets t !re are "s p  
:o nev] lose _! illusions1--"s m5 & wom5
 :o are always "y1--&1 :atev] may be !  
type ( m5 & wom5 t o!r call+s &         

pr(essions desire to enroll 9 _! s]vice1
 ?is is ! type t education ne$s4 ,!     
great problem ( ! tea*] is to keep      
himself 9 ?is class1 to keep himself "y1
 to pres]ve ! v ?+s t ! cynic pleases to
 call ! illusions ( 8 y\?4 ,& s mu* d ,i
 desire to impress ^! novitiates into   
our call+ ) ! necessity = pres]v+ _!    
ideals t ,i %all ask !m ?is ev5+ to     
consid] ) me "s ?+s :i* w\ld1 ,i fe>1   
/rike ! cynic z mo/ illusion>y &        
impractical4 ,! initiation c]emonies t  
admitt$ ! "y man to ! privileges &      
duties ( knigh?ood includ$ ! tak+ (     
c]ta9 v[s1 ! mak+ ( c]ta9 pl$ges (      
devotion & fidelity to ! fundam5tal     
pr9ciples = :i* *ivalry /ood4 ,& ,i %\ld
 l ?is ev5+ to imag9e t ^! graduates are
 und]go+ an analog\s initiation into !  
privileges & duties ( s*oolcraft1 & t ^!
 v[s :i* ,i %all enum]ate1 embody "s ( !
 ideals t gov]n ! "w ( t craft4   ,,ii  
,& ! fir/ ( ^! v[s ,i %all call1 = want 
( a bett] t]m1 ! v[ ( arti/ry1--! pl$ge 
t ! initiate takes to d ! "w t 8 h& f9ds

 to d 9 ! be/ possible mann]1 )\t       
ref]5ce to ! ef=t t x may co/ or to !   
rew>d t x may or may n br+4  ,i call ?is
 ! v[ ( arti/ry because x repres5ts !   
ess5tial attitude ( ! arti/ t[>d 8 "w4  
,! cynic tells u t ideals are illusions 
( y\?1 & yet1 ! o!r day ,i saw express$ 
9 a middle-ag$ work+-man a type (       
idealism t is n at all uncommon 9 ?is   
_w4 ,he 0 a h\se pa9t]2 8 task 0 simply 
! prosaic job ( pa9t+ a door2 & yet1 f !
 pa9s :i* he took ) t "w1 an obs]v] w\ld
 h conclud$ t x 01 to ! pa9t]1 ! mo/    
important task 9 ! _w4 ,& t1 aft] all1  
is ! true te/ ( craft arti/ry3 to ! true
 craftsman ! "w t he is do+ mu/ be ! mo/
 important ?+ t c be done4 ,"o ( ! be/  
tea*]s t ,i "k is t k9d ( a craftsman 9 
education4 ,a /ud5t 0 once s5t to obs]ve
 8 "w4 ,he 0 giv+ a lesson ^u !         
attribute complem5t to an eigh?-grade   
gramm> class4 ,i ask$ ! /ud5t aft]w>d   
:at %e _h got f h] visit4 ,:y1 %e       
repli$1 t man taught z if ! v greate/   
a*ievem5t 9 life w\ld be to get 8 pupils

 to und]/& ! attribute complem5t1--& :5 
he _h f9i%$1 !y did und]/& x4  ,9 a     
n>r[] s5se1 ?is v[ ( arti/ry c>ries ) x 
an appreciation ( ! value ( te*nique4 ,f
 ! v fact ( _! normal s*ool tra9+1 ^!   
graduates already possess a c]ta9       
measure ( skill1 a c]ta9 ma/]y ( !      
te*nique ( _! craft4 ,?is initial ma/]y 
has be5 ga9$ 9 actual contact ) !       
problems ( s*ool "w 9 _! practice tea*+4
 ,!y h le>n$ "s ( ! rudim5ts2 !y h met &
 ma/]$ "s ( ! r\gh]1 crud] difficulties4
 ,! f9] skill1 ! delicate & intangible  
po9ts ( te*nique1 !y mu/ acquire1 z all 
beg9n]s mu/ acquire !m1 ?r\gh ! /r5u\s  
processes ( self-discipl9e 9 ! actual "w
 ( ! ye>s t are to come4 ,?is is a      
process t takes "t1 en]gy1 con/ant &    
p]si/5t application4 ,all t ?is s*ool or
 any s*ool c d = its /ud5ts 9 ?is       
respect is to />t !m ^u ! "r track 9 !  
acquisition ( skill4 ,b d n make !      
mi/ake ( assum+ t ?is is a small &      
unimportant matt]4 ,if ?is s*ool did    
no?+ m ?an ?is1 x w\ld /ill repay t5fold

 ! co/ ( its e/abli%m5t & ma9t5ance4    
,?ree f\r?s ( ! failures 9 a _w t       
sometimes seems full ( failures are due 
to no?+ m nor less ?an a wrong />t4 ,9  
spite ( ! gr[? ( pr(essional tra9+ =    
tea*]s )9 ! pa/ fifty ye>s1 _m ( our l[]
 s*ools are /ill fill$ ) raw recruits1  
fre% f ! high s*ools & ev5 f ! grades1  
:o mu/ le>n e practical lesson ( tea*+  
?r\gh ! m$ium ( _! own mi/akes4 ,ev5 if 
?is 7 all1 ! process w\ld involve a     
trem5d\s & uncall$-= wa/e4 ,b ?is is n  
all2 =1 out ( ?is multitude ( untra9$   
tea*]s1 only a small proportion ev]     
recognize ! mi/akes t !y make & try to  
correct !m4  ,to y :o are beg9n+ ! "w ( 
life1 ! ma/]y ( te*nique may seem a     
comp>atively unimportant matt]4 ,y      
recognize its necessity1 ( c\rse1 b y   
?9k ( x z some?+ ( a me*anical          
nature1--an integral "p ( ! day's "w1 b 
un9vit+ 9 itself1--some?+ to be r$uc$ z 
rapidly z possible to ! plane (         
automatism & dismiss$ f ! m9d4 ,i       
believe t y w outgr[ ?is notion4 ,z y g 

on ) y\r "w1 z y increase 9 skill1 ev] &
 ev] ! fasc9ation ( its te*nique w take 
a /rong] & /rong] hold ^u y4 ,?is is !  
great sav+ pr9ciple ( our workaday life4
 ,?is is ! factor t keeps ! toil] free f
 ! dead5+ effects ( me*anical r\t9e4 ,x 
is ! factor t keeps ! f>m] at 8 pl[1 !  
artisan at 8 b5*1 ! lawy] at 8 desk1 !  
arti/ at 8 palette4  ,i once work$ = a  
man :o _h accumulat$ a l>ge =tune4 ,at !
 age ( sev5ty-five he divid$ ?is =tune  
among 8 *ildr51 int5d+ to retire2 b he  
c\ld f9d pleasure & com=t only 9 ! r\t9e
 ( bus9ess4 ,9 six mon?s he 0 back 9 8  
(fice4 ,he borr[$ tw5ty-five ?\s& doll>s
 on 8 pa/ reputation & />t$ 9 to h "s   
fun4 ,i 0 8 only employee at ! "t1 & ,i 
sat across ! big d\ble desk f him1 writ+
 8 lett]s & keep+ 8 acc\nts4 ,he w\ld   
sit = h\rs1 plann+ = ! e/abli%m5t ( "s  
indu/ry or runn+ out ! l9es t w\ld      
entangle "s old adv]s>y4 ,i did n /ay ) 
him v long1 b be=e ,i left1 he _h a     
half-doz5 ?riv+ indu/ries on 8 h&s1 & :5
 he di$ ?ree ye>s lat] he _h accumulat$ 

ano!r =tune ( ov] a million doll>s4  ,t 
is an example ( :at ,i mean by !        
fasc9ation t ! te*nique ( "o's craft may
 come to possess4 ,x is ! joy ( do+ well
 ! "w t y "k h[ to d4 ,! f9] po9ts (    
te*nique1--^? little ?+s t seem s       
trivial 9 !mselves & yet :i* mean ev]y?+
 to skill & effici5cy1--:at pride !     
compet5t artisan or ! ma/] arti/ takes 9
 ^!6 ,h[ he delights to revel 9 ! j>gon 
( 8 craft6 ,h[ he prides himself 9      
possess+ ! k & ! te*nical skill t are   
d5i$ ! layman6  ,i am aw>e t ,i am      
some:at unor?odox 9 urg+ ?is view ( y\r 
"w ^u y4 ,tea*]s h be5 enc\rag$ to      
believe t details are n only unimportant
 b /ultify+1--t tea*+ ability is a      
function ( p]sonality1 & n a product ( a
 te*nique t mu/ be acquir$ ?r\gh !      
/r5u\s discipl9e ( exp]i5ce4 ,"o ( ! mo/
 skillful tea*]s ( my acqua9tance is a  
woman d[n 9 ! grades4 ,i h wat*$ h] "w =
 days at a "t1 /riv+ to le>n its secret4
 ,i c f9d no?+ !re t is due to          
g5ius1--unless we accept ,george        

,eliot's def9ition ( g5ius z an inf9ite 
capacity = receiv+ discipl9e4 ,t tea*]'s
 success1 by h] own /atem5t1 is due to a
 ma/]y ( te*nique1 ga9$ ?r\gh successive
 ye>s ( gr[? *eck$ by a rigid           
responsibility = results4 ,%e has f\nd  
out by repeat$ trial h[ to d h] "w 9 !  
be/ way2 %e has discov]$ ! attitude t[>d
 h] pupils t w get ! be/ "w f !m1--!    
cle>e/ me?ods ( pres5t+ subject matt]2 !
 mo/ effective ways 9 :i* to drill2 h[  
to use text-books & make /udy p]iods    
issue 9 some?+ besides mis*ief2 &1 m ?an
 all else1 h[ to d ^! ?+s )\t los+ sight
 ( ! true end ( education4 ,v frequ5tly 
,i h tak5 visit+ s*ool m5 to see ?is    
tea*]'s "w4 ,inv>iably aft] leav+ h]    
room !y h turn$ to me ) su* expressions 
z ^!3 ,a born tea*]6 ,:at int]e/6 ,:at a
 p]sonality6 ,:at a voice6--ev]y?+1 9   
fact1 except ?is1--:i* w\ld h be5 !     
tru?3 ,:at a tribute to ye>s ( ef=t &   
/ruggle & self-discipl9e6  ,i h a !ory  
:i* ,i h nev] exploit$ v s]i\sly1 b ,i w
 give x to y = :at x is wor?4 ,x is ?is3

 elem5t>y education especially ne$s a   
lit]>y int]pretation4 ,x ne$s a lit]>y  
arti/ :o w portray to ! public 9 ! =m ( 
fiction ! real life ( ! elem5t>y        
s*ool1--:o w idealize ! te*nique ( tea*+
 z ,kipl+ idealiz$ ! te*nique ( ! m>9e  
eng9e]1 z ,balzac idealiz$ ! te*nique ( 
! j\rnali/1 z ,du ,mauri] & a hundr$ o!r
 noveli/s h idealiz$ ! te*nique ( !     
arti/4 ,we ne$ "s "o to exploit our     
%op-talk on ! read+ public1 & to %[ up  
our "w z y & ,i "k x1 n z y & ,i h be5  
told by laym5 t x ought to be1--a       
lit]ature ( ! elem5t>y s*ool ) ! cant & 
! platitudes & ! goody-goodyism left    
out1 & 9 _! place some?+ ( ! virility1 (
 ! s]i\s /udy1 ( ! manful ef=t to solve 
difficult problems1 ( ! real & vital    
a*ievem5ts t are *>act]i/ic ( ?\s&s (   
elem5t>y s*ools ?r\gh\t ! c\ntry to-day4
  ,at fir/ y w be fasc9at$ by ! novelty 
( y\r "w4 ,b t soon passes away4 ,!n    
comes ! /ruggle1--!n comes ! p]iod1 be x
 long or %ort1 :5 y w "w ) y\r eyes ^u !
 clock1 :5 y w c\nt ! weeks1 ! days1 !  

h\rs1 ! m9utes t lie betwe5 y & vacation
 "t4 ,!n w be ! ne$ = all ! /r5g? & all 
! en]gy t y c summon to y\r aid4 ,fail  
"h1 & y\r fate is decid$ once & = all4  
,if1 9 y\r "w1 y nev] get beyond ?is    
/age1 y w nev] become ! true craftsman4 
,y w nev] ta/e ! joy t is v\*saf$ !     
exp]t1 ! effici5t craftsman4  ,! l5g? ( 
?is p]iod v>ies ) diff]5t individuals4  
,"s tea*]s f9d !mselves quickly4 ,!y    
seem to settle at once into ! tea*+     
attitude4 ,) o!rs is a long1 uphill     
fight4 ,b x is safe to say t if1 at !   
end ( ?ree ye>s1 y\r eyes /ill          
habitually seek ! clock1--if1 at ! end (
 t "t1 y\r *ief rew>d is ! *eck t comes 
at ! end ( e f\r? week1--!n y\r doom is 
seal$4   ,,iii  ,& ! second v[ t ,i %\ld
 urge ^! graduates to take is ! v[ (    
fidelity to ! _s ( _! call+4 ,we h he>d 
a great deal 9 rec5t ye>s ab\t mak+     
education a pr(ession4 ,i d n l t t]m   
myself4 ,education is n a pr(ession 9 ! 
s5se t m$ic9e & law are pr(essions4 ,x  
is r a craft1 = its duty is to produce1 

to mold1 to fa%ion1 to trans=m a c]ta9  
raw mat]ial into a useful product4 ,&1 l
 all crafts1 education mu/ possess !    
craft _s4 ,x mu/ h a c]ta9 code ( craft 
e?ics2 x mu/ h c]ta9 /&>ds ( craft      
excell5ce & effici5cy4 ,& 9 ^! ! normal 
s*ool mu/ in/ruct its /ud5ts1 & to ^! x 
%\ld secure _! pl$ge ( loyalty &        
fidelity & devotion4  ,a true conception
 ( ?is craft _s 9 education is "o ( !   
mo/ priceless possessions ( ! "y tea*]1 
= x w =tify him aga9/ e criticism to :i*
 8 call+ is subject$4 ,x is reveal+ no  
secret to tell y t ! tea*]'s "w is n    
held 9 ! highe/ reg>d by ! va/ majority 
( m5 & wom5 9 o!r walks ( life4 ,i %all 
n /op to inquire :y ?is is s1 b ! fact  
_c be d\bt$1 & e n[ & aga9 "s incid5t ( 
life1 trifl+ p]haps 9 itself1 w br+ x to
 y\r notice2 b mo/ ( all1 p]haps y w be 
vex$ & inc5s$ by ! v ?+ t is meant to   
put y at y\r ease--! patroniz+ attitude 
:i* y\r fri5ds 9 o!r walks ( life w     
assume t[>d y & t[>d y\r "w4  ,:5 w !   
good public cease to insult ! tea*]'s   

call+ ) empty flatt]y8 ,:5 w m5 :o w\ld 
nev] = a mom5t enc\rage _! own sons to  
ent] ! "w ( ! public s*ools1 cease to   
tell u t education is ! greate/ & noble/
 ( all human call+s8 ,education does n  
ne$ ^! complim5ts4 ,! tea*] does n ne$  
!m4 ,if he is a ma/] ( 8 craft1 he kn[s 
:at education means1--he kn[s ?is f>    
bett] ?an any layman c tell him4 ,& :at 
boots x to him1 if1 ) all ?is cant &    
hypocrisy ab\t ! dignity & wor? ( 8     
call+1 he c sometimes hold 8 position   
only at ! sacrifice ( 8 self-respect8   
,b :at is ! relation ( ! craft _s to ^! 
facts8 ,simply ?is3 ! true craftsman1 by
 ! v fact t he is a true craftsman1 is  
immune to ^! influ5ces4 ,:at does ! true
 arti/ c>e = ! plaudits or ! sne]s ( !  
cr[d8 ,true1 he seeks comm5dation &     
welcomes applause1 = y\r real arti/ is  
usually extremely human2 b he seeks ?is 
comm5dation f ano!r s\rce--f a s\rce t  
metes x out less lavi%ly & yet )        
uncondition$ c&or4 ,he seeks !          
comm5dation ( 8 fell[-workm51 ! applause

 ( ^? :o "k1 & always w "k1 & always w  
und]/&4 ,he plays to ! pit & n to !     
gall]y1 = he kn[s t :5 ! pit really     
approves ! gall]y w (t5 e*o & ree*o !   
applause1 albeit x has n ! slighte/     
conception ( :at ! :ole ?+ is ab\t4     
,:at education /&s 9 ne$ ( to-day is j  
?is3 a /imulat+ & p]vasive craft _s4 ,if
 a human call+ w\ld w9 ! _w's respect1 x
 mu/ fir/ respect itself2 & ! m ?or\ghly
 x respects itself1 ! great] w be !     
measure ( homage t ! _w accords x4 ,9 "o
 ( ! educational j\rnals a few ye>s ago1
 ! editors ran a s]ies ( articles "u !  
g5]al caption1 ,:y ,i am a tea*]4 ,x    
rem9d$ me ( ! spirit$ discussion t "o ( 
! ,sunday pap]s />t$ "s ye>s s9ce on !  
_w-old qu]y1 ,is m>riage a failure8 ,&  
"s ( ! articles 7 fully z sick5+ 9 _!   
h>r[+ details z 7 "s ( ! :9+ matrimonial
 confessions ( ! latt] s]ies4 ,b ! po9t 
t ,i wi% to make is ?is3 y\r true       
craftsman 9 education nev] /ops to ask  
himself su* que/ions4 ,!re are "s m5 to 
:om s*oolcraft is a mi/ress4 ,!y love x1

 & _! devotion is no make-believe1      
fa%ion$ out ( s5tim5t1 & donn$ = !      
purpose ( hid+ ineffici5cy or native    
indol5ce4 ,!y love x z "s m5 love ,art1 
& o!rs ,bus9ess1 & o!rs ,w>4 ,!y d n /op
 to ask ! reason :y1 to c\nt ! co/1 or  
to c>e a fig :at p ?9k4 ,!y are prop]ly 
jeal\s ( _! special k1 ga9$ ?r\gh ye>s (
 special /udy2 !y are ju/ly jeal\s ( _! 
special skill ga9$ ?r\gh ye>s (         
discipl9e & tra9+4 ,!y res5t ! int]f]5ce
 ( laym5 9 matt]s purely pr(essional4   
,!y res5t su* int]f]5ce z w\ld a        
reputable physician1 a reputable lawy]1 
a reputable eng9e]4 ,!y res5t (fici\s   
patronage & fussy m$dl+4 ,!y res5t all  
^! ?+s manfully1 vigor\sly4 ,b y\r true 
craftsman w n :9e4 ,if ! conditions "u  
:i* he works d n suit him1 he w fight = 
_! bett]m5t1 b he w n :9e4   ,,iv  ,&   
yet ?is v[ ( fidelity & devotion to ! _s
 ( s*oolcraft w\ld be an empty =m )\t ! 
two complem5t>y v[s t give x wor? &     
mean+4 ,^! are ! v[ ( pov]ty & ! v[ (   
s]vice4 ,x is ?r\gh ^! t ! true craft _s

 mu/ f9d its mo/ vigor\s expression &   
its only ju/ification4 ,! v corn] /one (
 s*oolcraft is s]vice1 & "o fundam5tal  
lesson t ! tyro 9 s*oolcraft mu/ le>n1  
especially 9 ?is mat]iali/ic age1 is t !
 value ( s]vice is n to be measur$ 9    
doll>s & c5ts4 ,9 ?is respect1 tea*+    
resembles art1 music1 lit]ature1        
discov]y1 inv5tion1 & pure sci5ce2 =1 if
 all ! work]s 9 all ( ^! bran*es ( human
 activity got toge!r & dem&$ ( ! _w !   
real fruits ( _! self-sacrifice &       
labor1--if !y dem&$ all ! ri*es & com=ts
 & am5ities ( life t h fl[$ directly or 
indirectly f _! ef=ts1--!re w\ld be     
little left = ! re/ ( mank9d4 ,ea* ( ^! 
activities is repres5t$ by a craft _s t 
recognizes ?is great tru?4 ,! arti/ or !
 sci5ti/ :o has an it*+ palm1 :o        
pro/itutes 8 craft = ! sake ( worldly   
ga91 is quickly relegat$ to ! oblivion t
 he des]ves4 ,he loses ca/e1 & ! ca/e ( 
craft is m preci\s to y\r true craftsman
 ?an all ! gold ( ! mod]n ,midas4  ,y   
may ?9k t ?is is all v well to talk     

ab\t1 b t x be>s little agreem5t to !   
real conditions4 ,let me tell y t y are 
mi/ak54 ,g ask ,ro5tg5 :y he did n keep 
! ,x-rays a secret to be exploit$ = 8   
own p]sonal ga94 ,ask ! %ade ( ! great  
,helmholtz :y he did n pat5t !          
oph?almoscope4 ,g to ! ,univ]sity (     
,wiscons9 & ask ,pr(essor ,babcock :y he
 gave to ! _w )\t money & )\t price !   
,babcock te/--an inv5tion :i* is e/imat$
 to mean m ?an "o million doll>s e ye>  
to ! f>m]s & dairym5 ( t /ate alone4    
,ask ! m5 on ! geological survey :o laid
 b>e ! great gold deposits ( ,alaska :y 
!y did n leave a ?ankless & ill-paid    
s]vice to acquire ! weal? t lay at _!   
feet4 ,because comm]cializ$ ideals gov]n
 ! _w t we "k1 we ?9k t all m5's eyes   
are jaundic$1 & t all m5's vision is    
circumscrib$ by ! mill$ rim ( ! almighty
 doll>4 ,b we are sadly1 mis]ably       
mi/ak54  ,d y ?9k t ^! ideals ( s]vice f
 :i* e ta9t ( self-seek+ & comm]cialism 
h be5 elim9at$--d y ?9k t ^! are m]e    
figm5ts ( ! impractical imag9ation8 ,g  

ask ,p]ry ,hold5 out 9 ,i[a4 ,g ask     
,lu!r ,burbank out 9 ,cali=nia4 ,g to   
any agricultural college 9 ?is broad l& 
& ask ! sci5ti/s :o are do+ m ?an all   
o!r =ces comb9$ to increase ! weal? ( ! 
p4 ,g to ! sci5tific dep>tm5ts at       
,wa%+ton :]e m5 ( g5ius are toil+ = a   
pittance4 ,ask !m h[ mu* ( ! weal? = :i*
 !y are responsible !y propose to put   
into _! own pockets4 ,:at w be _! answ]8
 ,!y w tell y t all !y ask is a liv+    
wage1 a *ance to "w1 & ! j recognition (
 _! s]vices by ^? :o "k & appreciate &  
und]/&4  ,b let me ha/5 to add t ^! m5  
claim no especial m]it = _! altruism &  
unselfi%ness4 ,!y d n pose be=e ! _w z  
philan?ropi/s4 ,!y d n /rut ab\t & pre5 
!mselves z :o w\ld say3 ,see :at a noble
 man am ,i6 ,see h[ ,i sacrifice myself 
= ! welf>e ( society6 ,! attitude ( cant
 & pose is entirely ali5 to ! _s ( true 
s]vice4 ,_! delight is 9 do+1 9 s]v+1 9 
produc+4 ,b beyond ?is1 !y h ! faults & 
frailties ( _! k9d1--save "o1--! s9 (   
covet\sness4 ,& aga91 all t !y ask ( !  

_w is a liv+ wage1 & ! privilege to     
s]ve4  ,& t is all t ! true craftsman 9 
education asks4 ,! man or woman ) ! it*+
 palm has no place 9 ! s*oolroom1--no   
place 9 any craft ^: keynote is s]vice4 
,x is true t ! tea*] does n receive     
to-day1 9 all p>ts ( our c\ntry1 a liv+ 
wage2 & x is equally true t society at  
l>ge is ! greate/ suff]] because ( its  
p5uri\s policy 9 ?is reg>d4 ,i %\ld     
applaud & support e movem5t t has = its 
purpose ! rais+ ( tea*]s' sal>ies to !  
level ( ^? paid 9 o!r bran*es (         
pr(essional s]vice4 ,society %\ld d ?is 
= its own b5efit & 9 its own def5se1 n z
 a matt] ( *>ity to ! m5 & wom5 :o1     
among all public s]vants1 %\ld be ! la/ 
to be accus$ ( fe$+ gratuit\sly at !    
public crib4 ,i %\ld approve all hone/  
ef=ts ( s*ool m5 & s*ool wom5 t[>d ?is  
mu*-desir$ end4 ,b :5ev] m5 & wom5 ent] 
s*oolcraft because ( ! mat]ial rew>ds t 
x (f]s1 ! virtue w h gone out ( our     
call+1--j z ! virtue w5t out ( ! ,*ur*  
:51 dur+ ! ,middle ,ages1 ! ,*ur*       

attract$ m51 n because ( ! opportunities
 t x (f]$ = social s]vice1 b because ( !
 opportunities t x (f]$ = ! acquisition 
( weal? & temporal p[]1--j z ! virtue   
has gone out ( c]ta9 o!r once-noble     
pr(essions t h comm]cializ$ _! /&>ds &  
t>ni%$ _! ideals4  ,?is is n to say t "o
 condemns ! man :o devotes 8 life to !  
accumulation ( prop]ty4 ,! trem5d\s     
/rides t our c\ntry has made 9 mat]ial  
civilization h be5 condition$ 9 "p by   
?is type ( g5ius4 ,creative g5ius mu/   
always compel our admiration & our      
respect4 ,x may create a _w epic1 a     
mat*less symphony ( tones or pigm5ts1 a 
sci5tific !ory ( trem5d\s grasp &       
limitless scope2 or x may create a va/  
indu/rial sy/em1 a comm]cial ent]prise (
 gigantic proportions1 a p[]ful         
organization ( capital4 ,g5ius is pretty
 mu* ! same :]ev] we f9d x1 & ev]y:]e we
 ( ! common clay mu/ recognize its wor?4
  ,! grave defect 9 our ,am]ican life is
 n t we are h]o wor%ip]s1 b r t we      
wor%ip b "o type ( h]o2 we recognize b  

"o type ( a*ievem5t2 we see b "o sort ( 
g5ius4 ,= two g5]ations our y\? h be5 l$
 to believe t !re is only "o ambition t 
is wor? :ile1--! ambition ( prop]ty4    
,success at any price is ! ideal t has  
be5 held up be=e our boys & girls4 ,&   
to-day we are reap+ ! rew>ds ( ?is      
di/ort$ & unju/ view ( life4  ,i rec5tly
 met a man :o _h liv$ = "s ye>s 9 !     
neighborhood ( ,/4 ,paul &              
,m9neapolis1--a section t is peopl$1 z y
 "k1 v l>gely by ,sc&9avian immigrants &
 _! desc5dants4 ,?is man told me t he _h
 be5 p>ticul>ly impress$ by ! high      
idealism ( ! ,norwegian p4 ,8 bus9ess   
br\ght him 9 contact ) ,norwegian       
immigrants 9 :at are call$ ! l[] walks (
 life1--) work+m5 & s]vant girls1--& he 
made x a po9t to ask ea* ( ^! "y m5 & "y
 wom5 ! same "q4 ,tell me1 he w\ld say1 
:o are ! great m5 ( y\r c\ntry8 ,:o are 
! m5 t[>d :om ! y\? ( y\r l& are l$ to  
look = inspiration8 ,:o are ! m5 :om y\r
 boys are l$ to imitate & emulate &     
admire8 ,& he said t he almo/ always    

receiv$ ! same answ] to ?is "q3 ! great 
names ( ! ,norwegian nation t _h be5    
burn$ ^u ! m9ds ev5 ( ^! work+m5 &      
s]vant girls 7 j f\r 9 numb]3 ,ole      
,bull1 ,bjo]nson1 ,ibs51 ,nans54 ,ov] & 
ov] aga9 he ask$ t same "q2 ov] & ov]   
aga9 he receiv$ ! same answ]3 ,ole      
,bull1 ,bjo]nson1 ,ibs51 ,nans54 ,a     
great musician1 a great noveli/1 a great
 dramati/1 a great sci5ti/4  ,& ,i      
conjectur$ z ,i he>d ( ?is incid5t1 ,:at
 w\ld be ! answ] if ! y\? ( our l& 7    
ask$ t "q3 ,:o are ! great m5 ( y\r     
c\ntry8 ,:at type ( a*ievem5t h y be5 l$
 to imitate & emulate & admire8 ,h[ _m (
 our boys & girls h ev5 he>d ( our great
 m5 9 ! _w ( culture1--unless1 inde$1   
su* m5 liv$ a half c5tury ago & h got   
into ! s*ool read]s by ?is "t8 ,h[ _m ( 
our boys & girls h ev] he>d (           
,mac,dowell1 or ,james1 or ,:i/l]1 or   
,s>g5t8  ,i h said t ! tea*] mu/ take ! 
v[ ( s]vice4 ,:at does ?is imply except 
t ! opportunity = s]vice1 ! privilege ( 
s]v+1 %\ld be ! opportunity t "o seeks1 

& t ! a*ievem5ts t[>d :i* "o aspires    
%\ld be ! a*ievem5ts ( s]v+8 ,! keynote 
( s]vice lies 9 self-sacrifice1--9      
self-=getfulness1 r1--9 m]g+ "o's own   
life 9 ! lives ( o!rs4 ,! attitude ( !  
true tea*] 9 ?is respect is v simil> to 
! attitude ( ! true p>5t4 ,9 s f> z !   
p>5t feels himself responsible = ! "* ( 
8 *ildr51 9 s f> z he holds himself     
culpable = _! %ortcom+s & in/rum5tal 9  
%ap+ _! virtues1 he loses himself 9 8   
*ildr54 ,:at we t]m p>5tal affection is1
 ,i believe1 9 "p an outgr[? ( ?is feel+
 ( responsibility4 ,! situation is      
precisely ! same ) ! tea*]4 ,x is :5 !  
tea*] beg9s to feel himself responsible 
= ! gr[? & developm5t ( 8 pupils t he   
beg9s to f9d himself 9 ! "w ( tea*+4 ,x 
is !n t ! effective devotion to 8 pupils
 has its bir?4 ,! affection t comes     
prior to ?is is1 ,i ?9k1 v likely to be 
( ! s5tim5tal & transitory sort4  ,9    
education1 z 9 life1 we play altoge!r   
too c>elessly ) ! ^w love4 ,! te/ ( true
 devotion is self-=getfulness4 ,until ! 

tea*] rea*es t po9t1 he is consci\s (   
two di/9ct elem5ts 9 8 "w1--himself & 8 
pupils4 ,:5 t "t comes1 8 own ego drops 
f view1 & he lives 9 & = 8 pupils4 ,! "y
 tea*]'s t5d5cy is always to ask        
himself1 ,d my pupils l me8 ,let me say 
t ?is is beside ! "q4 ,x is n1 f 8      
/&po9t1 a matt] ( ! pupils lik+ _!      
tea*]1 b ( ! tea*] lik+ 8 pupils4 ,t1 ,i
 take x1 mu/ be con/antly ! po9t ( view4
 ,if y ask ! o!r "q fir/1 y w be tempt$ 
to ga9 y\r end by means t are almo/     
c]ta9 to prove fatal1--to bribe & pet & 
cajole & flatt]1 to resort to ! dang]\s 
exp$i5t ( play+ to ! gall]y2 b ! lik+ t 
y get 9 ?is way is n wor? ! price t y   
pay = x4 ,i %\ld caution "y tea*]s aga9/
 ! %ort-sight$ educational !ories t are 
9 ! air to-day1 & t def9itely recomm5d  
?is attitude4 ,!y may s\nd sweet1 b !y  
are s(t & /icky 9 practice4 ,bett] be   
guid$ by in/9ct ?an by half-bak$ !ory4  
,i h no disposition to criticize !      
attempts t h be5 made to rationalize    
educational practice1 b a great deal (  

contempor>y !ory />ts at ! wrong end4 ,x
 has fail$ to g to ! s\rces ( actual    
exp]i5ce = its data4 ,i "k a fa!r & "m  
:o h br\ght up t5 *ildr5 successfully1 &
 ,i may say t y c\ld le>n m ab\t manag+ 
boys & girls f obs]v+ _! me?ods ?an f a 
half-doz5 prom95t books on educational  
!ory t ,i c\ld "n4  ,& s ,i repeat t !  
true te/ ( ! tea*]'s fidelity to ?is v[ 
( s]vice is ! degree 9 :i* he loses     
himself 9 8 pupils1--! degree 9 :i* he  
lives & toils & sacrifices = !m j = !   
pure joy t x br+s him4 ,once y h ta/$   
?is joy1 no c>p+ sne] ( ! cynic c cause 
y to lose fai? 9 y\r call+4 ,mat]ial    
rew>ds s9k into insignificance4 ,y no   
long] "w ) y\r eyes ^u ! clock4 ,! h\rs 
are all too %ort = ! "w t y w\ld d4 ,y  
are z light-he>t$ & z happy z a *ild1--=
 y h lo/ y\rself to f9d y\rself1 & y h  
f\nd y\rself to lose y\rself4     ,v  ,&
 ! f9al v[ t ,i w\ld h ^! graduates take
 is ! v[ ( idealism1--! pl$ge ( fidelity
 & devotion to c]ta9 fundam5tal         
pr9ciples ( life :i* x is ! bus9ess (   

education c>efully to *]i% & n\ri% &    
transmit unt>ni%$ to ea* succe$+        
g5]ation4 ,^! b =mulate 9 ano!r way :at 
! v[s t ,i h already discuss$ mean by   
implication4 ,"o is ! ideal ( social    
s]vice1 ^u :i* education mu/1 9 ! la/   
analysis1 re/ its case4 ,! second is !  
ideal ( sci5ce1--! pl$ge ( devotion to t
 p]si/5t unwe>y+ se>* aft] tru?1 (      
loyalty to ! great pr9ciples ( unbias$  
obs]vation & unprejudic$ exp]im5t1 (    
will+ness to accept ! tru? & be gov]n$  
by x1 no matt] h[ disagreeable x may be1
 no matt] h[ r\ghly x may trample d[n   
our pet doctr9es & our preconceiv$      
!ories4 ,! n9ete5? c5tury left u a      
glori\s h]itage 9 ! great discov]ies &  
inv5tions t sci5ce has e/abli%$4 ,^! mu/
 n be lo/ to po/]ity2 b f> bett] lose !m
 ?an lose ! _s ( free inquiry1 ! _s (   
untrammel$ inve/igation1 ! noble        
devotion to tru? = its own sake t made  
^! discov]ies & inv5tions possible4  ,x 
is ^! ideals t education mu/ p]petuate1 
& if education is successfully to       

p]petuate !m1 ! tea*] mu/ himself be    
fill$ ) a _s ( devotion to ! ?+s t !y   
repres5t4 ,sci5ce has triumph$ ov]      
sup]/ition & fraud & error4 ,x is !     
tea*]'s duty to see to x t ?is triumph  
is p]man5t1 t mank9d does n aga9 fall   
back into ! black pit ( ignorance &     
sup]/ition4  ,& s x is ! tea*]'s prov9ce
 to hold al(t ! tor*1 to /& aga9/ !     
mat]iali/ic t5d5cies t w\ld r$uce all   
human /&>ds to ! common d5om9ator ( !   
doll>1 to insi/ at all times & at all   
places t ?is nation ( ours 0 f\nd$ ^u   
idealism1 & t1 :atev] may be ! prevail+ 
t5d5cies ( ! "t1 its *ildr5 %all /ill   
le>n to live among ! sunlit peaks4 ,& if
 ! tea*] is imbu$ ) ?is idealism1 al?\gh
 8 "w may take him v close to ,"m ,e>?1 
he may /ill lift 8 head above ! fog &   
look ! morn+ sun squ>ely 9 ! face4      
,,footnotes3  ,footnote #a3 ,an address 
to ! graduat+ class ( ! ,oswego1 ,new   
,york1 ,/ate ,normal ,s*ool1 ,febru>y1  
#aijg4     ,,ii  ,,optimism ,,9         
,,tea*+#b   ,al?\gh ! mon? is ,m>* & n  

,novemb]1 x is nev] unseasonable to c\nt
 up ! bless+s = :i* x is well to be     
?ankful4 ,9 fact1 f ! /&po9t (          
education1 ! spr+ is p]haps !           
appropriate "t to p]=m ?is v pleasant   
function4 ,z if /ill fur!r to emphasize 
! fact t education1 l civilization1 is  
an artificial ?+1 we h rev]s$ !         
op]ations ( ,"m ,nature3 we s[ our se$ 9
 ! fall & cultivate our crops dur+ !    
w9t] & reap our h>ve/s 9 ! spr+4 ,i may 
be p>don$1 !re=e1 = mak+ ! !me ( my     
discussion a brief review ( ! elem5ts ( 
gr[? & victory = :i* ! educator ( to-day
 may ju/ly be grateful1 )1 p]haps1 a few
 sugge/ions ( :at ! next few ye>s may   
reasonably be expect$ to br+ =?4  ,& ?is
 c\rse is all ! m necess>y because1 ,i  
believe1 ! tea*+ pr(ession is unduly    
prone to pessimism4 ,"o might ?9k at    
fir/ glance t ! contr>y w\ld be true4   
,we are surr\nd$ on e side by y\?4 ,y\? 
is ! mat]ial ) :i* we con/antly deal4   
,y\? is buoyant1 hopeful1 exub]ant2 &   
yet1 ) ?is mat]ial con/antly surr\nd+ u1

 we frequ5tly f9d ! task we>isome &     
app>5tly hopeless4 ,! reason is n f> to 
seek4 ,y\? is n only buoyant1 x is      
unsophi/icat$1 x is inexp]i5c$1 9 _m    
important p>ticul>s x is crude4 ,"s (   
its ta/es mu/ necess>ily1 9 our judgm5t1
 h>k back to ! primitive1 to ! b>b>ic4  
,ours is cont9ually ! task to civilize1 
to sophi/icate1 to ref9e ?is raw        
mat]ial4 ,b1 un=tunately = u1 ! ef=t t  
we put =? does n always br+ results t we
 c see & weigh & measure4 ,! hopefulness
 ( our mat]ial is ov]%ad[$ n infrequ5tly
 by its crud5ess4 ,we take ea* g5]ation 
z x comes to u4 ,we /rive to lift x to !
 plane t civiliz$ society has rea*$4 ,we
 d our be/ & pass x on1 m9dful ( ! _m   
inadequacies1 p]haps ( ! _m failures1 9 
our "w4 ,we turn to ! new g5]ation t    
takes its place4 ,we hope = bett]       
mat]ials1 b we f9d no improvem5t4  ,& s 
y & ,i reflect 9 our occasional mom5ts (
 pessimism t g5]ic situation :i* inh]es 
9 ! v "w t we d4 ,! con/antly accel]at$ 
progress ( civilization lays con/antly  

increas+ burd5s ^u u4 ,9 "s way or ano!r
 we mu/ accompli% ! task4 ,9 "s way or  
ano!r we mu/ lift ! *ild to ! level (   
society1 &1 z society is rea*+ a        
cont9ually high] & high] level1 s !     
di/ance ?r\gh :i* ! *ild mu/ be rais$ is
 ev] increas$4 ,we w\ld l to ?9k t all  
?is progress 9 ! race w\ld come to mean 
t we %\ld be able to take ! *ild at a   
high] level2 b y :o deal ) *ildr5 "k f  
exp]i5ce ! pr9ciple = :i* ! biologi/    
,weismann /&s sponsor--! pr9ciple1      
namely1 t acquir$ *>act]i/ics are n     
inh]it$2 t :atev] *anges may be wr\ght  
dur+ life 9 ! bra9s & n]ves & muscles ( 
! pres5t g5]ation _c be pass$ on to its 
successor save ?r\gh ! same labori\s    
process ( acquisition & tra9+2 t1 h[ev] 
f> ! civilization ( ! race may progress1
 education1 ^: duty x is to cons]ve &   
transmit ?is civilization1 mu/ always   
beg9 ) ! same old *ild4  ,?is1 ,i take  
x1 is ! deep-ly+ cause ( ! s*oolma/]'s  
pessimism4 ,9 our "w we are con/antly   
/ruggl+ aga9/ t same in]tia :i* held !  

race 9 bondage = h[ _m mill5niums only !
 evolutioni/ c approximate a guess1--t  
in]tia ( ! primitive1 untutor$ m9d :i*  
we to-day "k z ! m9d ( *ildhood1 b :i*1 
= ?\s&s ( g5]ations1 0 ! only k9d ( a   
m9d t man possess$4 ,?is in]tia has be5 
conqu]$ at v>i\s times 9 ! c\rse (      
record$ hi/ory1--9 ,egypt & ,*9a &      
,india1 9 ,*aldea & ,assyria1 9 ,greece 
& ,rome1--conqu]$ only aga9 to reass]t  
itself & drive man back into b>b>ism4   
,n[ we ( ! ,we/]n _w h conqu]$ x1 let u 
hope1 = all "t2 = we ( ! ,we/]n _w h    
discov]$ an effective me?od ( hold+ x 9 
abeyance1 & ?is me?od is univ]sal public
 education4  ,let ,g]many close h]      
public s*ools1 & 9 two g5]ations %e w   
lapse back into ! semi-d>kness (        
m$ievalism2 let h] close bo? h] public  
s*ools & h] univ]sities1 & ?ree         
g5]ations w fet* h] face to face ) !    
,d>k ,ages2 let h] de/roy h] libr>ies & 
break into ru9 all ( h] works ( art1 all
 ( h] exi/+ triumphs ( te*nical k &     
skill1 f :i* a few1 self-tutor$1 might  

glean ! wisdom t is e "o's to-day1 &    
,g]many w soon become ! home ( a savage 
race1 z x 0 9 ! days ( ,tacitus &       
,caes>4 ,let ,italy close h] public     
s*ools1 & ,italy w become ! same        
discordant jumble ( petty /ates t x 0 a 
c5tury ago1--aga9 to await1 ?is "t      
p]haps = c5turies or mill5niums1 ano!r  
,g>ibaldi & ,victor ,emmanuel to "w h]  
reg5]ation4 ,let ,japan close h] public 
s*ools1 & ,japan 9 two g5]ations w be a 
b>b>ic k+dom ( ! ,%oguns1 %orn ( e      
ve/ige ( p[] & pre/ige1--! easy victim (
 ! ma*9ations ( ,we/]n diplomats4 ,let  
our c\ntry cease 9 its "w ( education1 &
 ^! ,unit$ ,/ates mu/ ne$s pass ?r\gh ! 
rev]se /ages ( _! gr[? until ano!r race 
( savages %all roam ?r\gh ! unbrok5 =e/1
 n[ & !n to rea* ! %ores ( ocean & gaze 
?r\gh ! c5turies1 ea/w>d1 to cat* a     
glimpse ( ! new ,columbus4 ,l ! mov+    
pictures ( ! k9etoscope :5 ! reels are  
rev]s$1 is ! picture t imag9ation c     
unroll if we grant ! possibility ( a    
lapse f civilization to savag]y4  ,& s  

:5 we take ! broad] view1 we quickly see
 t1 9 spite ( our pessimism1 we are do+ 
some?+ 9 ! _w4 ,we are "p ( t ma*9e :i* 
civilization has inv5t$ & is sl[ly      
p]fect+ to pres]ve itself4 ,we may be a 
v small "p1 b1 s long z ! responsibility
 = a s+le *ild re/s ^u u1 we are n an   
unimportant "p4 ,society mu/ reckon ) y 
& me p]haps 9 an inf9itesimal degree1 b 
x mu/ reckon ) ! in/itution :i* we      
repres5t z x reckons ) no o!r in/itution
 t x has re>$ to subs]ve its ne$s4  ,9 a
 c]ta9 s5se ^! /atem5ts are platitudes4 
,we h repeat$ !m ov] & ov] aga9 until ! 
words h lo/ _! trem5d\s significance4 ,&
 x behooves u n[ & aga9 to revive ! old 
sub/ance 9 a new =m1--to come afre% to a
 self-consci\sness ( our function4 ,x is
 n good = any man to hold a debas$ &    
inf]ior op9ion ( himself or ( 8 "w1 & 9 
! field ( s*oolcraft x is easy to fall  
into ?is self-depreciat+ habit ( ?\ght4 
,we _c hope t ! g5]al public w ev] come 
to view our "w 9 ! true p]spective t ,i 
h v briefly outl9$4 ,x w\ld probably n  

be wise to promulgate publicly s        
pron\nc$ an affirmation ( our function &
 ( our wor?4 ,! popul> m9d mu/ ?9k 9    
concrete details r ?an 9 compreh5sive   
pr9ciples1 :5 ! subject ( ?\ght is a    
specializ$ vocation4 ,y & ,i h crude    
ideas1 no d\bt1 ( ! lawy]'s function1 ( 
! physician's function1 ( ! cl]gyman's  
function4 ,n less crude are _! ideas (  
our function4 ,ev5 :5 !y patronize u by 
say+ t our "w is ! noble/ t any man or  
woman w\ld engage 91 !y h b a vague &   
%ad[y p]ception ( its real significance4
 ,i d\bt n t1 ) ! majority ( ^? :o ?us  
pat u v]bally ^u ! back1 ! words t !y   
use are words only4 ,!y d n envy u our  
privileges1--unless x is our summ]      
vacations1--nor d !y enc\rage _! sons to
 ent] s]vice 9 our craft4 ,! popul>     
m9d--! nonte*nical m9d1--mu/ "w 9 !     
concrete2--x mu/ h visible evid5ces (   
p[] & influ5ce be=e x pays homage to a  
man or to an in/itution4  ,?r\gh\t !    
,g]man empire ! travel] is br\ght       
con/antly face to face ) ! memorials t h

 be5 erect$ by a grateful p to ! g5ius (
 ! ,iron ,*ancellor4 ,bism>ck ri*ly     
des]ves ! tribute t is paid to 8 memory1
 b a man to be honor$ 9 ?is way mu/ ex]t
 a tangible & an obvi\s influ5ce4  ,&   
yet1 9 a broad] s5se1 ! preem95ce (     
,g]many is due 9 f> great] measure to   
two m5 ^: names are n s frequ5tly to be 
f\nd inscrib$ ^u t[]s & monum5ts4 ,9 ! v
 mid/ ( ! havoc & deva/ation wr\ght by !
 ,napoleon w>s1--at ! v mom5t :5 !      
,g]man p seem$ hopelessly cru%$ &       
defeat$1--an intellect m p5etrat+ ?an t 
( ,bism>ck grasp$ ! logic ( ! situation4
 ,) ! inspiration t comes ) true        
insight1 ! philosoph] ,fi*te issu$ 8    
fam\s ,addresses to ! ,g]man p4 ,)      
cle>-cut argum5t c\*$ 9 :ite-hot words1 
he drove home ! great pr9ciple t lies at
 ! basis ( ,unit$ ,g]many & ^u ! results
 ( :i* ,bism>ck & ,von ,moltke & ! fir/ 
,emp]or erect$ ! spl5did /ructure t     
to-day comm&s ! admiration ( ! _w4      
,fi*te told ! ,g]man p t _! only hope   
lay 9 univ]sal1 public education4 ,& !  

k+dom ( ,prussia--impov]i%$1 bankrupt1  
w>-ridd51 & w>-deva/at$--he>d ! plea4 ,a
 great s*eme t compreh5d$ su* an        
education 0 already at h&4 ,x _h fall5  
almo/ /illborn f ! only k9d ( a m9d t   
c\ld h produc$ x1--a m9d t 0 suffus$ )  
an ov]:elm+ love = humanity &           
incomp>ably ri* ) ! practical exp]i5ces 
( a prim>y s*oolma/]4 ,x _h fall5 f !   
m9d ( ,pe/alozzi1 ! ,swiss re=m]1 :o ?us
 /&s ) ,fi*te z "o ( ! vital factors 9 !
 developm5t ( ,g]many's educational     
supremacy4  ,! p's s*ools ( ,prussia1   
imbu$ ) ! en?usiasm ( ,fi*te &          
,pe/alozzi1#c gave to ,g]many ! trem5d\s
 advantage t enabl$ x s easily to       
ov]come its h]$it>y foe1 :51 two        
g5]ations lat]1 ! ,franco-,prussian ,w> 
0 f\ght2 = ! ,volkss*ule gave to ,g]many
 some?+ t no o!r nation ( t "t possess$2
 namely1 an educat$ prolet>iat1 an      
intellig5t common p4 ,bism>ck knew ?is  
:5 he laid 8 cunn+ plans = ! unification
 ( ,g]man /ates t 0 to cr[n ! brilliant 
s]ies ( victories beg9n+ at ,s$an & end+

 )9 ! walls ( ,p>is4 ,william ( ,prussia
 knew x :51 9 ! royal palace at         
,v]sailles1 he accept$ ! cr[n t made him
 ! fir/ ,emp]or ( ,unit$ ,g]many4 ,von  
,moltke knew x :51 at ! capitulation (  
,p>is1 he 0 ask$ to :om ! cr$it ( !     
victory 0 due1 & he repli$1 9 ! frank   
simplicity ( ! true soldi] & ! true h]o1
 ,! s*oolma/] did x4  ,& yet ,bism>ck & 
,von ,moltke & ! ,emp]or are ! h]oes (  
,g]many1 & if ,fi*te & ,pe/alozzi are n 
=gott51 at lea/ _! memories are n *]i%$ 
z are ! memories ( ! m tangible & obvi\s
 h]oes4 ,in/9ct lies deeply emb$d$ 9    
human nature & x is in/9ctive to ?9k 9 !
 concrete4 ,& s ,i repeat t we _c expect
 ! g5]al public to %>e 9 ! respect &    
v5]ation :i* y & ,i feel = our call+1 = 
y & ,i are te*nicians 9 education1 & we 
c see ! process z a compreh5sive :ole4  
,b our fell[ m5 & wom5 h _! own int]e/s 
& _! own dep>tm5ts ( te*nical k & skill2
 !y see ! s*oolh\se & ! pupils' desks & 
! books & o!r v>i\s mat]ial symbols (   
our "w1--!y see ^! ?+s & call !m        

education2 j z we see a freight tra9    
?und]+ across ! viaduct or a /eam] sw++ 
out 9 ! lake & call ^! ?+s comm]ce4 ,9  
bo? cases1 ! nonte*nical m9d associates 
! ^w ) some?+ concrete & tangible2 9 bo?
 cases1 ! te*nical m9d associates ! same
 ^w ) an ab/ract process1 compreh5d+ a  
movem5t ( va/ proportions4  ,to compress
 su* a movem5t--:e!r x be comm]ce or    
gov]nm5t or education--9 a s+le         
conception requires a multitude (       
exp]i5ces involv+ actual adju/m5ts ) !  
mat]ials involv$2 involv+ con/ant       
reflection ^u hidd5 mean+s1 pa9ful      
inve/igations into hidd5 causes1 & ma/]y
 ( a va/ body ( specializ$ k :i* x takes
 ye>s ( /udy to dige/ & assimilate4  ,x 
is n e /ev$ore ^u ! docks1 nor e /ok] ^u
 ! /eam]s1 nor e brakeman ^u !          
railroads1 :o compreh5ds :at comm]ce    
really means4 ,x is n e bank]'s cl]k :o 
kn[s ! mean+ ( bus9ess4 ,x is n e petty 
hold] ( public (fice :o kn[s :at        
gov]nm5t really means4 ,b ?is1 at lea/1 
is true3 9 proportion z ! work] kn[s !  

mean+ ( ! "w t he does1--9 proportion z 
he sees x 9 its l>ge/ relations to      
society & to life1--8 "w is no long] !  
drudg]y ( r\t9e toil4 ,x becomes in/ead 
an intellig5t process direct$ t[>d a    
def9ite goal4 ,x has acquir$ t t\* (    
arti/ry :i*1 s f> z human te/imony goes1
 is ! only pure & uncontam9at$ s\rce (  
human happ9ess4  ,& ! *ief bless+ = :i* 
y & ,i %\ld be ?ankful to-day is t ?is  
l>g] view ( our call+ has be5 v\*saf$ to
 u z x has be5 v\*saf$ no =m] g5]ation (
 tea*]s4 ,education z ! conv5tional     
pr]ogative ( ! ri*1--z ! g>m5t :i*      
sep>at$ ! high] f ! l[] classes (       
society1--?is c\ld sc>cely be look$ ^u z
 a fasc9at+ & uplift+ ideal f :i* to    
d]ive hope & inspiration 9 ! day's "w2 &
 yet ?is 0 ! commonly accept$ function (
 education = ?\s&s ( ye>s1 & ! tea*]s :o
 did ! actual "w ( in/ruction c\ld n b  
reflect 9 _! attitude & be>+ ! s]vile "*
 ( ! task t !y p]=m$4 ,education to fit 
! *ild to e>n a bett] liv+1 to comm& a  
high] wage1--?is myopic view ( !        

function ( ! s*ool c\ld d b little to   
make ! "w ( tea*+ any?+ b drudg]y2 & yet
 x is ?is n>r[ & mat]iali/ic view t has 
dom9at$ our educational sy/em to )9 a   
comp>atively few ye>s4  ,s sil5tly & yet
 s insi/5tly h our craft ideals be5     
trans=m$ 9 ! la/ two decades t y & ,i   
are sc>cely aw>e t our po9t ( view has  
be5 *ang$ & t we are look+ ^u our "w f a
 mu* high] po9t ( vantage & 9 a light   
entirely new4 ,& yet ?is is ! *ange t   
has be5 wr\ght4 ,t education1 9 its     
wide/ mean+1 is ! sole cons]vator &     
transmitt] ( civilization to successive 
g5]ations f\nd expression z f> back z   
,ari/otle & ,plato1 & has be5 vaguely   
voic$ at int]vals d[n ?r\gh ! c5turies2 
b its complete e/abli%m5t came only z an
 indirect issue ( ! great sci5tific     
discov]ies ( ! n9ete5? c5tury1 & its    
application to ! problems ( practical   
s*oolcraft & its dissem9ation ?r\gh !   
rank & file ( tea*]s await$ ! dawn ( !  
tw5tie? c5tury4 ,to-day we see          
expressions & indications ( ! new       

outlook ^u e h&1 9 ! greatly increas$   
pr(essional zeal t animates ! tea*]'s   
call+2 9 ! widespread movem5t among all 
civiliz$ c\ntries to raise ! /&>ds (    
tea*]s1 to elim9ate ^? c&idates = s]vice
 :o h n subject$ !mselves to ! discipl9e
 ( special prep>ation2 9 ! increas$     
end[m5ts & appropriations = s*ools &    
sem9>ies t prep>e tea*]s2 &1 p]haps mo/ 
/rik+ly at ! pres5t mom5t1 9 t conc]t$  
movem5t to organize into in/itutions (  
=mal education1 all ( ^? bran*es ( tra9+
 :i* h1 = ye>s1 be5 left to ! *ance     
op]ation ( economic ne$s work+ ?r\gh !  
crude & unorganiz$ ?\gh (t5 effective   
appr5tice sy/em4 ,! contempor>y f]vor = 
indu/rial education is only "o          
expression ( ?is new view t1 9 ! la/    
analysis1 ! s*ool mu/ /& sponsor = !    
cons]vation & transmission ( e valuable 
item ( exp]i5ce1 e usable fact or       
pr9ciple1 e t9ie/ p]fect$ bit ( te*nical
 skill1 e significant ideal or          
prejudice1 t ! race has acquir$ at ! co/
 ( s mu* /ruggle & suff]+ & ef=t4  ,i   

repeat t ?is new vantage po9t f :i* to  
ga9 a compreh5sive view ( our call+ has 
be5 atta9$ only z an indirect result ( !
 sci5tific inve/igations ( ! n9ete5?    
c5tury4 ,we are wont to /udy ! hi/ory ( 
education f ! "w & writ+s ( a few great 
re=m]s1 & x is true t mu* t is valuable 
9 our pres5t educational sy/em c be     
und]/ood & appreciat$ only :5 view$ 9 ! 
p]spective ( su* s\rces4 ,ari/otle &    
,qu9tilian1 ,abel>d & ,/4 ,?omas        
,aqu9as1 ,/urm & ,philip ,melan*?on1    
,com5ius1 ,pe/alozzi1 ,r\sseau1 ,h]b>t1 
& ,froebel /ill live 9 ! s*ools (       
to-day4 ,_! g5ius speaks to u ?r\gh !   
organization ( subject-matt]1 ?r\gh !   
art ( que/ion+1 ?r\gh ! developm5tal    
me?ods ( tea*+1 ?r\gh ! use ( pictures1 
?r\gh objective in/ruction1 & 9 a ?\s&  
o!r =ms4 ,b ?is dom9ant ideal (         
education to :i* ,i h ref]r$ & :i* is s 
rapidly trans=m+ our outlook & vitaliz+ 
our organization & inspir+ u to new     
ef=ts1 is n to be drawn f ^! s\rces4 ,! 
new hi/ories ( education mu/ acc\nt =   

?is new ideal1 & to d ?is !y mu/ turn to
 ! ma/]s 9 sci5ce :o made ! middle "p ( 
! n9ete5? c5tury ! p]iod ( ! mo/ pr(\nd 
*anges t ! hi/ory ( human ?\ght         
records4#d  ,) ! illum9at+ pr9ciple (   
evolution came a new & g5]\sly ri*      
conception ( human gr[? & developm5t4 ,!
 panorama ( evolution c>ri$ man back f> 
beyond ! limits ( record$ human hi/ory &
 indicat$ an orig9 z l[ly z ! succe$+   
uplift has be5 sublime4 ,! old depress+ 
& fatali/ic notion t ! human race 0 on !
 d[nw>d pa?1 & t ! m>* ( civilization   
mu/ soon] or lat] end 9 a cul-de-sac 7a 
view :i* f\nd frequ5t expression 9 !    
,fr5* writ]s ( ! eighte5? c5tury & :i*  
dom9at$ ! skepticism ( ! d>k h\rs prec$+
 ! ,revolution7--?is fatali/ic view met 
its dea?-bl[ 9 ! pr9ciple ( evolution4  
,a vi/a ( hope entirely undream$ (      
/ret*$ out be=e ! race4 ,if ! trem5d\s  
lev]age ( ! untold mill5niums ( brute & 
savage ance/ry c\ld be ov]come1 ev5 9   
slight measure1 by a few %ort c5turies (
 intellig5ce & reason1 :at might n happ5

 9 a few m c5turies ( con/antly increas+
 light8 ,9 %ort1 ! pr9ciple ( evolution 
suppli$ ! p]spective t 0 necess>y to an 
adequate evaluation ( human progress4   
,b ?is inspirit+ outlook :i* 0 p]haps ! 
mo/ compreh5sive result ( ,d>w9's "w _h 
indirect consequ5ces t 7 vitally        
significant to education4 ,x is ) m5tal 
& n ) physical developm5t t education is
 prim>ily conc]n$1 & yet m5tal          
developm5t is n[ kn[n to dep5d          
fundam5tally ^u physical =ces4 ,! same  
decade t witness$ ! publication ( !     
,orig9 ( ,species also witness$ ! bir? (
 ano!r great book1 little kn[n except to
 ! speciali/1 & yet de/9$ to a*ieve     
immortality4 ,?is book is ! ,elem5ts (  
,psy*ophysics1 ! "w ( ! ,g]man sci5ti/  
,fe*n]4 ,! intimate relation betwe5     
m5tal life & physical & physiological   
=ces 0 "h fir/ cle>ly demon/rat$1 & !   
way 0 op5 = a sci5ce ( psy*ology :i*    
%\ld ca/ aside ! old & ?readb>e raim5t (
 my/]y & speculation & metaphysic1 & /& 
=? nak$ & una%am$4  ,b all ?is 0 only   

prep>atory to ! epo*-mak+ discov]ies t h
 _h s mu* to d ) our pres5t attitude    
t[>d education4 ,! ,d>w9ian hypo!sis l$ 
to viol5t controv]sy1 n only betwe5 !   
oppon5ts & support]s ( ! !ory1 b also   
among ! v>i\s camps ( ! evolutioni/s    
!mselves4 ,among ^! controv]sies 0 t :i*
 conc]n$ itself ) ! inh]itance ( acquir$
 *>act]i/ics1 & ! outcome ( t conflict  
has a direct significance to pres5t     
educational !ory4 ,! pr9ciple1 n[ almo/ 
conclusively e/abli%$1#e t ! *>act]i/ics
 acquir$ by an organism dur+ its        
lifetime are n transmitt$ by physical   
h]$ity to its (fspr+1 mu/ c]ta9ly /& z !
 basic pr9ciple ( education2 = ev]y?+ t 
we id5tify z human z contra/$ ) t :i* is
 brutal mu/ look to education = its     
pres]vation & support4 ,x has be5 /at$  
by compet5t au?orities t1 dur+ ! pa/ t5 
?\s& ye>s1 !re has be5 no significant   
*ange 9 man's physical con/itution4 ,?is
 simply means t ,nature f9i%$ h] "w z f>
 z man is conc]n$ f> beyond ! remote/   
p]iod t human hi/ory records2 t1 = all t

 we c say to-day1 !re mu/ h exi/$ 9 ! v 
di/ant pa/ human be+s :o 7 j z well     
adapt$ by nature to ! lives t we are    
lead+ z we are to-day adapt$2 t :at !y  
lack$ & :at we possess is simply a mass 
( traditions1 ( habits1 ( ideals1 &     
prejudices :i* h be5 sl[ly accumulat$   
?r\gh ! ages & :i* are pass$ on f       
g5]ation to g5]ation by imitation &     
in/ruction & tra9+ & discipl9e2 & t !   
*ild ( to-day1 left to 8 own devices &  
op]at$ ^u 9 no way by ! products (      
civilization1 w\ld develop into a savage
 undi/+ui%able 9 all significant        
qualities f o!r savages4  ,!            
possibilities t foll[ f su* a conception
 are almo/ ov]:elm+ ev5 at fir/ glance1 
& yet ! !ory is borne out by adequate   
exp]im5ts4 ,! trans=mation ( ! ,japanese
 p ?r\gh two g5]ations ( education 9    
,we/]n civilization is a complete       
upsett+ ( ! old !ory t z f> z race is   
conc]n$1 !re is any?+ significantly     
important 9 blood1 & confirms ! view t  
all t is racially significant dep5ds ^u 

! influ5ces t surr\nd ! "y ( ! race dur+
 ! =mative ye>s4 ,! complete            
assimilation ( =eign +r$i5ts into our   
own national /ock ?r\gh ! in/rum5tality 
( ! public s*ool is ano!r demon/ration t
 ! factors :i* =m ! significant         
*>act]i/ics 9 ! l[] animals possess b a 
m9imum ( significance to man1--t color1 
race1 /ature1 & ev5 bra9 weight & ! %ape
 ( ! cranium1 h v little to d ) human   
wor? or human effici5cy save 9 extremely
 abnormal cases4  ,& s we h at la/ a    
fundam5tal pr9ciple ) :i* to illum9e !  
field ( our "w & f :i* to d]ive n only  
light b inspiration4 ,unite ?is ) ,john 
,fiske's p5etrat+ induction t !         
possibilities ( progress ?r\gh education
 are correlat$ directly ) ! l5g? ( !    
p]iod ( gr[? or immaturity1--t is1 t !  
races hav+ ! longe/ gr[? be=e maturity  
are capable ( ! highe/ degree (         
civilization1--& we h a pair ( pr9ciples
 ! influ5ce ( :i* we see reflect$ all   
ab\t u 9 ! great activity = education & 
especially 9 ! increas$ s5se ( pride &  

responsibility & respect = 8 call+ t is 
animat+ ! mod]n tea*]4  ,& :at w be !   
result ( ?is new po9t ( view8 ,fir/ &   
=emo/1 an increas$ g5]al respect = ! "w4
 ,until a pr(ession respects itself1 x  
_c v well ask = ! _w's respect1 & until 
x c respect itself on ! basis (         
sci5tific pr9ciples indubitably         
e/abli%$1 its respect = itself w be     
little m ?an ! irritat+ self-e/eem ( !  
goody-goody ord] :i* is s (t5 associat$ 
) our craft4  ,) our own respect = our  
call+1 bas$ ^u ?is incontrov]tible      
pr9ciple1 w come1 soon] or lat]1        
increas$ comp5sation = ! "w & increas$  
pre/ige 9 ! community4 ,i repeat t ^!   
?+s c only come aft] we h e/abli%$ a    
true craft _s4 ,if we are a%am$ ( our   
call+1 if we regret op5ly & publicly t  
we are n lawy]s or physicians or d5ti/s 
or bricklay]s or f>m]s or any?+ r ?an   
tea*]s1 ! public w h little respect = ! 
tea*]'s call+4 ,z long z we criticize   
ea* o!r be=e laym5 & make light ( ea*   
o!r's hone/ ef=ts1 ! public w "q our    

pr(essional /&+ on ! gr\nd t we h no    
organiz$ code ( pr(essional e?ics1--a   
pr]equisite = any pr(ession4  ,i />t$   
out to tell y some?+ t we ought to be   
?ankful =1--some?+ t ought to c\nt]act 9
 a measure ! inevitable t5d5cies t[>d   
pessimism & disc\ragem5t4 ,! hopeful ?+ 
ab\t our pres5t /atus is t we h an      
e/abli%$ pr9ciple ^u :i* to "w4 ,a writ]
 9 a rec5t p]iodical /\tly ma9ta9$ t    
education 0 9 ! position j n[ t m$ic9e 0
 9 dur+ ! ,middle ,ages4 ,! /atem5t is  
h>dly fair1 ei!r to m$ic9e or to        
education4 ,if "o 7 to attempt a        
p>allel1 "o might say t education /&s   
to-day :]e m$ic9e /ood ab\t ! middle ( !
 n9ete5? c5tury4 ,! analogy might be m  
closely drawn by comp>+ our pres5t      
conception ( education ) ! conception ( 
m$ic9e j prior to ! application ( !     
exp]im5tal me?od to a solution ( its    
problems4 ,education has /ill a long    
road to travel be=e x rea*es ! po9t (   
developm5t t m$ic9e has to-day atta9$4  
,x has /ill to develop pr9ciples t are  

comp>able to ! doctr9e ( lymph !rapy or 
to t late/ triumph ( inve/igation 9 !   
field ( m$ic9e1--! !ory ( opson9s1--:i* 
almo/ makes "o believe t 9 a few ye>s   
viol5t accid5t & old age w be ! only    
s\rces ( dea? 9 ! human race4           
,education1 we admit1 has a long road to
 travel be=e x rea*es s advanc$ a po9t (
 developm5t4 ,b !re is no imm$iate cause
 = pessimism or despair4 ,we ne$        
especially1 n[ t ! purpose ( education  
is adequately def9$1 an adequate doctr9e
 ( educational values & a ri* & vital   
infusion ( ! _s ( exp]im5tal sci5ce4 ,= 
effici5cy 9 ! "w ( in/ruction & tra9+1  
we ne$ to "k ! influ5ce ( diff]5t types 
( exp]i5ce 9 controll+ human            
conduct1--we ne$ to "k j :at degree (   
effici5cy is ex]t$ by our ari?metic &   
lit]ature1 our geography & hi/ory1 our  
draw+ & manual tra9+1 our ,lat9 &       
,greek1 our e?ics & psy*ology4 ,x is !  
lack ( def9ite ideas & crit]ia 9 ^!     
fields t con/itutes ! greate/ s+le s\rce
 ( wa/e 9 our educational sy/em to-day4 

,& yet ev5 "h ! outlook is extremely    
hopeful4 ,! new movem5t t[>d indu/rial  
education is plac+ great] & great]      
emphasis ^u ^? subjects ( in/ruction &  
^? types ( me?ods ^: effici5cy c be te/$
 & det]m9$ 9 an accurate fa%ion4 ,!     
intimate relation betwe5 ! classroom1 on
 ! "o h&1 & ! ma*9e %op1 ! exp]im5tal   
f>m1 ! hospital w>d & op]at+ room1 & !  
practice s*ool1 on ! o!r h&1 indicates a
 s\rce ( accurate k ) reg>d to ! way 9  
:i* our tea*+s really affect ! conduct &
 adju/m5t ( our pupils t _c fail )9 a   
%ort "t to s]ve z ! basis = "s illum9at+
 pr9ciple ( educational values4 ,?is1 ,i
 believe1 w be ! next great /ep 9 !     
developm5t ( our pr(ession4  ,!re has   
be5 no int5tion 9 :at ,i h said to      
m9imize ! disadvantages & disc\ragem5ts 
"u :i* we are to-day do+ our "w4 ,my    
only plea is = ! hopeful & optimi/ic    
outlook :i*1 ,i ma9ta91 is ri*ly ju/ifi$
 by ! progress t has already be5 made & 
by ! virile "* ( ! =ces t are op]at+ 9 !
 pres5t situation4  ,on ! :ole1 ,i c see

 no reason :y ,i %\ld n enc\rage "y m5  
to ent] ! s]vice ( s*oolcraft4 ,i _c say
 to !m t !y w atta9 to great weal?1 b ,i
 c safely promise !m t1 if !y give to ! 
"w ( prep>ation ! same att5tion & "t t  
!y w\ld give to _! education & tra9+ =  
m$ic9e or law or eng9e]+1 _! s]vices w  
be 9 l>ge dem& & _! rew>ds n to be sne]$
 at4 ,_! incomes w n enable !m to       
compete ) ! capta9s ( indu/ry1 b !y w   
p]mit z full an enjoym5t ( ! com=ts (   
life z x is good = any "y man to comm&4 
,b ! ambiti\s tea*] mu/ pay ! price to  
reap ^! rew>ds1--! price ( "t & en]gy & 
labor1--! price t he w\ld h to pay =    
success 9 any o!r human call+4 ,:at ,i  
_c promise him 9 education is !         
opportunity = wide popul> adulation1 b  
?is1 aft] all1 is a matt] ( ta/e4 ,"s m5
 crave x & !y %\ld g into ^? vocations t
 w give x to !m4 ,o!rs are bett]        
satisfi$ ) ! discrim9at+ recognition &  
praise ( _! own fell[-craftsm54         
,,footnotes3  ,footnote #b3 ,an address 
be=e ! ,oswego1 ,new ,york1 ,c\nty      

,c\ncil ( ,education1 ,m>* #bh1 #aijh4  
,footnote #c3 ,x %\ld be add$ t !       
movem5t t[>d univ]sal education 9       
,g]many ow$ mu* to ! "w (               
pre-,pe/alozzian re=m]s1--especially    
,francke & ,bas$[4  ,footnote #d3 ,:ile 
! ye>s f #ahdj to #ahgj m>k ! p]iod (   
intellectual revolution1 x %\ld n be    
inf]r$ t ! education ( ?is p]iod        
reflect$ ^! fundam5tal *anges ( outlook4
 ,on ! contr>y1 ^! ye>s 7 9 g5]al m>k$  
by educational /agnation4  ,footnote #e3
 ,! writ] "h accepts ! conclusions (    
,j4,a4 ,?omson 7,h]$ity ,new ,york1     
#aijh1 *4 vii74     ,,iii  ,,h[ ,,may   
,,we ,,promote ,,! ,,effici5cy ,,( ,,!  
,,tea*+ ,,=ce8#f   ,i  ,effici5cy seems 
to be a ^w to conjure ) 9 ^! days4      
,popul> spee* has tak5 x 9 its pres5t   
connotation f ! te*nical vocabul>y (    
eng9e]+1 & ! t]m has br\ght ) x a v     
refre%+ s5se ( accuracy & practicality4 
,x sugge/s bluepr9ts & ,t-squ>es &      
ma!matical =mulae4 ,a fa9t & r pleasant 
odor ( lubricat+ oil & cotton wa/e seems

 to hov] ab\t x4 ,! effici5cy ( a /eam  
eng9e or a dynamo is a def9itely        
det]m9able & measurable factor1 & :5 we 
use ! t]m effici5cy 9 popul> spee* we   
convey ?r\gh ! ^w some:at ( ?is quality 
( c]ta9ty & exactitude4  ,an effici5t   
man1 v obvi\sly1 is a man :o makes good1
 :o surm\nts ob/acles1 ov]comes         
difficulties1 & gets results4 ,r[an1 !  
man :o a*iev$ immortality on acc\nt ( a 
c]ta9 message t he c>ri$ to ,g>cia1 is !
 contempor>y /&>d ( human effici5cy4 ,he
 0 giv5 a task to d1 & he did x4 ,he did
 n /op to inquire :e!r x 0 int]e/+1 or  
:e!r x 0 easy1 or :e!r x w\ld be        
remun]ative1 or :e!r ,g>cia 0 a pleasant
 man to meet4 ,he simply took ! message 
& br\ght back ! answ]4 ,"h we h         
effici5cy 9 human endeavor r$uc$ to its 
l[e/ t]ms3 to take a message & to br+   
back an answ]2 to d ! "w t is laid out =
 "o to d )\t %irk+ or soldi]+ or :9+2 & 
to make good1 to get results4  ,n[ if we
 are to improve ! effici5cy ( ! tea*]1 !
 fir/ ?+ to d is to see t ! conditions (

 effici5cy are fulfill$ z f> z possible 
at ! outset4 ,9 o!r words1 effici5cy is 
impossible unless "o is set a c]ta9 task
 to accompli%4 ,r[an 0 told to c>ry a   
message to ,g>cia4 ,he 0 to c>ry x to   
,g>cia1 n to ,que5 ,victoria or ,li     
,hung ,*ang or ,j4 ,pi]pont ,morgan1 or 
any "o else :om he may h felt incl9$ to 
*oose z its recipi5t4 ,& t is j :]e     
,r[an _h a decid$ advantage ov] _m      
tea*]s :o h e ambition to be j z        
effici5t z he 04 ,to expect a "y tea*] n
 only to get results1 b also to det]m9e 
! results t %\ld be obta9$1 multiplies 8
 *ances ( failure1 n by two1 z "o might 
assume at fir/ ?\ght1 b almo/ by        
inf9ity4  ,let me give an example ( :at 
,i mean4 ,a "y man graduat$ f college   
dur+ ! h>d times ( ! middle n9eties4 ,x 
0 imp]ative t he secure "s sort ( a     
remun]ative employm5t1 b places 7 v     
sc>ce & he _h to seek a long "t be=e he 
f\nd any?+ to :i* he c\ld turn 8 h&4 ,! 
position t he f9ally secur$ 0 t ( tea*] 
9 an ungrad$ s*ool 9 a remote settlem5t4

 ,s*ool-tea*+ 0 f> f 8 ?\ghts & /ill    
f>!r f 8 ambitions1 b =ty doll>s a mon? 
look$ too good to be true1 especially z 
he _h come to ! po9t :]e 8 all[ance (   
food consi/$ ( "o plate ( s\p ea* day1 )
 ! small supply ( crack]s t w5t ) x4 ,he
 accept$ ! position mo/ gratefully4  ,he
 taught ?is s*ool = two ye>s4 ,he _h no 
sup]vision4 ,he read v>i\s books on !   
sci5ce & art ( tea*+ & ^u a c]ta9       
subject t w5t by ! "n ( psy*ology1 b he 
c\ld see no connection betwe5 :at ^!    
books told him & ! tasks t he _h to     
face4 ,f9ally he b\ght a book t 0       
adv]tis$ z indisp5sable to "y tea*]s4 ,!
 fir/ words ( ! op5+ p>agraph 7 ^!3     
,tea*]1 if y "k x all1 don't read ?is   
book4 ,! "y man ?rew ! volume 9 ! fire4 
,he _h no desire to pr(it by ! tea*+ (  
an au?or :o began 8 in/ruction ) an     
insult4 ,f t "t until he left ! s*ool1  
he nev] op5$ a book on educational !ory4
  ,8 fir/ ye> pass$ (f ) :at appe>$ to  
be ! mo/ enc\rag+ success4 ,he talk$ to 
8 pupils on sci5ce & lit]ature & hi/ory4

 ,!y 7 v good *ildr51 & !y li/5$        
att5tively4 ,:5 he tir$ ( talk+1 he set 
! pupils to writ+ 9 _! copy books1 :ile 
he ?\ght ( m ?+s to talk ab\t4 ,he cov]$
 a great deal ( gr\nd t fir/ ye>4       
,sc>cely a field ( human k 0 left       
unt\*$4 ,8 pupils 7 duly in=m$ ab\t !   
plants & rocks & trees1 ab\t ! planets &
 con/ellations1 ab\t atoms & molecules &
 ! laws ( motion1 ab\t dige/ion &       
respiration & ! wond]s ( ! n]v\s sy/em1 
ab\t ,%akespe>e & ,dick5s & ,george     
,eliot4 ,& 8 pupils 7 v mu* int]e/$ 9 x 
all4 ,_! faces _h t gl[ ( int]e/1 t look
 ( wond]m5t & absorption1 t y get       
sometimes :5 y tell a little f\r-ye>-old
 ! /ory ( ! ?ree be>s4 ,he nev] _h any  
tr\bles ( discipl9e1 because he nev]    
ask$ 8 pupils to d any?+ t !y did n wi% 
to d4 ,!re 7 six pupils 9 8 *>t class4  
,!y 7 anxi\s to le>n to read1 & ?ree (  
!m did le>n4 ,_! mo!rs taught !m at     
home4 ,! o!r ?ree 7 /ill le>n+ at ! end 
( ! second ye>4 ,he conclud$ t !y _h be5
 born %ort1 b he lik$ !m & !y lik$ him4 

,he did n tea* 8 pupils spell+ or writ+4
 ,if !y le>n$ ^! ?+s !y le>n$ !m )\t 8  
aid1 & x is safe to say t !y did n le>n 
!m 9 any significant measure4 ,he did n 
l ari?metic1 & s he j t\*$ on x n[ & !n 
= ! sake ( appe>ances4  ,?is tea*] 0    
elect$ = ! foll[+ ye> at a h&some       
increase ( sal>y4 ,he took ?is to mean a
 he>ty indorsem5t ( 8 me?ods2           
consequ5tly he foll[$ ! same g5]al plan 
! next ye>4 ,he _h told 8 pupils ab\t   
ev]y?+ t he knew1 s he />t$ ov] aga91   
mu* to _! delight4 ,he left at ! close (
 ! ye>1 amid/ g5]al lam5tation4         
,s*ool-tea*+ 0 a delightful occupation1 
b he _h ma/]$ ! art1 & n[ he wi%$ to    
attack some?+ t 0 really difficult4 ,he 
w\ld /udy law4 ,x is no "p ( ! /ory t he
 did n4 ,nei!r is x "p ( ! /ory t 8     
successor _h a v h>d "t gett+ t s*ool   
/raight5$ out2 9 fact1 ,i believe x     
requir$ ?ree or f\r successive          
successors to make ev5 an impression4   
,n[ t man's "w 0 a failure1 & ! sadde/  
k9d ( a failure1 = he did n realize t he

 _h fail$ until ye>s aft]w>d4 ,he fail$1
 n because he lack$ ambition &          
en?usiasm2 he _h a l>ge measure ( bo? ^!
 indisp5sable qualities4 ,he fail$1 n   
because he lack$ education & a c]ta9    
measure ( :at ! _w calls culture2 f !   
/&po9t ( education1 he 0 bett] qualifi$ 
?an mo/ tea*]s 9 s*ools ( t type4 ,he   
fail$1 n because he lack$ social _s & ! 
ability to cooep]ate ) ! *ur* & ! home2 
he m+l$ ) ! o!r memb]s ( ! community1   
liv$ _! life & ?\ght _! ?\ghts & enjoy$ 
_! social div]sions4 ,! community lik$  
him & respect$ him4 ,8 pupils lik$ him &
 respect$ him2 & yet :at he fe>s mo/ (  
all to-day is t he may come sudd5ly face
 to face ) "o ( ^? pupils & be =c$ to   
li/5 to a fir/-h& acc\nt ( 8 s9s (      
omission4  ,?is man fail$ simply because
 he did n d :at ! elem5t>y tea*] mu/ d  
if he is to be effici5t z an elem5t>y   
tea*]4 ,he did n tra9 8 pupils 9 !      
habits t are ess5tial to "o :o is to    
live ! social life4 ,he gave !m a       
miscellane\s lot ( int]e/+ in=mation :i*

 held _! att5tion :ile x la/$1 b :i* 0  
nev] ma/]$ 9 any real s5se ( ! t]m1 &   
:i* c\ld h b ! mo/ sup]ficial influ5ce  
^u _! future conduct4 ,b1 wor/ ( all1 he
 p]mitt$ bad & inadequate habits to be  
develop$ at ! mo/ critical & pla/ic     
p]iod ( life4 ,8 pupils _h foll[$ ! l9es
 ( lea/ ef=t1 j z he _h foll[$ ! l9es ( 
lea/ ef=t4 ,! result 0 a well-e/abli%$  
prejudice aga9/ ev]y?+ t 0 n            
sup]ficially attractive & intr9sically  
int]e/+4  ,n[ ?is man's tea*+ fell %ort 
simply because he did n "k :at results  
he ought to obta94 ,he _h be5 giv5 a    
message to deliv]1 b he did n "k to :om 
he %\ld deliv] x4 ,consequ5tly he br\ght
 ! answ]1 n f ,g>cia1 b f a ho/ ( o!r   
p]sonages ) :om he 0 bett] acqua9t$1 ^: 
language he c\ld speak & und]/&1 & f :om
 he 0 c]ta9 ( a w>m welcome4 ,9 o!r     
words1 hav+ no def9ite results = :i* he 
w\ld be held responsible1 he did ! k9d (
 tea*+ t he lik$ to d4 ,t might1 "u     
c]ta9 conditions1 h be5 ! be/ k9d (     
tea*+ = 8 pupils4 ,b ^! conditions did n

 happ5 to op]ate at t "t4 ,! answ] t he 
br\ght did n happ5 to be ! answ] t 0    
ne$$4 ,t x pleas$ 8 employ]s does n 9 ! 
lea/ mitigate ! failure4 ,t a tea*]     
pleases ! community 9 :i* he works is n 
always evid5ce ( 8 success4 ,x is       
dang]\s to make a /atem5t l ?is1 = "s   
are sure to jump to ! opposite          
conclusion & assume t "o :o is unpopul> 
9 ! community is ! mo/ successful4      
,ne$less to say1 ! reason+ is fallaci\s4
 ,! matt] ( popul>ity is a second>y     
crit]ion1 n a prim>y crit]ion ( !       
effici5cy ( tea*+4 ,"o may be successful
 & popul> or successful & unpopul>2     
unsuccessful & popul> or unsuccessful & 
unpopul>4 ,! "q ( popul>ity is beside ! 
"q ( effici5cy1 al?\gh x may ent] into  
specific cases z a factor4   ,,ii  ,& s 
! fir/ /ep to take 9 gett+ m effici5t "w
 f "y tea*]s1 & especially f inexp]i5c$ 
& untra9$ tea*]s fre% f ! high s*ool or 
! college1 is to make sure t !y "k :at  
is expect$ ( !m4 ,n[ ?is looks to be a v
 simple precaution t no "o w\ld be      

unwise en\gh to omit4 ,z a matt] ( fact1
 a great _m sup]9t5d5ts & pr9cipals are 
n explicit & def9ite ab\t ! results t !y
 desire4 ,v frequ5tly all t is ask$ ( a 
tea*] is t he or %e keep ?+s runn+      
smoo?ly1 keep pupils & p>5ts            
good-natur$4 ,let me ass]t aga9 t ?is   
ought to be done1 b t x is no measure ( 
a tea*]'s effici5cy1 simply because x c 
be done & (t5 is done by means t defeat 
! purpose ( ! s*ool4 ,z a "y pr9cipal 9 
a city sy/em1 ,i le>n$ "s vital lessons 
9 sup]vision f a v skillful tea*]4 ,%e  
w\ld come to me week aft] week ) ?is    
/atem5t3 ,tell me :at y want done1 & ,i 
w d x4 ,x took me "s "t to realize t t 0
 j :at ,i 0 be+ paid to d1--tell+ tea*]s
 :at %\ld be accompli%$ & !n see+ t !y  
accompli%$ ! task t 0 set4 ,:5 ,i f9ally
 awoke to my duties1 ,i f\nd myself     
utt]ly at a loss to make prescriptions4 
,i !n le>n$ t !re 0 a c]ta9 docum5t kn[n
 z ! c\rse ( /udy1 :i* mapp$ out ! g5]al
 l9e ( "w & indicat$ ! m9imal           
requirem5ts4 ,i _h se5 ?is c\rse ( /udy1

 b its function _h nev] impress$ itself 
^u me4 ,i _h ?\ght t x 0 "o ( ^?        
docum5ts t (ficials publi% z a matt] (  
=m b :i* no "o is ev] expect$ to read4  
,b ,i soon discov]$ t a pr9cipal _h     
some?+ to d besides pass+ f room to     
room1 look+ wisely at ! "w go+ on1 &    
patt+ little boys & girls on ! head4    
,n[ a def9ite c\rse ( /udy is v h>d to  
con/ruct1--a c\rse t w tell explicitly  
:at ! pupils ( ea* grade %\ld acquire   
ea* t]m or half-t]m 9 ! way ( habits1 k1
 ideals1 attitudes1 & prejudices4 ,b su*
 a c\rse ( /udy is ! fir/ requisite to  
effici5cy 9 tea*+4 ,! sy/em t goes by   
hit or miss1 lett+ ea* tea*] "w out 8   
own salvation 9 any way t he may see    
fit1 is j an aggregation ( su* s*ools z 
t :i* ,i h describ$4  ,x is true t      
re=m]s h v /r5u\sly criticiz$ ! policy (
 re/rict+ tea*]s to a def9ite c\rse (   
/udy4 ,!y h ma9ta9$ t x curtails        
individual initiative & cru%es          
en?usiasm4 ,x does ?is 9 a c]ta9        
measure4 ,e prescription is 9 a s5se a  

re/riction4 ,! fact t ! /eam%ip capta9  
mu/ head 8 %ip = ,liv]pool in/ead (     
:]ev] he may *oose to g is a re/riction1
 & ! capta9's individuality is d\btless 
cru%$ & 8 initiative limit$4 ,b ?is     
result seems to be inevitable & he      
g5]ally manages to survive ! bl[4 ,!    
c\rse ( /udy mu/ be to ! tea*] :at !    
sail+ ord]s are to ! capta9 ( ! %ip1 :at
 ! /at$ c\rse is to ! :eelsman & ! (fic]
 on ! bridge1 :at ! "t-table is to !    
locomotive eng9e]1 :at ,g>cia & !       
message & ! answ] 7 to ,r[an4 ,"o may   
decry organization & prescription 9 our 
educational sy/em4 ,"o may say t ^! ?+s 
t5d inevitably t[>d me*anism & =malism &
 ! /ultify+ ( initiative4 ,b ! fact     
rema9s t1 :5ev] prescription is ab&on$1 
effici5cy 9 g5]al is at an end4  ,& s ,i
 ma9ta9 t e tea*] has a "r to "k :at he 
is to be held responsible =1 :at is     
expect$ ( him1 & t ?is in=mation be j z 
def9ite & unequivocal z x c be made4 ,x 
is "u ! /ress ( def9ite responsibility t
 gr[? is mo/ rapid & c]ta94 ,! m unc]ta9

 & intangible ! end to be ga9$1 ! less  
ke5ly w "o feel ! responsibility = ga9+ 
t end4 ,unhappily we _c say to a tea*]3 
,"h is a message4 ,take x to ,g>cia4    
,br+ ! answ]4 ,b we may make our "w f> m
 def9ite & tangible ?an x is n[4 ,!     
c\rses ( /udy are becom+ m & m explicit 
ea* ye>4 ,vague & g5]al prescriptions   
are giv+ place to def9ite & specific    
prescriptions4 ,! tea*]s "k :at !y are  
expect$ to d1 & kn[+ ?is1 !y h "s       
measure = te/+ ! effici5cy ( _! own     
ef=ts4   ,,iii  ,b to make m def9ite    
requirem5ts is1 aft] all1 only ! fir/   
/ep 9 improv+ effici5cy4 ,x is n        
suffici5t t "o "k :at results are want$2
 "o mu/ also "k h[ ^! results may be    
obta9$4 ,improvem5t 9 me?od means       
improvem5t 9 effici5cy1 & a cry+ ne$ 9  
education to-day is a sci5tific         
inve/igation ( me?ods ( tea*+4 ,tea*]s  
%\ld be made acqua9t$ ) ! me?ods t are  
mo/ economical & effici5t4 ,z a matt] ( 
fact1 :atev] is done 9 t direction at ! 
pres5t "t mu/ be almo/ entirely conf9$  

to sugge/ions & h9ts4  ,our discussions 
( me?ods ( tea*+ may be divid$ into ?ree
 classes3 7#a7 ,dogmatic ass]tions t su*
 & su* a me?od is "r & t all o!rs are   
wrong--ass]tions bas$ entirely ^u a     
priori reason+4 ,= example1 ! ass]tion t
 *ildr5 mu/ nev] be p]mitt$ to le>n _!  
lessons by he>t is bas$ ^u ! g5]al      
pr9ciple t words are only symbols (     
ideas & t1 if "o has ideas1 "o c f9d    
words ( 8 own 9 :i* to =mulate !m4 7#b7 
,a second class ( discussions ( me?od   
comprises descriptions ( devices t h    
prov$ successful 9 c]ta9 in/ances & )   
c]ta9 tea*]s4 7#c7 ,( a ?ird class (    
discussions !re are v few repres5tative 
examples4 ,i ref] to me?ods t h be5     
e/abli%$ on ! basis ( exp]im5ts 9 :i*   
irrelevant factors h be5 elim9at$4 ,9   
fact1 ,i "k ( no cle>ly def9$ report or 
discussion ( ?is sort4 ,an approa* to a 
sci5tific solution ( a def9ite problem (
 me?od is to be f\nd 9 ,br[ne's         
monograph1 ,! ,psy*ology ( ,simple      
,ari?metical ,processes4 ,ano!r example 

is repres5t$ by ! exp]im5ts ( ,miss     
,/eff5s1 ,m>x ,lobsi51 & o!rs1 reg>d+ ! 
be/ me?ods ( memoriz+1 & prov+ beyond   
mu* d\bt t ! complete repetition is m   
economical ?an ! p>tial repetition4 ,b  
^! conclusions h1 ( c\rse1 only a limit$
 field ( application to practical tea*+4
 ,we /& 9 great ne$ ( a def9ite         
exp]im5tal inve/igation ( ! detail$     
problems ( tea*+ ^u :i* !re is wide     
div]g5ce ( op9ion4 ,a v good illu/ration
 is ! controv]sy betwe5 ! h[ & ! :y 9   
prim>y ari?metic4 ,9 ?is case1 !re is a 
va/ am\nt ( op9ion1 b !re are no cle>ly 
def9$ conclusions drawn f accurate te/s4
 ,x w\ld seem possible to d "w ( ?is    
sort conc]n+ ! details ( me?od 9 ! tea*+
 ( ari?metic1 spell+1 gramm>1 p5man%ip1 
& geography4   ,,iv  ,lack+ ?is accurate
 type ( data reg>d+ me?ods1 ! next      
rec\rse is to ! actual tea*+ ( ^? tea*]s
 :o are recogniz$ z effici5t4 ,:]ev] su*
 a tea*] may be f\nd1 8 or h] "w is well
 wor? ! mo/ c>eful sort ( /udy4         
,success1 ( c\rse1 may be due to o!r    

factors ?an ! me?ods employ$1--to       
p]sonality1 = example4 ,b1 9 e case (   
recogniz$ effici5cy 9 tea*+ t ,i h      
obs]v$1 ,i h f\nd t ! me?ods employ$ h1 
9 ! ma91 be5 productive ( good results  
:5 us$ by o!rs4 ,! exp]i5c$ tea*] comes1
 ?r\gh a process ( trial & error1 to    
select1 p]haps unconsci\sly1 ! me?ods t 
"w be/4 ,sometimes ^! are n always to be
 id5tifi$ ) ! me?ods t !oretical p$agogy
 _h work$ out f a priori bases4 ,=      
example1 ! type ( lesson :i* ,i call !  
d$uctive developm5t lesson#g is "o t is 
n includ$ 9 ! old] discussions ( me?od2 
yet x accurately describes "o ( ! me?ods
 employ$ by a v successful tea*] ^: "w  
,i obs]v$4  ,"o way1 !n1 to improve !   
effici5cy ( "y tea*]s1 9 s f> z         
improvem5t 9 me?ods leads to improv$    
effici5cy1 is to enc\rage ! obs]vation (
 exp]t tea*+4 ,! plan ( giv+ tea*]s     
visit+ days (t5 br+s excell5t results1  
especially if ! tea*] looks ^u !        
privilege 9 ! prop] light4 ,!           
hyp]-critical _s is fatal to gr[? "u any

 condition4 ,:5ev] a tea*] has come to !
 conclusion t he or %e has no?+ to le>n 
f /udy+ ! "w ( o!rs1 anabolism has ceas$
 & katabolism has set 94 ,!             
self-suffici5cy ( our craft is "o ( its 
weake/ *>act]i/ics4 ,x is ! factor t m  
?an any o!r disc\nts x 9 ! m9ds ( laym54
 ,=tunately x is less frequ5tly a       
pr(essional *>act]i/ic ?an 9 =m] ye>s1 b
 x /ill p]si/s 9 "s qu>t]s4 ,i rec5tly  
met a p$agogue :o impress$ me z ! mo/   
kn[+ individual t x _h ev] be5 my       
privilege to become acqua9t$ )4 ,an     
en?usia/ic fri5d ( 81 9 dilat+ ^u ?is   
man's virtues1 us$ ^! words3 ,:5 y      
propose a subject ( conv]sation 9 :atev]
 field y may *oose1 y w f9d t he has    
ma/]$ x to b$ rock4 ,he w g ov] x once &
 y ?9k t he is wise4 ,he />ts at !      
beg9n+ & goes ov] x aga91 & y realize t 
he is deep4 ,once m he trav]ses ! same  
gr\nd1 b he is s f> d[n n[ t y _c foll[ 
him1 & !n y are aw>e t he is pr(\nd4 ,t 
sort ( pr(undity is /ill n r>e 9 ! field
 ( g5]al education4 ,! p]son :o has all 

possible k pigeonhol$ & classifi$ is    
/ill 9 our mid/4 ,! p$ant /ill does !   
cause ( education incalculable injury4  
,( ! use to :i* read+ circles may be put
 9 improv+ ! effici5cy ( tea*+1 x is    
necess>y to say b little4 ,su*          
organizations1 "u wise lead]%ip1 may    
d\btless be made to s]ve a good purpose 
9 promot+ pr(essional en?usiasm4 ,!     
difficulty ) us+ !m to promote imm$iate 
& direct effici5cy lies 9 ! paucity ( ! 
lit]ature t is at our disposal4 ,mo/ (  
our pres5t-day works ^u education are v 
g5]al 9 _! nature4 ,!y are n )\t _!     
value1 b ?is value is g5]al & indirect r
 ?an imm$iate & specific4 ,a book l     
,miss ,w9t]burn's ,me?ods ( ,tea*+1 or  
,*ubb's ,tea*+ ( ,engli%#h is especially
 valuable = "y tea*]s :o are look+ =    
fir/-h& helps4 ,b books l ?is are all   
too r>e 9 our lit]ature4  ,on ! :ole1 ,i
 ?9k t ! improvem5t ( tea*]s 9 ! matt] (
 me?ods is ! mo/ unsatisfactory "p ( our
 problem4#i ,all t "o c say is t ! "w ( 
! be/ tea*]s %\ld be obs]v$ c>efully &  

fai?fully1 t ! me?ods ^u :i* !re is     
little or no dispute %\ld be giv5 &     
accept$ z /&>d1 b t "o %\ld be v c>eful 
ab\t giv+ "y tea*]s an idea t !re is any
 s+le =m "u :i* all tea*+ c be subsum$4 
,i "k ( no t]m t is m ?or\ghly a misnom]
 9 our te*nical vocabul>y ?an ! t]m     
g5]al me?od4 ,i tea* a subject t (t5    
goes by t "n1 b ,i always take c>e to   
expla9 t ! "n does n mean1 9 my class1  
:at ! words seem to signify4 ,!re are   
c]ta9 broad & g5]al pr9ciples :i*       
describe v crudely & r\ghly &           
inadequately c]ta9 phases ( c]ta9       
processes t m9d und]goes 9 organiz+     
exp]i5ce--p]ception1 app]ception1       
conception1 induction1 d$uction1        
inf]5ce1 g5]alization1 & ! l4 ,b ^! t]ms
 h only a vague & g5]al connotation2 or1
 if _! connotation is specific &        
def9ite1 x has be5 made s by an         
artificial process ( def9ition 9 :i*    
c\nsel is d>k5$ by words )\t mean+4 ,!  
only full-fl$g$ law t ,i "k ( 9 !       
educative process is ! law ( habit      

build+--7#a7 focalization1 7#b7 att5tive
 repetition at int]vals ( increas+ l5g?1
 7#c7 p]mitt+ no exception--& ,i am (t5 
told t ?is law is fallaci\s4 ,x has     
diff]$ f "s o!r s-call$ laws1 h[ev]1 9  
?is respect3 x always works4 ,:5ev] a   
complex habit is adduc$ t has n be5 =m$ 
?r\gh ! op]ation ( ?is law1 ,i am will+ 
to give x up4   ,v  ,a ?ird g5]al me?od 
( improv+ ! effici5cy ( tea*+ is to     
build up ! notion ( responsibility =    
results4 ,! tea*] mu/ n only take !     
message & deliv] x to ,g>cia1 or to "s  
o!r individual z def9ite & tangible1 b  
he mu/ also br+ ! answ]4 ,s f> z ,i "k  
!re is no o!r way to insure a maximum ( 
effici5cy ?an to dem& c]ta9 results & to
 hold ! individual responsible = ga9+ ^!
 results4 ,! pres5t /&>ds ( ! tea*+     
craft are less rigor\s ?an !y %\ld be 9 
?is respect4 ,we ne$ a craft _s t w     
judge e man imp>tially by 8 "w1 n by    
second>y crit]ia4 ,y rememb] ,f9layson 9
 ,kipl+'s ,bridge ,build]s1 & ! agony ) 
:i* he wat*$ ! wat]s ( ! ,ganges te>+   

away at ! caissons ( 8 new bridge4 ,a   
vital "q ( ,f9layson's life 0 to be     
answ]$ by ! success or failure ( ^?     
caissons to resi/ ! flood4 ,if !y %\ld  
yield1 x meant n only ! wreck ( !       
bridge1 b ! wreck ( 8 c>e]2 =1 z ,kipl+ 
says1 ,gov]nm5t might li/51 p]haps1 b 8 
own k9d w\ld judge him by 8 bridge z t  
/ood or fell4  ,presid5t ,hall has said 
t "o ( ! la/ s5tim5ts to be develop$ 9  
human nature is ! s5se ( responsibility1
 :i* is "o ( ! highe/ & mo/ complex     
psy*ic qualities4 ,h[ to develop ?is    
s5tim5t ( responsibility is "o ( ! mo/  
press+ problems ( education4 ,& !       
problem is especially press+ 9 ^?       
dep>tm5ts ( education t tra9 = social   
s]vice4 ,to eng5d] 9 ! "y tea*] an      
effective prejudice aga9/ scamp$ "w1    
aga9/ ! mak+ ( excuses1 aga9/ ! s$uctive
 allurem5ts ( ease & com=t & ! l9es (   
lea/ resi/ance is "o ( ! mo/ important  
duties t is laid ^u ! normal s*ool1 !   
tra9+ s*ool1 & ! tea*]s' college4 ,to d 
well ! "w t has be5 set = him to d %\ld 

be ! highe/ ambition ( e work]1 !       
ambition to :i* all o!r ambitions &     
desires are second>y & subord9ate4      
,pride 9 ! ma/]y ( ! te*nique ( "o's    
call+ is ! mo/ :olesome & helpful sort (
 pride t a man c indulge 94 ,! joy ( do+
 ea* day's "w 9 ! be/ possible mann] is 
! ke5e/ joy ( life4 ,b ?is pride & ?is  
joy d n come at ! outset4 ,l all o!r    
good ?+s ( life1 !y come only z ! result
 ( ef=t & /ruggle & /r5u\s              
self-discipl9e & dogg$ p]sev]ance4 ,!   
emotional color+ :i* gives ^! ?+s _!    
subjective wor? is a matt] v l>gely (   
contra/4 ,success mu/ /& out aga9/ a    
backgr\nd ( /ruggle1 or ! *ief virtue ( 
success--! consci\sness ( conque/--w be 
entirely miss$4 ,t sort ( success means 
/r5g?2 = /r5g? ( m9d is no?+ m ?an !    
ability to hew to ! l9e1 to foll[ a giv5
 c\rse ( ef=t to a successful           
conclusion1 no matt] h[ long & h[ t$i\s 
be ! road t "o mu/ travel1 no matt] h[  
disagreeable are ! tasks involv$1 no    
matt] h[ tempt+ are ! insidi\s sir5     

songs ( mom5t>y fancy4  ,:at tea*]s     
ne$--:at all work]s ne$--is to be       
inspir$ ) ^? ideals & prejudices t w    
enable !m to "w /eadfa/ly & unremitt+ly 
t[>d ! atta9m5t ( a /at$ end4 ,:at      
inspir$ ,r[an ) ^? ideals ( effici5cy t 
enabl$ him to c>ry 8 message & br+ back 
! answ]1 ,i d n "k1 b if he 0 a soldi]1 
,i d n hesitate to haz>d an op9ion4 ,our
 regul> army /&s z ! cle>e/ type (      
effici5t s]vice :i* is available = our  
/udy & emulation4 ,! "w ( ,colonel      
,goe?als on ! ,panama ,canal bids fair  
to be ! f9e/ fruit ( ! tra9+ t we give  
to ! (fic]s ( our army4 ,if we wi% to   
le>n ! fundam5tal virtues ( t tra9+1 x  
is n suffici5t to /udy ! curriculum ( ! 
,milit>y ,academy4 ,te*nical k & skill  
are ess5tial to su* results1 b !y are n 
! prime ess5tials4 ,if y wi% to "k :at !
 prime ess5tials are1 let me ref] y to a
 s]ies ( pap]s1 entitl$ ,! ,_s ( ,old   
,we/ ,po9t1 :i* ran ?r\gh a rec5t volume
 ( ! ,atlantic ,mon?ly & :i* has s9ce   
be5 publi%$ 9 book =m4 ,!y con/itute1 to

 my m9d1 "o ( ! mo/ important           
educational docum5ts ( ! pres5t decade4 
,! army s]vice is effici5t because x is 
inspir$ ) effective ideals (            
s]vice1--ideals 9 :i* e o!r desire &    
ambition is totally & completely        
subord9at$ to ! ideal ( duty4 ,to ^? :o 
ma9ta9 t close organization & def9ite   
prescription kill initiative & curtail  
effici5cy1 ! record ( ,we/ ,po9t & !    
army s]vice %\ld be a sil5c+ argum5t4   
,& yet education is m important ?an w>2 
m important1 ev51 ?an ! build+ ( !      
,panama ,canal4 ,we believe1 & rightly1 
t no tra9+ is too good = our milit>y &  
naval (fic]s2 t no discipl9e :i* w      
produce ! appropriate habits & ideals & 
prejudices is too /r5u\s2 t no          
individual sacrifice ( com=t or ease is 
too co/ly4 ,equal or ev5 comm5surable   
effici5cy 9 education c come only ?r\gh 
a l process4 ,f ! times ( ! anci5t      
,egyptians to ! pres5t day1 "o vital    
tru? has be5 reveal$ 9 e =w>d movem5t2 !
 homely tru? t y _c make bricks )\t     

/raw2 y _c w9 success )\t ef=t2 y _c    
atta9 effici5cy )\t und]go+ ! processes 
( discipl9e2 & discipl9e means only ?is3
 do+ ?+s t y d n want to d1 = ! sake (  
rea*+ "s end t ought to be atta9$4  ,!  
normal s*ools & ! tra9+ s*ools & !      
tea*]s' colleges mu/ be ! nurs]ies (    
craft ideals & /&>ds4 ,! in/ruction t !y
 (f] mu/ be ^u a plane t w comm&        
respect4 ,! intol]able p$antry & !      
hypocritical goody-goodyism mu/ be      
bani%$ =ev]4 ,! crass s5tim5talism by   
:i* we attempt to cov] our paucity (    
craft ideals mu/ also be elim9at$4 ,^?  
:o are mo/ /rongly imbu$ ) ideals are n 
^? :o *eap5 ! value ( ideals by con/ant 
v]bal reit]ation4 ,ideals d n (t5 come  
?r\gh explicitly imp>t$ precepts4 ,!y   
come ?r\gh m impalpable & hidd5         
*annels1--n[ ?r\gh /ately build+s )     
v9e-cov]$ t[]s f :i* ! pa/ speaks 9 !   
sil5ce ( great halls & cloi/]$ retreats2
 n[ ?r\gh ! unwritt5 & sc>cely spok5    
traditions t are express$ 9 ! v be>+ &  
attitude ( ^? to :om y\? looks =        

inspiration & guidance2 n[ ?r\gh a      
dom9ant & p[]ful p]sonality1 sometimes  
r\gh & crude1 sometimes w>m-he>t$ &     
lovable1 b always s9c]e4 ,traditions &  
ideals are ! mo/ priceless "p ( a       
s*ool's equipm5t1 & ! s*ool t c give ^! 
?+s to its /ud5ts 9 ri*e/ measure w h ! 
greate/ influ5ce on ! succe$+ g5]ations4
  ,,footnotes3  ,footnote #f3 ,a pap]   
read be=e ! ,normal & ,tra9+ ,tea*]s'   
,conf]5ce ( ! ,new ,york ,/ate ,tea*]s' 
,association1 ,decemb] #bg1 #aijg4      
,footnote #g3 ,see ,educative ,process1 
,new ,york1 #aiaj1 ,*apt] ,,xx4         
,footnote #h3 ,r[e's ,habit ,=mation    
7,new ,york1 #aiji71 ,briggs & ,c(fman's
 ,read+ 9 ,public ,s*ools 7,*icago1     
#aijh71 ,foght's ,! ,am]ican ,rural     
,s*ool1 ,adams's ,exposition &          
,illu/ration 9 ,class ,tea*+ 7,new      
,york1 #aiaj71 & ,p]ry's ,problems (    
,elem5t>y ,education 7,new ,york1 #aiaj7
 %\ld c]ta9ly be add$ to ?is li/4       
,footnote #i3 ,x seems to me "o ( ! mo/ 
press+ problems 9 p$agogy to-day is t ( 

me?od4444 ,x is ! subject 9 :i* tea*]s (
 p$agogy 9 ,colleges & ,univ]sities are 
weake/ to-day4 ,( :at practical value is
 all our /udy ( educational psy*ology or
 ! hi/ory ( education1 our *ild /udy1   
our exp]im5tal p$agogy1 if x does n     
f9ally result 9 ! devis+ ( bett] me?ods 
( tea*+1 & make ! tea*] m skillful &    
effective 9 8 "w4--,t4,m4 ,,balliet3    
,und]graduate ,in/ruction 9 ,p$agogy1   
,p$agogical ,sem9>y1 vol4 xvii1 #aiaj1  
p4 #fg4     ,,iv  ,,! ,,te/ ,,(         
,,effici5cy ,,9 ,,sup]vision#aj   ,i  ,i
 "k ( no way 9 :i* ,i c bett] introduce 
my subject ?an to describe v briefly !  
"w ( a sup]9t5d5t :o once furni%$ me )  
an example ( a def9ite & effective me?od
 ( sup]vision4 ,?is man 0 a long range  
sup]9t5d5t4 ,x 0 impossible = him to    
visit 8 s*ools v frequ5tly1 & s he did !
 next be/ ?+3 he _h ! s*ools br\ght to  
him4 ,:5 ,i fir/ saw him he 0 por+ ov] a
 pile ( pap]s t _h j come 9 f "o ( 8    
s*ools4 ,i soon discov]$ t ^! pap]s 7   
arrang$ 9 sets1 ea* set be+ made up (   

samples tak5 ea* week f ! "w ( ! pupils 
9 ! s*ools "u 8 sup]vision4 ,! pap]s (  
ea* pupil 7 arrang$ 9 *ronological ord]1
 & by look+ ?r\gh ! set1 he c\ld note ! 
gr[? t ! pupil 9 "q _h made s9ce !      
beg9n+ ( ! t]m4 ,^u ^! pap]s1 !         
sup]9t5d5t record$ 8 judgm5t ( ! am\nt (
 improvem5t %[n bo? 9 =m & 9 cont5t4  ,i
 0 p>ticul>ly impress$ by ! "* ( 8      
criticisms4 ,!re 0 no?+ vague or        
intangible ab\t !m4 ,e annotation 0 cle>
 & def9ite4 ,if p5man%ip happ5$ to be ! 
po9t at issue1 he w\ld note t ! l9es 7  
too close toge!r2 t ! lett]s did n h    
suffici5t individuality2 t ! spaces     
betwe5 ! words 7 n suffici5tly wide2 t !
 ind5tation 0 inadequate2 t ! writ+ 0   
cramp$1 %[+ t ! p5 _h n be5 held        
prop]ly2 t ! m>g9 ne$$ correction4 ,if !
 pap]s 7 defective f ! /&po9t (         
language1 ! criticisms 7 equally cle> & 
def9ite4 ,"o pupil _h misspell$ ! same  
^w 9 ?ree successive pap]s4 ,be sure t  
?is ^w appe>s 9 ! next spell+ li/1 0 !  
comm5t ( ! sup]9t5d5t4 ,ano!r pupil     

habitually us$ a bit ( false syntax3    
,place ?is ^u ! li/ ( errors to be tak5 
up & correct$4 ,/ill o!rs 7 unc]ta9 ab\t
 p>agraph+3 ,devote a language lesson to
 ! p>agraph be=e ! next writt5 ex]cise4 
,on ! cov]s ( ea* bundle ( class pap]s1 
he wrote directions & sugge/ions ( a m  
g5]al nature2 = example3 ,improvem5t is 
n suffici5tly m>k$2 try = bett] results 
next "t2 or3 ,i note t ! pupils draw r  
?an write2 look out = free movem5t4     
,(t51 too1 !re 7 words ( well-m]it$     
praise3 ,i l ! way 9 :i* y\r pupils h   
respond$ to _! drill4 ,?is is good4     
,keep x up4 ,& n infrequ5tly sugge/ions 
7 made z to cont5t3 ,tell ?is /ory 9    
great] detail next "t1 & h x reproduc$  
aga92 or3 ,! =m ( ^! pap]s is good1 b ! 
nature /udy is poor2 don't sacrifice    
?\ght to =m4  ,9 simil> fa%ion1 ! o!r   
writt5 "w 0 gone ov] & annotat$4 ,e     
pupil 9 ?is sy/em ( s*ools _h a sample (
 8 writt5 "w exam9$ at regul> & frequ5t 
int]vals by ! sup]9t5d5t4 ,e tea*] knew 
j :at h] *ief dem&$ 9 ! way ( results1 &

 did h] be/ to ga9 ! results dem&$4 ,i  
am n tak+ ! position t ! results t 7    
dem&$ repres5t$ ! highe/ ideals ( :at ! 
elem5t>y s*ool %\ld accompli%4 ,good    
p5man%ip & good spell+ & good language1 
9 ! light ( contempor>y educational     
?\ght1 seem to be some?+ l happ9ess--y  
get !m 9 l>g] measure ! less y ?9k ab\t 
gett+ !m4 ,b ?is possible objection     
aside1 ! sup]9t5d5t 9 "q _h develop$ a  
sy/em :i* kept him 9 v close t\* ) ! "w 
t 0 be+ done 9 widely sep>at$ s*ools4   
,he told me fur!r t1 on ! infrequ5t     
occasions :5 he c\ld visit 8 classrooms1
 he gave mo/ ( 8 "t & att5tion to !     
matt]s t c\ld n be sup]vis$ at long     
range4 ,he f\nd out h[ ! pupils 7       
improv+ 9 _! read+1 & especially 9 oral 
expression1 9 its syntax1 its fre$om f  
errors ( con/ruction1 its cle>ness &    
flu5cy4 ,he li/$ ! common errors1       
direct+ 8 tea*]s to take !m up 9 a      
sy/ematic mann] & eradicate !m1 & he did
 n fail to note at 8 next visit h[ mu*  
progress _h be5 made4 ,he not$ !        

condition ( ! blackbo>d "w1 & kept a li/
 ( ! improvem5ts t he sugge/$4 ,he te/$ 
= rapidity 9 ari?metical processes1 = ! 
pap]s s5t to 8 (fice gave him only an   
index ( accuracy4 ,he not$ ! habits (   
p]sonal cleanl9ess t 7 be+ develop$ or  
neglect$4 ,9 fact1 he _h a long li/ (   
specific /&>ds t he kept cont9ually 9   
m9d1 ! progress t[>d :i* he con/antly   
wat*$4 ,& la/1 b by no means lea/1 he   
c>ri$ ) him :]ev] he w5t an atmosph]e ( 
breezy good nature & *e]fulness1 = he _h
 ma/]$ ! fir/ pr9ciple 9 ! art ( bo?    
sup]vision & tea*+2 he _h le>n$ t ! be/ 
way to promote gr[? 9 ei!r pupils or    
tea*]s is nei!r to let !m d z !y please 
nor to =ce !m to d z y please1 b to get 
!m to please to d :at y please to h !m  
d4  ,i in/ance ?is sup]9t5d5t z "o type 
( effici5cy 9 sup]vision4 ,he 0         
effici5t1 n simply because he _h a sy/em
 t scrut9iz$ e lea/ detail ( 8 pupils'  
gr[?1 b because t scrut9y really insur$ 
gr[?4 ,he obta9$ ! results t he desir$1 
& he obta9$ uni=mly good results f a    

l>ge numb] ( "y1 untra9$ tea*]s4 ,we h  
all he>d ( ! sup]9t5d5t :o boa/$ t he   
c\ld tell by look+ at 8 wat* j :at any  
pupil 9 any classroom 0 do+ at j t      
mom5t4 ,surely "h sy/em 0 n lack+4 ,b ! 
boa/ did n /rike ! vital po9t4 ,x is n  
:at ! pupil is do+ t is fundam5tally    
important1 b :at he is ga9+ f 8 activity
 or inactivity2 :at he is ga9+ 9 ! way (
 habits1 9 ! way ( k1 9 ! way ( /&>ds & 
ideals & prejudices1 all ( :i* are to   
gov]n 8 future conduct4 ,! sup]9t5d5t   
:om ,i h describ$ _h ! qualities (      
balance & p]spective t enabl$ him to see
 bo? ! woods & ! trees4 ,& let me add t 
he taught regul>ly 9 8 own c5tral high  
s*ool1 & t practically all ( 8          
sup]vision 0 accompli%$ aft] s*ool h\rs 
& on ,saturdays4  ,b my *ief reason =   
*oos+ 8 "w z a type is t x repres5ts a  
successful ef=t to sup]vise t "p ( s*ool
 "w :i* is mo/ difficult & irksome to   
sup]vise2 namely1 ! =mation ( habits4   
,:atev] "o's ideals ( education may be1 
x /ill rema9s true t habit build+ is !  

mo/ important duty ( ! elem5t>y s*ool1 &
 t ! effici5cy ( habit build+ c be te/$ 
9 no o!r way ?an by ! means t he        
employ$2 namely1 ! c>eful comp>ison (   
results at successive /ages ( ! process4
   ,,ii  ,! ess5ce ( a true habit is its
 purely automatic "*4 ,reaction mu/     
foll[ ^u ! /imulus in/antane\sly1 )\t   
?\ght1 reflection1 or judgm5t4 ,"o has n
 taught spell+ effici5tly until spell+  
is automatic1 until ! correct =m fl[s f 
! p5 )\t ! int]v5tion ( m9d4 ,! real te/
 ( ! pupil's tra9+ 9 spell+ is 8 ability
 to spell ! ^w correctly :5 he is ?9k+1 
n ab\t spell+1 b ab\t ! cont5t ( !      
s5t5ce t he is writ+4 ,consequ5tly ! te/
 ( effici5cy 9 spell+ is n an exam9ation
 9 spell+1 al?\gh ?is may be valuable z 
a means to an end1 b r ! infrequ5cy )   
:i* misspell$ words appe> 9 !           
composition "w1 lett] writ+1 & o!r      
writt5 "w ( ! pupil4 ,simil>ly 9        
language & gramm>1 x is n suffici5t to  
in/ruct 9 rules ( syntax4 ,?is is b !   
initial process4 ,grammatical rules     

function effectively only :5 !y function
 automatically4 ,s long z "o mu/ ?9k &  
judge & reflect ^u ! =m ( "o's          
expression1 ! expression is necess>ily  
awkw>d & inadequate4  ,! same rule holds
 9 respect ( ! fundam5tal processes (   
ari?metic4 ,x holds 9 p5man%ip1 9       
articulation & enunciation1 9 ^w        
recognition1 9 moral conduct & good     
mann]s2 9 fact1 9 all ( ! basic "w = :i*
 ! elem5t>y s*ool mu/ /& sponsor4 ,& "o 
s\rce ( dang] 9 ! new] me?ods (         
education lies 9 ! t5d5cy to ov]look !  
importance ( c>ry+ habit-build+         
processes ?r\gh to a successful issue4  
,! reaction aga9/ drill1 aga9/ =mal "w (
 all sorts1 is a heal?ful reaction 9 _m 
ways4 ,x bids fair to break up !        
me*anical lock /ep ( ! elem5t>y grades1 
& to introduce "s welcome life1 & vigor1
 & :olesom5ess4 ,b x w sadly defeat its 
own purpose if x und]rates ! necessity (
 habit build+ z ! basic activity ( e>ly 
education4  ,:at is ne$$1 n[ t we h got 
away f ! lock /ep1 n[ t we are happily  

emancipat$ f ! mean+less ?ralldom (     
me*anical repetition & ! wor%ip ( drill 
= its own sake--:at is ne$$ n[ is n less
 drill1 b bett] drill4 ,& ?is %\ld be ! 
net result ( ! rec5t re=ms 9 elem5t>y   
education4 ,9 our fir/ en?usiasm1 we    
?rew away ! spell+ book1 pok$ fun at !  
multiplication tables1 decri$ basal     
read+1 & reliev$ ourselves ( mu* wit &  
s>casm at ! exp5se ( =mal gramm>4 ,b n[ 
we are sw++ back to ! adequate          
recognition ( ! true purpose ( drill4 ,&
 9 ! wake ( ?is new] conception1 we are 
le>n+ t its drudg]y may be light5$ & its
 effici5cy height5$ by ! introduction ( 
a ri*] cont5t t %all provide a great]   
v>iety 9 ! repetitions1 insure an       
adequate motive = ef=t1 & relieve ! dead
 monotony t frequ5tly r5d]$ ! old]      
me?ods s futile4 ,i look =w>d to ! "t :5
 to be an effici5t drillma/] 9 ?is new] 
s5se ( ! t]m w be to h rea*$ "o ( !     
p9nacles ( pr(essional skill4   ,,iii   
,b !re is ano!r side ( tea*+ t mu/ be   
sup]vis$4 ,al?\gh habit is responsible =

 n9e t5?s ( conduct1 ! rema9+ t5? mu/ n 
be neglect$4 ,9 situations :]e habit is 
n adequate to adju/m5t1 judgm5t &       
reflection mu/ come to ! rescue1 or %\ld
 come to ! rescue4 ,?is means t1 in/ead 
( act+ )\t ?\ght1 z 9 ! case ( habit1 "o
 analyzes ! situation & tries to solve x
 by ! application ( "s fact or pr9ciple 
t has be5 ga9$ ei!r f "o's own exp]i5ce 
or f ! exp]i5ce ( o!rs4 ,?is is ! field 
9 :i* k comes to its own2 & a v         
important task ( education is to fix 9 !
 pupils' m9ds a numb] ( facts &         
pr9ciples t w be available = application
 to ! situations ( lat] life4  ,h[1 !n1 
is ! effici5cy ( in/ruction 7z di/+ui%$ 
f tra9+ or habit build+7 to be te/$8    
,ne$less to say1 an adequate te/ is     
impossible f ! v nature ( ! situation4  
,! effici5cy ( imp>t+ k c be te/$ only  
by ! effect t ?is k has ^u lat] conduct2
 & ?is1 x w be agre$1 _c be accurately  
det]m9$ until ! pupil has left ! s*ool &
 is face to face ) ! problems ( real    
life4  ,9 practice1 h[ev]1 we adopt a m 

or less effective sub/itute = ! real    
te/--! sub/itute call$ ! exam9ation4 ,we
 all "k t ! ultimate purpose (          
in/ruction is n prim>ily to enable      
pupils successfully to pass exam9ations4
 ,& yet z long z we tea* z ?\gh ?is 7 ! 
ma9 purpose we might z well believe x to
 be4 ,n[ ! exam9ation may be made a v   
valuable te/ ( ! effici5cy ( in/ruction 
if its limitations are fully recogniz$ &
 if x does n obscure ! true purpose (   
in/ruction4 ,& if we rememb] t ! true   
purpose is to imp>t facts 9 su* a mann] 
t !y may n only /ick 9 ! pupil's m9d1 b 
t !y may also be am5able to recall &    
practical application1 & if we set our  
exam9ation que/ions ) "s ref]5ce to ?is 
requirem5t1 !n ,i believe t we %all f9d 
! exam9ation a dep5dable te/4  ,"o      
important po9t is likely to be ov]look$ 
9 ! consid]ation ( exam9ations1--! fact1
 namely1 t ! =m & cont5t ( ! que/ions h 
a v p[]ful influ5ce 9 det]m9+ ! cont5t &
 me?ods ( in/ruction4 ,is x n p]t95t1   
!n1 to inquire :e!r exam9ation que/ions 

_c be s fram$ z radically to improve    
in/ruction r ?an to enc\rage1 z is (t5 !
 case1 me?ods t are p$agogically uns\nd8
 ,grant$ t x is well = ! *ild to        
memorize v]batim c]ta9 unrelat$ facts1  
ev5 to memorize "s facts t h no imm$iate
 be>+ ^u 8 life1 grant$ t ?is is        
valuable 7& ,i ?9k t a little ( x is71  
is x necess>y t an entire ye> or        
half-ye> be giv5 ov] almo/ entirely to  
cramm+ up on old que/ions8 ,w\ld x n be 
possible s to frame exam9ation que/ions 
t ! cramm+ process w\ld be practically  
valueless8  ,:at ! pupil %\ld get f     
geography1 = in/ance1 is n only a k (   
geographical facts1 b also1 & m         
fundam5tally1 ! p[] to see ! relation ( 
^! facts to 8 own life2 9 o!r words1 !  
ability to apply 8 k to ! improvem5t (  
adju/m5t4 ,n[ ?is p[] is v closely      
associat$ ) ! ability to grasp          
fundam5tal pr9ciples1 to see ! relation 
( cause & effect work+ bel[ ! surface ( 
div]se ph5om5a4 ,geography1 to be       
practical1 mu/ impress n only ! fact1 b 

also ! pr9ciple t rationalizes or       
expla9s ! fact4 ,x mu/ emphasize ! :y z 
well z ! :at4 ,= example3 x is well = ! 
pupil to "k t ,new ,york is ! l>ge/ city
 9 ! ,unit$ ,/ates2 x is bett] t he %\ld
 "k :y ,new ,york has become ! l>ge/    
city 9 ! ,unit$ ,/ates4 ,x is well to "k
 t ,s\? ,am]ica ext5ds v mu* f>!r to !  
ea/ ?an does ,nor? ,am]ica1 b x is bett]
 to "k t ?is fact has _h an important   
be>+ 9 det]m9+ ! comm]cial relations t  
exi/ betwe5 ,s\? ,am]ica & ,europe4     
,que/ions t h ref]5ce to ^! l>g]        
relations ( cause & effect may be s     
fram$ t no am\nt ( cramm+ w alone insure
 correct answ]s4 ,!y may be s fram$ t ! 
pupil w be =c$ to d "s ?9k+ = himself1 w
 be =c$ to solve an imag9>y situation v 
mu* z he w\ld solve a real situation4   
,exam9ation que/ions ( ?is type w\ld    
react b5eficially ^u ! me?ods (         
in/ruction4 ,!y w\ld t5d to place a     
premium ^u t type ( in/ruction t        
develops initiative 9 solv+ problems1   
in/ead ( enc\rag+ ! memorit] me?ods t   

t5d to cru% :atev] g]ms ( initiative !  
pupil may possess4 ,?is does n mean t ! 
memorit] "w %\ld be exclud$4 ,a solid   
basis ( fact is ess5tial to ! ma/]y (   
pr9ciples4 ,p]sonally ,i believe t ! "w 
( ! int]m$iate grades %\ld be plann$ to 
give ! pupil ?is factual basis4 ,?is    
w\ld leave ! upp] grades free = ! m     
rational "w4 ,9 any case1 ,i believe t !
 effici5cy ( exam9ations may be greatly 
increas$ by giv+ "o or two que/ions t   
mu/ be answ]$ by a reason+ process = e  
"q t may be answ]$ by v]bal memory      
alone4   ,,iv  ,?us f> x seems cle> t an
 absolute /&>d is available = te/+ !    
effici5cy ( tra9+ or habit build+1 & t a
 fairly accurate /&>d may be develop$ = 
te/+ ! effici5cy ( in/ruction4 ,bo?     
tra9+ & in/ruction1 h[ev]1 are subject  
to ! modify+ influ5ce ( a ?ird factor ( 
:i* too little acc\nt has hi!rto be5    
tak5 9 educational discussions4 ,tra9+  
results 9 habits1 & yet a c]ta9 sort (  
tra9+ may n only result 9 a c]ta9 type (
 habit1 b x may also result 9 !         

developm5t ( some?+ :i* w q negate !    
habit t has be5 develop$4 ,9 ! process (
 develop+ habits ( neatness1 = example1 
"o may employ me?ods t result 9         
prejudic+ ! *ild aga9/ neatness z a     
g5]al virtue4 ,9 ?is ev5t1 al?\gh !     
little specific habits ( neatness may   
function 9 ! situations 9 :i* !y h be5  
develop$1 ! prejudice w effectually     
prev5t _! ext5sion to o!r fields4 ,9 o!r
 words1 ! g5]al emotional effect ( tra9+
 mu/ be consid]$ z well z ! specific    
results ( ! tra9+4 ,! same /ricture     
applies ) equal =ce to in/ruction4      
,in/ruction imp>ts k2 b if a man kn[s & 
fails to feel1 8 k has little influ5ce  
^u 8 conduct4  ,?is factor t controls   
conduct :5 habit fails1 ?is factor t may
 ev5 negate an o!rwise effici5t habit1  
is ! great indet]m9ate 9 ! "w ( tea*+4  
,to "k t "o has tra9$ an effective habit
 or imp>t$ a practical pr9ciple is "o   
?+2 to "k t 9 do+ ?is1 "o has n eng5d]$ 
9 ! pupil's m9d a prejudice aga9/ ! v ?+
 taught is q ano!r matt]4  ,t phase (   

tea*+ :i* is conc]n$ ) ! developm5t ( ^!
 intangible =ces may be t]m$            
inspiration2 & x is ! lack ( an adequate
 te/ = ! effici5cy ( inspiration t makes
 ! task ( sup]vision s difficult & !    
results s (t5 unsatisfactory4           
,nev]!less1 ev5 "h ! outlook is n       
entirely hopeless4 ,"o may be tol]ably  
c]ta9 ( at lea/ two ?+s4 ,9 ! fir/      
place1 ! great emotionaliz$ prejudices t
 mu/ come pr$om9antly f s*ool influ5ces 
are ! love ( tru?1 ! love ( "w1 respect 
= law & ord]1 & a _s ( cooep]ation4 ,^! 
factors und\bt$ly h _! basis 9 specific 
habits ( hone/y1 indu/ry1 ob$i5ce1 &    
reg>d = ! rights & feel+s ( o!rs2 & ^!  
habits may be develop$ & te/$ j z       
?or\ghly & j z accurately z habits (    
good spell+ & correct syntax4 ,)\t !    
solid basis ( habit1 ideals & prejudices
 w be ( b little s]vice4 ,! "o caution  
mu/ be tak5 t ! me?ods ( tra9+ d n      
defeat _! own purpose by eng5d]+        
prejudices & ideals t negate ! habits4  
,x is "h t ! p]sonality ( ! tea*]       

becomes ! all-important factor1 & ! task
 ( ! sup]visor is to det]m9e :e!r !     
influ5ce ( ! p]sonality is good or evil4
 ,mo/ sup]visors come to judge ( ?is    
influ5ce by an undef9$ factor t is be/  
t]m$ ! _s ( ! classroom4  ,! second     
hopeful feature ( ! task ( sup]vision 9 
respect ( inspiration is t ?is _s is an 
extremely contagi\s & p]vasive ?+4 ,9   
o!r words1 ! pr9cipal or ! sup]9t5d5t   
may dom9ate e classroom "u 8 sup]vision1
 almo/ )\t reg>d to ! limitations ( !   
individual tea*]s4 ,typical s*ools 9 e  
city sy/em be> compell+ te/imony to ?is 
fact4 ,! pr9cipal is ! s*ool4  ,& if ,i 
7 to sum up ! ess5tial *>act]i/ics ( !  
ideal sup]visor1 ,i c\ld n neglect ?is  
po9t4 ,aft] all1 ! two great dang]s t   
beset him are1 fir/1 ! dang] ( slo?--!  
old ,adam ( laz9ess--:i* w tempt him to 
avoid ! details1 to %irk ! drudg]y1 to  
escape ! close & we>isome scrut9y (     
little ?+s2 &1 secondly1 ! s9 (         
triviality--! in]tia :i* holds him to   
details & nev] p]mits him to take !     

broad] view & see ! true ends t[>d :i*  
details are b ! means4 ,! prop]         
comb9ation ( ^! two factors is all too  
r>e1 b x is 9 ?is comb9ation t ! ideal  
sup]visor is to be f\nd4  ,,footnotes3  
,footnote #aj3 ,a pap] read be=e !      
fifty-second annual meet+ ( ! ,new ,york
 ,/ate ,association ( ,s*ool            
,commission]s & ,sup]9t5d5ts1 ,novemb]  
#h1 #aijg4     ,v  ,,! ,,sup]visor ,,&  
,,! ,,tea*]   ,i  ,x is difficult n to  
be depress$ by ! irrational radicalism (
 contempor>y educational !ory4 ,x w\ld  
seem t ! work]s 9 ! high] ranges (      
educational activity %\ld1 ( all m51    
pres]ve a balanc$ judgm5t & a sane      
outlook1 & yet !re is probably no o!r   
human call+ t pres5ts ! /range ph5om5on 
( m5 :o are call$ exp]ts ?r[+ ov]bo>d   
ev]y?+ t ! pa/ has sanction$1 & emb>k+  
)\t *>t or compass ^u any new v5ture t  
happ5s to cat* popul> fancy4 ,!         
non-pr(essional "* ( education is n[h]e 
m pa9fully app>5t ?an 9 ! expression (  
?is t5d5cy4 ,! lit]ature ( tea*+ t is   

writt5 directly out ( exp]i5ce--out (   
actual adju/m5t to ! tea*+ situation--is
 almo/ laugh$ out ( c\rt 9 "s           
educational circles4 ,b if "o wi%es to  
w9 ! applause ( ! multitude "o may d x  
easily en\gh by proclaim+ "s new &      
untri$ plan4 ,at our educational ga!r+s 
y notice above ev]y?+ else a /ra9+ =    
spectacul> & biz>re effects4 ,x is !    
novel t cat*es att5tion2 & x sometimes  
seems to me t ^? :o "k ! lea/ ab\t !    
educational situation 9 ! way ( direct  
contact (t5 receive ! l>ge/ %>e (       
att5tion & h ! l>ge/ influ5ce4  ,x is 9 
! attitude ( ! public & ( a c]ta9       
proportion ( s*ool m5 t[>d elem5t>y     
tea*+ & ! elem5t>y tea*] t ?is          
de/ructive criticism f9ds its mo/       
pron\nc$ expression4 ,?r\gh\t ! l5g? &  
bread? ( ! l&1 ! effici5cy ( ! public   
s*ool & ! s9c]ity & intellig5ce ( ^? :o 
are giv+ _! lives to its "w are be+     
call$ into "q4 ,x is disc\rag+ to ?9k t 
ye>s ( s]vice 9 a call+ d n qualify "o  
to speak au?oritatively ^u ! problems ( 

t call+1 & especially ^u te*nique4 ,&   
yet x is precisely ^u t po9t ( te*nique 
t ! criticisms ( elem5t>y education are 
mo/ dra/ic4  ,our educational sy/em is  
sometimes br&$ z a failure1 & yet ?is   
same educational sy/em ) all its        
weaknesses has accompli%$ ! task (      
assimilat+ to ,am]ican in/itutions &    
ideals & /&>ds ! mo/ het]og5e\s infusion
 ( ali5 /ocks t ev] w5t to ! mak+ ( a   
unit$ p4 ,! elem5t>y tea*] is criticiz$ 
= all ! s9s ( omission t ! cal5d>       
enum]ates1 & yet ?is same elem5t>y tea*]
 is daily lift+ millions ( *ildr5 to a  
plane ( civilization & culture t no o!r 
p 9 hi/ory h ev5 ?\ght possible4 ,i am  
will+ to admit ! defici5cies ( ,am]ican 
education1 b ,i also ma9ta9 t ! tea*]s (
 our l[] s*ools d n des]ve ! opprobrium 
t has be5 heap$ ^u !m4 ,i believe t 9   
education1 z 9 bus9ess1 x w\ld be a good
 ?+ if we saw m ( ! d\ghnut & less ( !  
hole4 ,:5 ,i he> a prom95t educator say 
t we mu/ disc>d ev]y?+ t we h produc$   
?us f> & beg9 anew 9 ! realm (          

educational mat]ials & me?ods1 ,i       
confess t ,i am disc\rag$1 especially :5
 t same au?ority is extremely obscure z 
to ! mat]ials & me?ods t we %\ld        
sub/itute = ^? t we are n[ employ+4 ,i  
he>d t /atem5t at a rec5t meet+ ( !     
,dep>tm5t ( ,sup]9t5d5ce1 & ,i he>d o!r 
?+s ( l t5or1--= example1 t normal      
s*ools 7 p]petuat+ types ( skill 9 tea*+
 t 7 unwor?y ( p]petuation1 t !         
obs]vation ( tea*+ 0 valueless 9 ! tra9+
 ( tea*]s because !re 0 no?+ t 0 be+    
done at ! pres5t "t t 0 wor?y (         
imitation1 t practice tea*+ 9 ! tra9+ ( 
"y tea*]s is a f>ce1 a delusion1 & a    
sn>e4 ,^? v words 7 employ$ by "o man ( 
high position to express 8 op9ion (     
contempor>y practices4 ,y _c pick up an 
educational j\rnal ( ! bett] sort1 nor  
op5 a new educational book1 )\t be+     
br\ght face to face ) ?is de/ructive    
criticism4  ,i prote/ aga9/ ?is1 n only 
9 ! "n ( ju/ice1 b 9 ! "n ( common s5se4
 ,x _c be possible t g5]ations ( deal+ )
 immature m9ds %\ld h left no residuum (

 effective practice4 ,! v pr9ciple (    
progress by trial & error w inevitably  
mean t c]ta9 practices t are possible & 
helpful & effective are p]petuat$1 & t  
c]ta9 o!r processes t are ineffective & 
wa/eful are elim9at$4 ,to repudiate all 
?is is ! height ( folly4 ,if ! hi/ory ( 
progress %[s u any?+1 x %[s u t progress
 is n made by repudiat+ ! lessons (     
exp]i5ce4 ,!ory is ! la/ ^w1 n ! fir/4  
,!ory %\ld expla93 x %\ld take          
successful practice & f9d out :at       
pr9ciples condition its effici5cy2 & if 
^! pr9ciples are inconsi/5t ) ^?        
h]et(ore held1 x is ! !ory t %\ld be    
modifi$ to suit ! facts1 n ! facts to   
suit ! !ory4  ,my oppon5ts may po9t to  
m$ic9e z a possible example ( ! opposite
 proc$ure4 ,& yet if !re is any?+ t !   
hi/ory ( m$ical sci5ce demon/rates1 x is
 t ! fir/ cues to new discov]ies 7 made 
9 ! field ( practice4 ,lymph !rapy1 :i* 
is "o ( ! triumphs ( mod]n m$ic9e1 0    
discov]$ empirically4 ,x 0 an accid5t ( 
practice1 a bl9d proc$ure ( trial &     

success t l$ to ,j5n]'s discov]y ( !    
virtues ( vacc9ation4 ,a c5tury pass$   
be=e !ory adequately expla9$ ! ph5om5on1
 & op5$ ! way to ^? wid] applications ( 
! pr9ciple t h done s mu* to r$uce !    
ravages ( disease4  ,! value ( !ory1 ,i 
repeat1 is to expla9 successful practice
 & to g5]alize exp]i5ce 9 broad &       
compreh5sive pr9ciples :i* c be easily  
held 9 m9d1 & f :i* inf]5ces = fur!r new
 & effective practices may be d]iv$4 ,we
 h a small body ( s\nd pr9ciples 9      
education to-day1--a body ( pr9ciples t 
are ?or\ghly consi/5t ) successful      
practice4 ,b ! sort ( pr9ciples t are   
put =? z ! la/ words ( educational !ory 
are (t5 f> f s\nd4 ,p]sonally ,i firmly 
believe t a va/ am\nt ( damage is be+   
done to *ildr5 by ! application (       
fallaci\s pr9ciples :i*1 because !y     
emanate f high au?ority1 obta9 an       
artificial validity 9 ! m9ds ( tea*]s 9 
s]vice4  ,i _c und]/& :y1 :5 an         
educational exp]im5t fails lam5tably1 x 
is n reject$ z a failure4 ,& yet y & ,i 

"k a numb] ( in/ances :]e c]ta9         
educational exp]im5ts t h und5iably     
rev]s$ ! hypo!ses ( ^? :o initiat$ !m   
are excus$ on ! gr\nd t conditions 7 n  
favorable4 ,t1 x seems to me1 %\ld tell 
! :ole /ory1 = precisely :at we ne$ 9   
educational practice is a body ( doctr9e
 t w "w :]e conditions are unfavorable4 
,we are told t ! successful application 
( moot$ !ories dep5ds ^u ! prop] k9d (  
tea*]s4 ,i ma9ta9 t ! mo/ effective sort
 ( !ory is ! sort t br+s results ) su*  
tea*]s z we mu/ employ 9 our "w4 ,x w\ld
 be a poor recomm5dation = a !ory (     
m$ic9e to say t x work$ all "r :5 p are 
heal?y b fail$ to help ! sick4 ,nor is x
 true t good tea*]s c get good results  
by foll[+ bad !ory4 ,!y (t5 obta9 !     
results by evad+ ! !ory1 & :5 !y live up
 to x1 ! results fai?fully reflect !    
!ory1 no matt] h[ skillful ! tea*+4     
,,ii  ,/atem5ts l ^! are v apt to be    
miscon/ru$ or mis9t]pret$ unless "o is v
 c>eful to def9e "o's position2 &1 aft] 
:at ,i h said1 ,i %\ld d myself an      

inju/ice if ,i did n make c]ta9 t my    
position is cle>4 ,i believe 9          
exp]im5tation 9 education4 ,i believe 9 
exp]im5tal s*ools4 ,b ,i %\ld wi% ^!    
s*ools to be int]pret$ z exp]im5ts & n z
 models1 & ,i %\ld wi% t ! failure ( an 
exp]im5t be accept$ ) good1 sci5tific   
grace1 & n ) ! unsci5tific attitude (   
mak+ excuses4 ,! tr\ble ) an exp]im5tal 
s*ool is t1 9 ! eyes ( ! great mass (   
tea*]s1 x becomes a model s*ool1 & !    
pr9ciples t x repres5ts are appli$ ad   
libitum by ?\s&s ( tea*]s :o assume t !y
 h he>d ! la/ ^w 9 educational !ory4    
,no "o is m favorably dispos$ t[>d !    
rights ( *ildr5 ?an ,i am1 & yet ,i am  
?or\ghly conv9c$ t s(t-he>t$ness        
accompani$ by s(t-head$ness is weak5+ ! 
m5tal & moral fib] ( hundr$s ( ?\s&s (  
boys & girls ?r\gh\t ?is c\ntry4 ,no "o 
admires m ?an ,i admire ! sagacity &    
f>-sight$ness ( ,judge ,l9dsey1 & yet :5
 ,judge ,l9dsey's me?ods are propos$ z  
models = s*ool gov]nm5t1 ,i _c lose     
sight1 z s _m p seem to lose sight1 ( ! 

cont+5t factor2 namely1 t ,judge        
,l9dsey's l5i5cy is bas$ ^u au?ority1 & 
t if ,judge ,l9dsey or anybody else     
attempt$ to be l5i5t :5 he _h no p[] to 
be o!rwise ?an l5i5t1 8 bluff w\ld be   
call$ 9 %ort ord]4 ,if y w give to      
tea*]s & pr9cipals ! same p[] t y give  
to ! police judge1 y may well expect !m 
to be l5i5t4 ,! great tr\ble 9 ! s*ool  
is simply ?is3 t j 9 ! proportion t     
l5i5cy is dem&$1 au?ority is tak5 away f
 ! tea*]4  ,& ,i %\ld p]haps say a      
qualify+ ^w ) reg>d to my attitude t[>d 
educational !ory4 ,i h e feel+ (        
affection = ! sci5ce ( psy*ology4 ,i h e
 fai? 9 ! value ( psy*ological pr9ciples
 9 ! int]pretation ( educational        
ph5om5a4 ,b ,i also recognize t ! sci5ce
 ( psy*ology is a v "y sci5ce1 & t its  
data are n yet s well organiz$ t x is   
safe to draw f !m any?+ m ?an t5tative  
hypo!ses :i* mu/ meet _! f9al te/ 9 !   
crucible ( practice4 ,"s day1 if we "w  
h>d en\gh1 psy*ology w become a         
pr$ictive sci5ce1 j z ma!matics &       

physics & *emi/ry &1 to a c]ta9 ext5t1  
biology1 are pr$ictive sci5ces to-day4  
,meantime psy*ology is ( ine/imable     
value 9 giv+ u a po9t ( view1 9 cl>ify+ 
our ideas1 & 9 rationaliz+ ! tru?s t    
empirical practice discov]s4 ,a v few   
psy*ological pr9ciples are /rongly en\gh
 e/abli%$ ev5 n[ to =m ! basis (        
pr$iction4 ,among ! mo/ important ( ^!  
are ! laws ( habit build+1 "s laws (    
memory1 & ! l>g] pr9ciples ( att5tion4  
,successful educational practice is &   
mu/ be 9 accord ) ^! indisputable t5ets4
 ,b ! bane ( education to-day is 9 !    
pseudo-sci5ce1 ! half-bak$ psy*ology1 t 
is laud$ f ! h\se-tops by untra9$       
en?usia/s1 turn$ f ! presses by         
irresponsible publi%+ h\ses1 & foi/$ ^u 
! hungry tea*+ public ?r\gh ! ev]-pres5t
 m$ium ( ! read+ circle1 ! tea*]s'      
in/itute1 ! summ] s*ool1 & ,i am v sorry
 to admit 7= ,i ?9k t ,i repres5t bo?   
in/itutions 9 a way7 sometimes by !     
normal s*ools & univ]sities4  ,mo/ ( !  
doctr9es t are turn+ our practice       

topsy-turvy h absolutely no support f   
compet5t psy*ologi/s4 ,! doctr9e (      
spontaneity & its att5dant laissez-faire
 dogma ( s*ool gov]nm5t is ?or\ghly     
inconsi/5t ) good psy*ology4 ,! radical 
extreme to :i* "s educators w\ld pu% !  
doctr9e ( int]e/ :5 !y ma9ta9 t ! *ild  
%\ld nev] be ask$ to d any?+ = :i* he   
fails to f9d a ne$ 9 8 own life1--?is   
doctr9e c f9d no support 9 good         
psy*ology4 ,! doctr9e t ! preadolesc5t  
*ild %\ld und]/& ?or\ghly e process t he
 is expect$ to r$uce to habit be=e t    
process is made automatic is utt]ly at  
v>iance ) long-e/abli%$ pr9ciples :i* 7 
well und]/ood by ! ,greeks & ! ,hebrews 
tw5ty-five hundr$ ye>s ago1 & to :i* ,"m
 ,nature h]self gives ! lie 9 ! in/9cts 
( imitation & repetition4 ,x is         
conceivable t ^! radical doctr9es 7     
ju/ifi$ z means ( re=m1 especially 9    
second>y & high] education1 b1 ev5      
grant+ ?is1 _! function is fulfill$ :5 !
 re=m t !y exploit$ has be5 accompli%$4 
,t "t has come &1 z palpable untru?s1 !y

 %\ld ei!r be modifi$ to meet ! facts1  
or be relegat$ to oblivion4   ,,iii  ,x 
is safe to say t =malism is no long] a  
*>act]i/ic feature ( ! typical ,am]ican 
s*ool4 ,x is s long s9ce ,i h he>d any  
rote le>n+ 9 a s*oolroom t ,i am wond]+ 
if x is n almo/ "t = "s "o to %[ t a    
little rote le>n+ w\ld n be at all a bad
 ?+ 9 preadolesc5t education4 ,we       
ridicule ! memorit] me?ods ( ,*9ese     
education & yet we sometimes =get t     
,*9ese education has done some?+ t no   
o!r sy/em ( education1 h[ev] well       
plann$1 has ev5 begun to d 9 ! same     
degree4 ,x has kept ! ,*9ese empire a   
unit ?r\gh a p]iod ( "t comp>$ ) :i* !  
entire hi/ory ( ,greece & ,rome is b an 
episode4 ,we may ridicule ! =malism (   
,hebrew education1 & yet ! s*ools (     
rabbis h pres]v$ intact ! racial        
integrity ( ! ,jewi% p dur+ ! two ?\s&  
ye>s t h elaps$ s9ce _! geographical    
unity 0 de/roy$4 ,i am n ju/ify+ !      
me?ods ( ,*9ese or ,hebrew education4 ,i
 am q will+ to admit t1 9 ,*9a at any   

rate1 ! game may n h be5 wor? ! c&le2 b 
,i am /ill f> f conv9c$ t x is n a good 
?+ = *ildr5 to r$uce to v]bal =m a good 
_m ?+s t are n[ nev] le>n$ 9 su* a way z
 to make any la/+ impression ^u !       
memory2 & our criticism ( ori5tal       
=malism is n s mu* conc]n$ ) ! me?od (  
le>n+ z ) ! cont5t ( le>n+1--n s mu* )  
le>n+ by he>t z ) ! "* ( ! mat]ial t 0  
?us memoriz$4  ,b1 al?\gh =malism is no 
long] a di/9ctive feature ( ,am]ican    
education1 =malism is ! po9t f :i*      
education is mo/ frequ5tly attack$1--&  
?is is ! *ief s\rce ( my dissatisfaction
 ) ! pres5t-day critics ( our elem5t>y  
s*ools4 ,9 a great _m cases1 !y h set up
 a man ( /raw & demoli%$ him completely4
 ,& 9 demoli%+ him1 !y h incid5tally    
knock$ ! props f "u ! feet ( _m a good  
tea*]1 leav+ him daz$ & unc]ta9 ( 8     
be>+s1 /ung ) ! conviction t :at he has 
be5 do+ = 8 pupils is entirely )\t      
value1 t 8 life ( s]vice has be5 a      
failure1 t ! lessons ( 8 own exp]i5ce   
are n to be tru/$1 nor ! v]dicts ( 8 own

 intellig5ce respect$4 ,g to any ( !    
great summ] s*ools & y w meet1 among !  
att5d+ tea*]s1 hundr$s ( fai?ful1       
consci5ti\s m5 & wom5 :o c\ld tell y if 
!y w\ld 7& "s ( !m w7 ( ! muddle 9 :i*  
_! m9ds are left aft] "s ( ! lectures to
 :i* !y h li/5$4 ,:y %\ld !y fail to be 
depress$8 ,! :ole weight ( academic     
au?ority seems to be aga9/ !m4 ,! entire
 ma*9]y ( educational adm9i/ration is   
:eel+ !m ) rel5tless =ce into pa?s t    
seem to !m hopelessly intricate &       
bewild]+4 ,if x is true1 z ,i ?9k x is1 
t "s ( ! proposals ( mod]n education are
 an attempt to squ>e ! circle1 x is     
c]ta9ly true t ! classroom tea*] is /&+ 
at ! pressure po9ts 9 ?is proc$ure4  ,we
 he> express$ on e side a great deal (  
sympa?y = ! *ild z ! victim ( our       
educational sy/em4 ,sympa?y = *ildhood  
is ! mo/ natural ?+ 9 ! _w4 ,x is "o ( !
 basic human in/9cts1 & its expressions 
are among ! f9e/ ?+s 9 human life4 ,b :y
 limit our sympa?y to ! *ild1 especially
 to-day :5 he is ab\t z happy & z       

=tunate an individual z anybody has ev] 
be5 9 all hi/ory4 ,:y n let a little ( x
 g out to ! tea*] ( ?is *ild8 ,:y n plan
 a little = h] com=t & welf>e &         
enc\ragem5t8 ,x is h] skill t is        
assimilat+ ! *ildr5 ( our ali5          
population4 ,x is h] /r5g? t is lift+   
bodily ea* g5]ation to ! ev]-advanc+    
race levels4 ,h] "w mu/ be ! ma9 s\rce (
 ! inspiration t w impel ! race to fur!r
 advancem5t4 ,& yet :5 ^! half-million  
tea*]s :o mean s mu* to ?is c\ntry ga!r 
at _! in/itutes1 :5 !y att5d ! summ]    
s*ools1 :5 !y take up _! pr(essional    
j\rnals1 :at d !y he> & read8           
,criticisms ( _! "w4 ,d5unciations ( _! 
me?ods4 ,s]i\s d\bts ( _! intellig5ce4  
,asp]sions ca/ ^u _! s9c]ity1 _!        
pati5ce1 & _! loyalty to _! sup]iors4   
,?is1 m+l$ ) "s mawki% s5tim5talism t   
passes "u ! "n ( inspiration4 ,only     
occasionally a ^w ( d[nright            
comm5dation1 a sign ( hone/ & he>tfelt  
appreciation1 a note ( sympa?y or       
enc\ragem5t4  ,c>negie gives fifte5     

million doll>s to provide p5sions =     
sup]annuat$ college pr(essors2 b !      
elem5t>y tea*] :o is n =tunate en\gh to 
die 9 h>ness mu/ look =w>d to ! alm%\se4
 ,! p tax !mselves = magnific5t build+s 
& luxuri\s furni%+s1 b n "o c5t d !y (f]
 = tea*]s' p5sions4 ,:at a blot ^u      
,we/]n civilization is ?is treatm5t ( ! 
tea*]s 9 our l[] s*ools4 ,^! p are do+ !
 "w t ev5 ! savage races univ]sally     
consid] to be ( ! highe/ type4 ,b5ight$ 
,*9a places h] tea*]s second only to !  
lit]ati !mselves 9 ! place ( honor4 ,!  
,h9dus made ! tea*+ pr(ession ! highe/  
ca/e 9 ! social scale4 ,! ,jews intru/$ 
! education ( _! *ildr5 to _! ,rabbis1 !
 mo/ le>n$ & ! mo/ honor$ ( _! race4 ,x 
is only ,we/]n civilization--x is almo/ 
only our mu*-laud$ ,anglo-,saxon        
civilization--t d5ies to ! tea*] a      
/ation 9 life befitt+ 8 importance z a  
social s]vant4   ,,iv  ,b :at has all   
?is to d ) s*ool sup]vision8 ,z ,i view 
x1 ! sup]visor ( s*ools z ! ov]se] &    
director ( ! educational process1 is j  

n[ confront$ ) two great problems4 ,!   
fir/ ( ^! is to keep a cle> head 9 !    
pres5t muddl$ condition ( educational   
!ory4 ,f ! v fact ( 8 position1 !       
sup]visor mu/ be a lead]1 :e!r he w or  
n4 ,x is a maxim ( our pr(ession t !    
pr9cipal is ! s*ool4 ,9 our city sy/ems 
! sup]vis+ pr9cipal is giv5 almo/       
absolute au?ority ov] ! s*ool ( :i* he  
has *>ge4 ,9 him is ve/$ ! ultimate     
responsibility = in/ruction1 =          
discipl9e1 = ! c>e & condition ( !      
mat]ial prop]ty4 ,he may be a despot if 
he wi%es1 b5evol5t or o!rwise4 ,) ?is   
p[] goes a correspond+ opportunity4 ,8  
s*ool c /& = some?+1--p]haps = some?+   
new & /range :i* w br+ him into !       
limelight to-day1 no matt] :at its "*2  
p]haps = some?+ solid & endur+1 some?+ t
 w la/ long aft] 8 own "n has be5       
=gott54 ,! temptation 0 nev] s /rong z x
 is to-day = ! sup]visor to seek ! =m]  
k9d ( glory4 ,! ne$ 0 nev] m acute ?an x
 is to-day = ! sup]visor :o is cont5t ) 
! imp]sonal glory ( ! latt] type4  ,i   

admit t x is a some:at ?ankless task to 
d ?+s 9 a /raight=w>d1 effective way1   
)\t fuss or fea!rs1 & ,i suppose t !    
applause ( ! gall]y may be easily mi/ak5
 = ! applause ( ! pit4 ,b nev]!less !   
seek] = notoriety is do+ ! cause (      
education a va/ am\nt ( h>m4 ,i "k a    
pr9cipal :o won ephem]al fame by        
introduc+ into 8 s*ool a =m ( !         
,japanese jiu-jitsu physical ex]cises4  
,:5 ,i visit$ t s*ool1 ,i 0 l$ to       
believe t jiu-jitsu w\ld be ! salvation 
( ! ,am]ican p4 ,:ole classes ( girls & 
boys 7 m>*$ to ! l>ge basem5t to be put 
?r\gh _! paces = ! delectation (        
visitors4 ,! newspap]s took x up &      
h]ald$ x z ano!r indication t ! =malism 
( ! public s*ool 0 gradually break+ d[n4
 ,visitors came by ! hundr$s1 & my fri5d
 bask$ 9 ! limelight ( public adulation 
:ile 8 colleagues turn$ gre5 ) envy &   
set !mselves to devis+ "s means = turn+ 
att5tion 9 _! direction4  ,& yet1 !re   
are "s pr9cipals :o move on 9 ! ev5 t5or
 ( _! ways1 ye> aft] ye>1 :ile all ^!   

curr5ts & c\nt]curr5ts are see?+ & eddy+
 ar\nd !m4 ,!y hold fa/ to t :i* !y "k  
is good until t :i* !y "k is bett] c be 
f\nd4 ,!y believe 9 ! ?+s t !y d1 s !   
*ances are greatly increas$ t !y w d !m 
well4 ,!y refuse to be bulli$ or sne]$  
at or laugh$ out ( c\rt because !y d n  
take up ) e fancy t cat*es ! popul> m9d4
 ,!y h _! own pr(essional /&>ds z to :at
 con/itutes compet5t s*oolman%ip1--_!   
own /&>ds ga9$ f _! own specializ$      
exp]i5ce4 ,& someh[ ,i _c help ?9k+ t j 
n[ t is ! type ( sup]visor t we ne$ & ! 
type t ought to be enc\rag$4 ,if ,i 7   
talk+ to ,*9ese tea*]s1 ,i might prea*  
ano!r sort ( gospel1 b ,am]ican         
education to-day ne$s less turmoil1 less
 di/raction1 few] sweep+ *anges4 ,x ne$s
 to settle itself1 & look ar\nd1 & f9d  
out :]e x is & :at x is try+ to d4 ,& x 
ne$s1 above all1 to rise to a           
consci\sness ( itself z an in/itution   
mann$ by intellig5t individuals :o are  
p]fectly compet5t !mselves to set up    
craft /&>d & ideals4   ,,iv             

,transcrib]'s note3 ,?is is a           
typographical error 9    ! orig9al1 &   
%\ld read ,v  ,b 9 :atev] way !         
sup]visor may utilize ! opportunity t 8 
position pres5ts1 8 second great problem
 w come up = solution4 ,! sup]visor is !
 capta9 ( ! tea*+ corps4 ,directly "u 8 
control are ! ma9spr+s ( ! s*ool's life 
& activity1--! classroom tea*]s4 ,x is  
com+ to be a maxim 9 ! city sy/ems t !  
sup]visor has n only ! p[] to mold !    
s*ool to ! =m ( 8 own ideals1 b t he c1 
if he is skillful1 turn weak tea*]s into
 /rong tea*]s & make out ( mo/ unpromis+
 mat]ial1 an effici5t1 homog5e\s s*ool  
/aff4 ,i believe t ?is is com+ to be    
consid]$ ! prime crit]ion ( effective   
s*ool sup]vision1--n :at skill !        
sup]visor may %[ 9 te/+ results1 or 9   
keep+ 8 pupils up to a giv5 /&>d1 or 9  
*oos+ 8 tea*]s skillfully1 b r ! success
 ) :i* he is able to take ! tea*+       
mat]ial t is at 8 h&1 & tra9 x into     
effici5cy4  ,a =m] ,commission] (       
,education = "o ( our new insul>        

possessions once told me t he _h come to
 divide sup]visors into two             
classes1--7#a7 ^? :o knew good tea*+ :5 
!y saw x1 & 7#b7 ^? :o c\ld make poor   
tea*]s into good tea*]s4 ,( ^! two      
types1 he said1 ! latt] 7 inf9itely m   
valuable to pione] "w 9 education ?an ! 
=m]1 & he nam$ two or ?ree city sy/ems f
 :i* he _h select$ ! sup]visors :o c\ld 
d ?is sort ( ?+1--= !re is no limit to  
?is process ( tra9+1 & ! sup]9t5d5t :o c
 tra9 sup]visors is j z important z !   
sup]visor :o c tra9 tea*]s4  ,x w\ld    
take a volume adequately to treat !     
v>i\s problems t ?is conception ( !     
sup]visor's function involves4 ,i c d no
 m at pres5t ?an indicate :at seems to  
me ! mo/ press+ pres5t ne$ 9 ?is        
direction4 ,i h f\nd t sometimes !      
sup]visors :o insi/ mo/ /r5u\sly t _!   
tea*]s secure ! cooep]ation ( _! pupils 
are among ! v la/ to secure = !mselves !
 cooep]ation ( _! tea*]s4  ,& to ?is    
important end1 x seems to me t we h an  
important sugge/ion 9 ! pres5t condition

 ( ! classroom tea*] z ,i h attempt$ to 
describe x4 ,z a type1 ! classroom tea*]
 ne$s j n[ "s adequate appreciation &   
recognition ( ! "w t %e is do+4 ,if !   
lay public is unable adequately to judge
 ! tea*]'s "w1 !re is all ! m reason t  
%e %\ld look to h] sup]visor = t        
recognition ( te*nical skill1 = t       
comm5dation ( good "w1 :i* c come only f
 a fell[-craftsman1 b :i*1 :5 x does    
come1 is wor? m 9 ! way ( real          
inspiration ?an ! l\de/ applause ( !    
cr[d4  ,^u ! :ole1 ,i believe t !       
outlook 9 ?is direction is enc\rag+4    
,:ile ! tea*] may miss 9 h] in/itutes & 
9 ! summ] s*ool t sort ( enc\ragem5t1 %e
 is1 ,i believe1 f9d+ x 9 l>g] & l>g]   
measure 9 ! local tea*]s' meet+s & 9 h] 
consultations ) h] sup]visors4 ,& :5 all
 has be5 said1 t is ! place f :i* %e    
%\ld look = inspiration4 ,! tea*]s'     
meet+ mu/ be ! nurs]y ( pr(essional     
ideals4 ,x mu/ be a place :]e ! real    
fir/-h& work]s 9 education get t sanity 
( outlook1 t pr(essional po9t ( view1   

:i* %all =tify !m effectively aga9/ !   
ris+ tide ( unpr(essional int]f]5ce &   
dictation :i*1 z ,i h tri$ to indicate1 
con/itutes ! mo/ s]i\s m5ace to our     
educational welf>e4  ,& x is 9 !        
enc\ragem5t ( ?is craft _s1 9 ?is lift+ 
( ! tea*]'s call+ to ! plane ( craft    
consci\sness1 x is 9 ?is t ! sup]visor  
mu/1 ,i believe1 f9d ! true & la/+ rew>d
 = 8 "w4 ,x is ?r\gh ?is factor t he c1 
j n[1 "w ! greate/ good = ! s*ools t he 
sup]vises & ! community t he s]ves4 ,!  
mo/ effective way to rea* 8 pupils is   
?r\gh ! m$ium ( _! tea*]s1 & he c help  
^! pupils 9 no bett] way ?an to give _! 
tea*]s a ju/ifiable pride 9 ! "w t !y   
are do+ ?r\gh 8 own recognition ( its   
wor? & its value1 ?r\gh 8 own respect = 
! significance ( ! lessons t exp]i5ce   
tea*es !m1 ?r\gh 8 own sugge/ive help 9 
mak+ t exp]i5ce pr(itable & sugge/ive4  
,& j at ! pres5t mom5t1 he c make no    
bett] />t ?an by assur+ !m ( ! tru? t   
,em]son expresses :5 he def9es ! true   
s*ol> z ! man :o rema9s firm 9 8 belief 

t a popgun is only a popgun al?\gh !    
anci5t & honor$ ( e>? may solemnly      
affirm x to be ! crack ( doom4     ,,vi 
,,education ,,& ,,utility#aa  ,i   ,i   
wi% to discuss ) y "s phases ( ! problem
 t is p]haps =emo/ 9 ! m9ds ( ! tea*+   
public to-day3 ! problem1 namely1 ( mak+
 education be> m directly & m           
effectively ^u ! "w ( practical1 ev]yday
 life4 ,i h no d\bt t "s ( y feel1 :5   
?is problem is sugge/$1 v mu* z ,i felt 
:5 ,i fir/ sugge/$ to myself !          
possibility ( discuss+ x ) y4 ,y h      
d\btless he>d "s phases ( ?is problem   
discuss$ at e meet+ ( ?is association = 
! pa/ t5 ye>s--if y h be5 a memb] s long
 z t4 ,c]ta9 x is t we all gr[ we>y ( ! 
reit]ation ( ev5 ! be/ ( tru?s1 b c]ta9 
x is also t "s problems are always be=e 
u1 & until !y are solv$ satisfactorily  
!y w always /imulate m5 to devise means 
= _! solution4  ,i %\ld say at ! outset1
 h[ev]1 t ,i %all n attempt to ju/ify to
 ?is audi5ce ! introduction ( vocational
 subjects into ! elem5t>y & second>y    

curriculums4 ,i %all take x = grant$ t y
 h already made up y\r m9ds ^u ?is      
matt]4 ,i %all n take y\r "t 9 an       
attempt to p]suade y t agriculture ought
 to be taught 9 ! rural s*ools1 or      
manual tra9+ & dome/ic sci5ce 9 all     
s*ools4 ,i am p]sonally conv9c$ ( !     
value ( su* "w & ,i %all take x = grant$
 t y are likewise conv9c$4  ,my task    
to-day1 !n1 is ( ano!r type4 ,i wi% to  
discuss ) y "s ( ! implications ( ?is   
matt] ( utility 9 respect ( ! "w t e    
elem5t>y s*ool is do+ & always mu/ d1 no
 matt] h[ mu* h& "w or vocational       
mat]ial x may introduce4 ,my problem1 9 
o!r words1 conc]ns ! ord9>y             
subject-matt] ( ! curriculum1--read+ &  
writ+ & ari?metic1 geography & gramm> & 
hi/ory1--^? ?+s :i*1 l ! poor1 are      
always ) u1 b :i* we seem a little a%am$
 to talk ab\t 9 public4 ,truly1 f read+ 
! educational j\rnals & he>+ educational
 discussion to-day1 ! layman might well 
inf] t :at we t]m ! useful education & !
 education t is n[ (f]$ by ! av]age     

s*ool are z f> ap>t z ! two poles4 ,we  
are all famili> ) ! /atem5t t ! elem5t>y
 curriculum is em95tly adapt$ to produce
 cl]ks & acc\ntants1 b v poorly adapt$  
to furni% recruits = any o!r dep>tm5t ( 
life4 ,! high s*ool is criticiz$ on !   
gr\nd t x prep>es = college &           
consequ5tly = ! pr(essions1 b t x is    
totally inadequate to ! ne$s ( ! av]age 
citiz54 ,n[ x w\ld be futile to d5y t   
!re is "s tru? 9 bo? ^! ass]tions1 b ,i 
d n hesitate to affirm t bo? are grossly
 exagg]at$1 & t ! curriculum ( to-day1 )
 all its imp]fections1 does n ju/ify s  
sweep+ a d5unciation4 ,i wi% to po9t out
 "s ( ! respects 9 :i* ^! *>ges are     
fallaci\s1 &1 9 s do+1 p]haps1 to sugge/
 "s possible rem$ies = ! defects t e "o 
w ackn[l$ge4   ,,ii  ,9 ! fir/ place1   
let me make myself p]fectly cle> ^u :at 
,i mean by ! ^w useful4 ,:at1 aft] all1 
is ! useful /udy 9 our s*ools8 ,:at d m5
 f9d to be ! useful ?+ 9 _! lives8 ,!   
mo/ natural answ] to ?is "q is t !      
useful ?+s are ^? t enable u to meet    

effectively ! conditions ( life1--or1 to
 use a phrase t is p]fectly cle> to u   
all1 ! ?+s t help u 9 gett+ a liv+4 ,!  
va/ majority ( m5 & wom5 9 ?is _w       
measure all values by ?is /&>d1 = mo/ ( 
u are1 to use ! expressive slang ( !    
day1 up aga9/ ?is problem1 & up aga9/ x 
s h>d & s con/antly t we int]pret ev]y?+
 9 ! greatly =e%ort5$ p]spective (      
imm$iate necessity4 ,mo/ ( u 9 ?is room 
are confront+ ?is problem ( mak+ a liv+4
 ,at any rate1 ,i am confront+ x1 &     
consequ5tly ,i may lay claim to "s ( !  
au?ority t comes f exp]i5ce4  ,& s9ce ,i
 h made ?is p]sonal ref]5ce1 may ,i     
violate ! canons ( good ta/e & make /ill
 ano!r8 ,i 0 face to face ) ?is problem 
( gett+ a liv+ a good _m ye>s ago1 :5 ! 
opportunity came to me to take a college
 c\rse4 ,i c\ld see no?+ ahead aft] t   
except ano!r /ruggle ) ?is same vital   
issue4 ,s ,i decid$ to take a college   
c\rse :i* w\ld1 9 all probability1 help 
me to solve ! problem4 ,sci5tific       
agriculture 0 n develop$ 9 ^? days z x  

has be5 s9ce t "t1 b a />t _h be5 made1 
& ! v>i\s agricultural colleges 7 (f]+  
:at seem$ to be v practical c\rses4 ,i  
_h _h "s e>ly exp]i5ce on ! f>m1 & ,i   
decid$ to become a sci5tific f>m]4 ,i   
took ! c\rse ( f\r ye>s & secur$ my     
degree4 ,! c\rse 0 z useful f ! /&po9t (
 practical agriculture z any t c\ld h   
be5 devis$ at ! "t4 ,b :5 ,i graduat$1  
:at did ,i f9d8 ,! same old problem (   
gett+ a liv+ /ill confront$ me z ,i _h  
expect$ t x w\ld2 & alas6 ,i _h got my  
education 9 a pr(ession t dem&$ capital4
 ,i 0 a l&less f>m]4 ,times 7 h>d & "w (
 all k9ds 0 v sc>ce4 ,! f>m]s ( ^? days 
7 incl9$ to sc(f at sci5tific           
agriculture4 ,i c\ld h work$ = my bo>d &
 a little m1 & ,i %\ld h done s _h ,i   
be5 able to f9d a job4 ,b :ile ,i 0     
look+ = ! place1 a *ance came to tea*   
s*ool1 & ,i took ! opportunity z a means
 ( keep+ ! wolf f ! door4 ,i h be5      
engag$ 9 ! "w ( tea*+ ev] s9ce4 ,:5 ,i 0
 able to buy l&1 ,i did s1 & ,i h to-day
 a f>m ( :i* ,i am v pr\d4 ,x does n pay

 l>ge divid5ds1 b ,i keep x up = ! fun  
,i get out ( x1--& ,i l to ?9k1 also1 t 
if ,i %\ld lose my job z a tea*]1 ,i    
c\ld g back to ! f>m & %[ ! natives h[  
to make money4 ,?is is d\btless an      
illusion1 b x is a s\rce ( solid com=t j
 ! same4  ,n[ ! po9t ( ?is exp]i5ce is  
simply ?is3 ,i secur$ an education t    
seem$ to me to promise ! acme ( utility4
 ,9 "o way1 x has fulfill$ t promise f> 
beyond my wilde/ expectations1 b t way 0
 v diff]5t f ! "o t ,i _h anticipat$4 ,!
 te*nical k t ,i ga9$ dur+ ^? f\r /r5u\s
 ye>s1 ,i apply n[ only z a means (     
recreation4 ,s f> z enabl+ me directly  
to get a liv+1 ?is te*nical k does n pay
 "o p] c5t on ! inve/m5t ( "t & money4  
,& yet ,i c\nt ! tra9+ t ,i got f its   
ma/]y z1 p]haps1 ! mo/ useful product ( 
my education4  ,n[ :at 0 ! secret ( its 
utility8 ,z ,i analyze my exp]i5ce1 ,i  
f9d x summ$ up v l>gely 9 two factors4  
,9 ! fir/ place1 ,i /udi$ a set (       
subjects = :i* ,i _h at ! outset v      
little ta/e4 ,9 /udy+ agriculture1 ,i _h

 to ma/] a c]ta9 am\nt ( *emi/ry1       
physics1 botany1 & zooelogy1 = ea* & e  
"o ( :i* ,i felt1 at ! outset1 a di/9ct 
av]sion & dislike4 ,a ma/]y ( ^!        
subjects 0 ess5tial to a realization ( !
 purpose t ,i _h 9 m9d4 ,i 0 sure t ,i  
%\ld nev] l !m1 & yet1 z ,i kept at "w1 
,i gradually f\nd myself los+ t initial 
di/a/e4 ,fir/ "o & !n ano!r op5$ out its
 vi/a ( tru? & revelation be=e me1 &    
almo/ be=e ,i 0 aw>e ( x1 ,i 0          
en?usia/ic ov] sci5ce4 ,x 0 a long "t   
be=e ,i g5]aliz$ t exp]i5ce & drew its  
lesson1 b ! lesson1 once le>n$1 has     
help$ me m ev5 9 ! specific task ( gett+
 a liv+ ?an any?+ else t came out ( my  
s*ool tra9+4 ,t exp]i5ce taught me1 n   
only ! necessity = do+ disagreeable     
tasks1--= attack+ !m hopefully &        
*e]fully1--b x also taught me t         
disagreeable tasks1 if attack$ 9 ! "r   
way1 & p]si/$ 9 ) pati5ce1 (t5 become   
attractive 9 !mselves4 ,ov] & ov] aga9 9
 meet+ ! situations ( real life1 ,i h   
be5 confront$ ) tasks t 7 initially     

di/a/eful4 ,sometimes ,i h surr5d]$ be=e
 !m2 b sometimes1 too1 t lesson has come
 back to me1 & has inspir$ me to /ruggle
 on1 & at no "t has x disappo9t$ me by !
 outcome4 ,i repeat t !re is no te*nical
 k t ,i h ga9$ t comp>es = a mom5t ) t  
ideal ( pati5ce & p]si/5ce4 ,:5 x comes 
to real1 d[nright utility1 measur$ by   
?is inexorable /&>d ( gett+ a liv+1 let 
me comm5d to y ! ideal ( p]si/5t ef=t4  
,all ! k t we c le>n or tea* w come to v
 little if ?is elem5t is lack+4  ,n[ ?is
 is v f> f say+ t ! pursuit ( really    
useful k may n give ?is ideal j z       
effectively z ! pursuit ( k t w nev] be 
us$4 ,my po9t is simply ?is3 t beyond ! 
imm$iate utility ( ! facts t we         
tea*1--inde$1 basic & fundam5tal to ?is 
utility1--is ! utility ( ! ideals &     
/&>ds t are d]iv$ f our s*ool "w4       
,:atev] we tea*1 ^! ess5tial factors c  
be made to /& out 9 our "w1 & if our    
pupils acquire ^! we %all h done ! basic
 & important ?+ 9 help+ !m to solve !   
problems ( real life1--& if our pupils d

 n acquire ^!1 x w make little diff]5ce 
h[ intr9sically valuable may be ! cont5t
 ( our in/ruction4 ,i feel l emphasiz+  
?is matt] to-day1 because !re is 9 ! air
 a notion t utility dep5ds entirely ^u !
 cont5t ( ! curriculum4 ,c]ta9ly !      
curriculum mu/ be improv$ f ?is /&po9t1 
b we are j n[ los+ sight ( ! o!r equally
 important factor1--t1 aft] all1 :ile   
bo? are ess5tial1 x is ! _s ( tea*+ r   
?an ! cont5t ( tea*+ t is basic &       
fundam5tal4  ,nor h ,i mu* sympa?y ) t  
extreme view ( ?is matt] :i* ass]ts t we
 mu/ g out ( our way to provide         
di/a/eful tasks = ! pupil 9 ord] to     
develop ?is ideal ( p]si/5ce4 ,i believe
 t su* a policy w always t5d to defeat  
its own purpose4 ,i "k a tea*] :o holds 
?is belief4 ,he goes out ( 8 way to make
 tasks difficult4 ,he refuses to help   
pupils ov] h>d places4 ,he does n       
believe 9 c>eful assignm5ts ( lessons1  
because1 he ma9ta9s1 ! pupil ought to   
le>n to ov]come difficulties = himself1 
& h[ c he le>n unless real difficulties 

are pres5t$8  ,! great tr\ble ) ?is     
tea*] is t 8 policy does n "w out 9     
practice4 ,a small m9ority ( 8 pupils   
are /r5g!n$ by x2 ! majority are weak5$4
 ,he is "r :5 he says t a pupil ga9s    
/r5g? only by ov]com+ difficulties1 b he
 neglects a v important qualification ( 
?is rule1 namely1 t a pupil ga9s no     
/r5g? out ( ob/acles t he fails to      
ov]come4 ,x is ! conque/ t comes aft]   
ef=t1--?is is ! factor t gives "o /r5g? 
& confid5ce4 ,b :5 defeat foll[s defeat 
& failure foll[s failure1 x is weakness 
t is be+ eng5d]$--n /r5g?4 ,& t is !    
tr\ble ) ?is tea*]'s pupils4 ,! majority
 leave him ) all confid5ce 9 _! own     
ability %ak5 out ( !m & "s ( !m nev]    
recov] f ! exp]i5ce4  ,& s :ile ,i insi/
 /r5u\sly t ! mo/ useful lesson we c    
tea* our pupils is h[ to d disagreeable 
tasks *e]fully & will+ly1 please d n    
und]/& me to mean t we %\ld g out ( our 
way to provide disagreeable tasks4 ,aft]
 all1 ,i rejoice t my own *ildr5 are    
le>n+ h[ to read & write & ciph] mu* m  

easily1 mu* m quickly1 & )al mu* m      
pleasantly ?an ,i le>n$ ^? useful arts4 
,! m quickly !y get to ! plane t _!     
eld]s h rea*$1 ! m quickly !y c get     
beyond ?is plane & on to ! next level4  
,to argue aga9/ improv$ me?ods 9 tea*+  
on ! gr\nd t !y make ?+s too easy = !   
pupil is1 to my m9d1 a griev\s error4 ,x
 is z fallaci\s z to argue t !          
introduction ( ma*9]y is a curse because
 x has dim9i%$ 9 "s measure ! necessity 
= human drudg]y4 ,b if ma*9]y left      
mank9d to re/ ^u its o>s1 if x disc\rag$
 fur!r progress & fur!r ef=tful         
a*ievem5t1 x w\ld be a curse3 & if !    
easi] & quick] me?ods ( in/ruction      
simply br+ my *ildr5 to my own level &  
!n fail to /imulate !m to get beyond my 
level1 !n !y are a curse & n a bless+4  
,i d n decry t educational policy (     
to-day :i* insi/s t s*ool "w %\ld be    
made z simple & attractive z possible4  
,i d decry t mis9t]pretation ( ?is      
policy :i* looks at ! matt] f ! o!r     
side1 & ass]ts s vehem5tly t ! *ild %\ld

 nev] be ask$ or urg$ to d some?+ t is n
 easy & attractive4 ,x is only because  
!re is s mu* 9 ! _w to be done t1 = !   
sake ( economiz+ "t & /r5g?1 we %\ld    
raise ! *ild z quickly & z rapidly & z  
pleasantly z possible to ! plane t !    
race has rea*$4 ,b among all ! lessons (
 race exp]i5ce t we mu/ tea* him !re is 
none s fundam5tal & important z ! lesson
 ( a*ievem5t itself1--! supreme lesson  
wrung f human exp]i5ce1--! lesson1      
namely1 t e advance t ! _w has made1 e  
/ep t x has tak5 =w>d1 e increm5t t has 
be5 add$ to ! sum total ( progress has  
be5 atta9$ at ! price ( self-sacrifice &
 ef=t & /ruggle1--at ! price ( do+ ?+s t
 "o does n want to d4 ,& unless a man is
 will+ to pay t price1 he is b\nd to be 
! wor/ k9d ( a social p>asite1 = he is  
simply liv+ on ! exp]i5ce ( o!rs1 & add+
 to ?is capital no?+ ( 8 own4  ,x is    
sometimes said t univ]sal education is  
ess5tial 9 ord] t ! great mass (        
humanity may live 9 great] com=t & enjoy
 ! luxuries t 9 ! pa/ h be5 v\*saf$ only

 to ! few4 ,p]sonally ,i ?9k t ?is is   
all "r s f> z x goes1 b x fails to rea* 
an ultimate goal4 ,mat]ial com=t is     
ju/ifi$ only because x enables mank9d to
 live m effectively on ! l[] planes (   
life & give great] /r5g? & great] en]gy 
to ! solution ( new problems ^u ! high] 
planes ( life4 ,! end ( life c nev] be  
adequately =mulat$ 9 t]ms ( com=t &     
ease1 nor ev5 9 t]ms ( culture &        
intellectual enjoym5t2 ! end ( life is  
a*ievem5t1 & no matt] h[ f> we g1       
a*ievem5t is possible only to ^? :o are 
will+ to pay ! price4 ,:5 ! race /ops   
inve/+ its capital ( exp]i5ce 9 fur!r   
a*ievem5t1 :5 x settles d[n to take life
 easily1 x w n take x v long to eat up  
its capital & rev]t to ! plane ( !      
brute4   ,,iii  ,b ,i am gett+ away1 f  
my text4 ,y w rememb] t ,i said t ! mo/ 
useful ?+ t we c tea* ! *ild is to      
attack /r5u\sly & resolutely any problem
 t confronts him :e!r x pleases him or  
n1 & ,i want$ to be c]ta9 t y did n     
mis9t]pret me to mean t we %\ld1 = ?is  

reason1 make our s*ool tasks            
unnecess>ily difficult & labori\s4 ,aft]
 all1 :ile our attitude %\ld always be  
"o ( int]e/+ our pupils1 _! attitude    
%\ld always be "o ( ef=tful att5tion1--(
 will+ness to d ! task t we ?9k x be/ = 
!m to d4 ,y see x is a sort ( a         
d\ble-head$ policy1 & h[ to c>ry x out  
is a p]plex+ problem4 ,( s mu* ,i am    
c]ta91 h[ev]1 at ! outset3 if ! pupil   
takes ! attitude t we are !re to int]e/ 
& ent]ta9 him1 we %all make a sorry     
fiasco ( ! :ole matt]1 & inasmu* z ?is v
 t5d5cy is 9 ! air at ! pres5t "t1 ,i   
feel ju/ifi$ 9 at lea/ ref]r+ to its    
dang]4  ,n[ if ?is ideal ( p]si/5t ef=t 
is ! mo/ useful ?+ t c come out (       
education1 :at is ! next mo/ useful8    
,aga91 z ,i analyze :at ,i obta9$ f my  
own education1 x seems to me t1 next to 
le>n+ t disagreeable tasks are (t5 well 
wor? do+1 ! factor t has help$ me mo/ 9 
gett+ a liv+ has be5 ! me?od ( solv+ !  
situations t confront$ me4 ,aft] all1 if
 we simply h ! ideal ( resolute &       

aggressive & p]si/5t attack1 we may     
/ruggle indef9itely )\t mu* result4 ,all
 problems ( life involve c]ta9 common   
factors4 ,! ess5tial diff]5ce betwe5 !  
educat$ & ! un$ucat$ man1 if we grant   
ea* an equal measure ( pluck1 p]si/5ce1 
& endurance1 lies 9 ! sup]ior ability ( 
! educat$ man to analyze 8 problem      
effectively & to proce$ intellig5tly r  
?an bl9dly to its solution4 ,i ma9ta9 t 
education %\ld give a man ?is ideal (   
attack+ any problem2 fur!rmore ,i ma9ta9
 t ! education ( ! pres5t day1 9 spite (
 ! ana!mas t are hurl$ aga9/ x1 is do+  
?is 9 ri*] measure ?an x has ev] be5    
done be=e4 ,b !re is no reason :y we    
%\ld n d x 9 /ill great] measure4  ,i   
once knew two m5 :o 7 9 ! bus9ess (     
rais+ fruit = comm]cial purposes4 ,ea*  
_h a l>ge or*>d :i* he op]at$ accord+ to
 conv5tional me?ods & :i* nett$ him a   
com=table income4 ,"o ( ^! m5 0 a man ( 
n>r[ education3 ! o!r a man ( lib]al    
education1 al?\gh 8 tra9+ _h n be5      
direct$ 9 any way t[>d ! problems (     

horticulture4 ,! or*>ds _h borne        
exceptionally well = sev]al ye>s1 b "o  
season1 :5 ! fruit look$ especially     
promis+1 a p]iod ( wet1 muggy wea!r came
 along j be=e ! pick+ season1 & "o morn+
 bo? ^! m5 w5t out into _! or*>ds1 to   
f9d ! fruit v badly speck$4 ,n[ !       
conv5tional ?+ to d 9 su* cases 0 well  
kn[n to bo? m54 ,ea* _h pick$ up a good 
deal ( te*nical in=mation ab\t c>+ =    
fruit1 & ea* did ! same ?+ 9 meet+ ?is  
situation4 ,he got out 8 spray+ outfit1 
prep>$ "s ,bordeaux mixture1 & set      
vigor\sly at "w ) 8 pumps4 ,s f> z      
p]si/5ce & ent]prise w5t1 bo? m5 /ood on
 an equal foot+4 ,b x happ5$ t ?is 0 an 
unusual & n a conv5tional situation4 ,! 
spray+ did n alleviate ! condition4 ,!  
corruption spread ?r\gh ! trees l       
wildfire1 & seem$ to ?rive on copp]     
sulphate r ?an succumb to its corrosive 
influ5ce4  ,n[ ?is 0 :]e ! diff]5ce 9   
tra9+ %[$ itself4 ,! or*>di/ :o work$ by
 rule ( ?umb1 :5 he f\nd t 8 rule did n 
"w1 gave up ! fight & sp5t 8 "t sitt+ on

 8 front por* bemoan+ 8 luck4 ,! o!r set
 dilig5tly at "w to analyze ! situation4
 ,8 education _h n taught him any?+ ab\t
 ! *>act]i/ics ( p>asitic fungi1 =      
p>asitic fungi 7 n v well und]/ood :5 he
 0 9 s*ool4 ,b 8 education _h left ) him
 a g5]al me?od ( proc$ure = j su* cases1
 & t me?od he at once appli$4 ,x _h     
taught him h[ to f9d ! in=mation t he   
ne$$1 provid$ t su* in=mation 0         
available4 ,x _h taught him t human     
exp]i5ce is cry/alliz$ 9 books1 & t1 :5 
a discov]y is made 9 any field (        
sci5ce1--no matt] h[ specializ$ ! field 
& no matt] h[ trivial ! f9d+1--!        
discov]y is record$ 9 pr9t]'s ink &     
plac$ at ! disposal ( ^? :o h !         
intellig5ce to f9d x & apply x4 ,& s he 
set out to read up on ! subject1--to see
 :at o!r m5 _h le>n$ ab\t ?is peculi>   
k9d ( apple rot4 ,he obta9$ all t _h be5
 writt5 ab\t x & began to ma/] x4 ,he   
told 8 fri5d ab\t ?is mat]ial & sugge/$ 
t ! latt] foll[ ! same c\rse1 b ! man ( 
n>r[ education soon f\nd himself utt]ly 

at sea 9 a maze ( te*nical t]ms4 ,! t]ms
 7 new to ! o!r too1 b he took d[n 8    
diction>y & work$ !m out4 ,he knew h[ to
 use indices & tables ( cont5ts & v>i\s 
o!r devices t facilitate ! ga!r+ (      
in=mation1 & :ile 8 un$ucat$ fri5d 0    
/orm+ ov] ! p$antry ( m5 :o use big     
words1 ! o!r 0 mak+ rapid progress ?r\gh
 ! mat]ial4 ,9 a %ort "t he le>n$ ev]y?+
 t _h be5 f\nd out ab\t ?is specific    
disease4 ,he le>n$ t its spores are     
encas$ 9 a gelat9\s sac :i* resi/$ !    
entrance ( ! *emicals4 ,he f\nd h[ !    
spores 7 reproduc$1 h[ !y w9t]$1 h[ !y  
g]m9at$ 9 ! foll[+ season2 &1 al?\gh he 
did n save mu* ( 8 crop t ye>1 he did   
bett] ! next4 ,nor 7 ! evid5ces ( 8     
sup]iority limit$ to ?is v useful       
result4 ,he f\nd t1 aft] all1 v little 0
 kn[n ab\t ?is disease1 s he set himself
 to f9d out m ab\t x4 ,to d ?is1 he />t$
 :]e o!r inve/igators _h left (f1 & !n  
he appli$ a pr9ciple he _h le>n$ f 8    
education2 namely1 t ! only valid me?ods
 ( obta9+ new tru?s are ! me?ods ( close

 obs]vation & controll$ exp]im5t4  ,n[  
,i ma9ta9 t ! education :i* 0 giv5 t man
 0 effective 9 a degree t ought to make 
8 exp]i5ce an object lesson = u :o tea*4
 ,:at he _h f\nd mo/ useful at a v      
critical juncture ( 8 bus9ess life 01   
prim>ily1 n ! te*nical k t he _h ga9$   
ei!r 9 s*ool or 9 actual exp]i5ce4 ,8   
sup]iority lay 9 ! fact t he knew h[ to 
get hold ( k :5 he ne$$ x1 h[ to ma/] x 
once he _h obta9$ x1 h[ to apply x once 
he _h ma/]$ x1 & f9ally h[ to g ab\t to 
discov] facts t _h be5 undetect$ by     
previ\s inve/igators4 ,i c>e n :e!r he  
got ?is k 9 ! elem5t>y s*ool or 9 ! high
 s*ool or 9 ! college4 ,he might h      
secur$ x 9 any "o ( ! ?ree types (      
in/itution1 b he _h to le>n x some:]e1 &
 ,i %all g fur!r & say t ! av]age man   
has to le>n x 9 "s s*ool & "u an        
explicit & consci\s me?od ( in/ruction4 
,,iv  ,b p]haps y w\ld ma9ta9 t ?is     
/atem5t ( ! case1 :ile 9 g5]al true1    
does n help u out 9 practice4 ,aft] all1
 h[ are we to impress pupils ) ?is ideal

 ( p]si/5ce & ) ^! ideals ( gett+ &     
apply+ in=mation1 & ) ?is ideal (       
inve/igation8 ,i ma9ta9 t ^! important  
useful ideals may be effectively        
impress$ almo/ f ! v outset ( s*ool     
life4 ,! tea*+ ( e subject af=ds        
innum]able opportunities to =ce home _! 
lessons4 ,9 fact1 x mu/ be a v gradual  
process--a process 9 :i* ! concrete     
in/ances are num]\s & ri* & impressive4 
,f ^! concrete in/ances1 ! g5]al tru?   
may 9 "t em]ge4 ,c]ta9ly ! *ances t x w 
em]ge are greatly multipli$ if we       
ourselves recognize its wor? &          
importance1 & lead our pupils to see 9  
ea* concrete case ! op]ation ( ! g5]al  
pr9ciple4 ,aft] all1 ! *ief reason :y s 
mu* ( our education misc>ries1 :y s few 
pupils ga9 ! /r5g? & ! p[] t we expect  
all to ga91 lies 9 ! inability ( !      
av]age individual to draw a g5]al       
conclusion f concrete cases--to see !   
g5]al 9 ! p>ticul>4 ,we h insi/$ s      
/r5u\sly ^u concrete in/ruction t we h  
p]haps fail$ also to insi/ t fact )\t   

law is bl9d1 & t obs]vation )\t         
induction is /upidity gone to se$4  ,let
 me give a concrete in/ance ( :at ,i    
mean4 ,n long ago1 ,i visit$ an         
eigh?-grade class dur+ a geography      
p]iod4 ,x 0 at ! "t :5 ! discov]y ( !   
,pole _h j set ! :ole civiliz$ _w by !  
e>s1 & ! tea*] 0 do+ some?+ t _m good   
tea*]s d on occasions ( ?is sort3 %e 0  
turn+ ! vivid int]e/ ( ! mom5t to       
educative purposes4 ,! pupils _h read   
,pe>y's acc\nt ( 8 trip & !y 7 discuss+ 
its details 9 class4 ,n[ t ex]cise 0    
va/ly m ?an an int]e/+ in=mation lesson1
 = ,pe>y's a*ievem5t became1 "u !       
skillful t\* ( t tea*]1 a type ( all    
human a*ievem5t4 ,i wi% t ,i c\ld       
reproduce t lesson = y--h[ vividly %e   
pictur$ ! situation t confront$ !       
explor]1--! bitt] cold1 ! %ift+ ice1 !  
trea*]\s op5 leads1 ! lack ( game or o!r
 s\rces ( food supply1 ! long m>*es on  
scant rations1 ! %ort h\rs & !          
uncom=table conditions ( sleep2 & h[ f  
^! t fundam5tal lesson ( pluck &        

endurance & c\rage came =? naturally )\t
 prea*+ ! moral or indulg+ 9 s5tim5tal  
goody-goodyism4 ,& !n ! o!r & equally   
important "p ( ! lesson1--h[ pluck &    
c\rage 9 !mselves c\ld nev] h solv$ !   
problem2 h[ k 0 ess5tial1 & h[ t k _h   
be5 ga9$3 "s ( x f ! exp]i5ce ( e>ly    
explor]s1--h[ to avoid ! dread$ scurvy1 
h[ to build a %ip t c\ld )/& ! trem5d\s 
pressure ( ! floes2 & "s f !            
,eskimos1--h[ to live 9 t b>r5 region1 &
 h[ to travel ) dogs & sl$ges2--& "s1   
too1 f ,pe>y's own e>ly exp]i5ces1--h[  
he _h /ruggl$ = tw5ty ye>s to rea* !    
goal1 & _h add$ ?is exp]i5ce to t until 
f9ally ! prize 0 84 ,we may diff] z to !
 value ( ,pe>y's de$1 b t x /&s z a type
 ( :at success 9 any und]tak+ means1 no 
"o c d5y4 ,& ?is 0 ! lesson t ^!        
eigh?-grade pupils 7 absorb+1--! _w-old 
lesson be=e :i* all o!rs fade into      
insignificance1--! lesson1 namely1 t    
a*ievem5t c be ga9$ only by ^? :o are   
will+ to pay ! price4  ,& ,i imag9e t :5
 t class is /udy+ ! cont95t ( ,africa 9 

_! geography "w1 !y w le>n some?+ m ?an 
! names ( riv]s & m\nta9s & b\nd>ies &  
products1--,i imag9e t !y w l9k ^! facts
 ) ! names & de$s ( ! m5 :o gave !m to !
 _w4 ,& :5 !y /udy hi/ory1 x w be va/ly 
m ?an a b>e recital ( dates & ev5ts1--x 
w be alive ) ^! great lessons ( /ruggle 
& triumph1--= hi/ory1 aft] all1 is only 
! record ( human a*ievem5t4 ,& if ^?    
pupils d n f9d ^! same lessons com+ out 
( _! own little conque/s1--if ! problems
 ( ari?metic d n furni% an opportunity  
to conqu] ! pressure ridges ( p>tial    
paym5ts or ! ,pol> night ( bank disc\nt1
 or if ! intricacies ( =mal gramm> d n  
resolve !mselves into ! ,nor? ,pole (   
correct expression1--,i h misjudg$ t    
tea*]'s capacities2 = ! great triumph ( 
tea*+ is to get our pupils to see !     
fundam5tal & ! et]nal 9 ?+s t are       
seem+ly trivial & transitory4 ,we are   
fond ( divid+ s*ool /udies into !       
cultural & ! practical1 into !          
humanities & ! sci5ces4 ,believe me1 !re
 is no /udy wor? ! tea*+ t is n         

practical at basis1 & !re is no         
practical /udy t has n its human int]e/ 
& its humaniz+ influ5ce--if only we g to
 "s pa9s to se>* !m out4   ,v  ,i h said
 t ! mo/ useful ?+ t education c d is to
 imbue ! pupil ) ! ideal ( ef=tful      
a*ievem5t :i* w lead him to d *e]fully &
 effectively ! disagreeable tasks t fall
 to 8 lot4 ,i h said t ! next mo/ useful
 ?+ t x c d is to give him a g5]al me?od
 ( solv+ ! problems t he meets4 ,is !re 
any o!r useful outcome ( a g5]al nature 
t we may rank 9 importance ) ^! two8 ,i 
believe t !re is1 & ,i c p]haps tell y  
:at ,i mean by ano!r ref]5ce to a       
concrete case4 ,i "k a man :o lacks ?is 
?ird factor1 al?\gh he possesses ! o!r  
two 9 a v g5]\s measure4 ,he is full (  
ambition1 p]si/5ce1 & c\rage4 ,he is    
ma/] ( ! rational me?od ( solv+ !       
problems t beset him4 ,he does 8 "w     
intellig5tly & effectively4 ,& yet he   
has fail$ to make a good liv+4 ,:y8     
,simply because ( 8 /&>d ( :at          
con/itutes a good liv+4 ,measur$ by my  

/&>d1 he is do+ excell5tly well4        
,measur$ by 8 own /&>d1 he is a mis]able
 failure4 ,he is depress$ & gloomy & out
 ( h>mony ) ! _w1 simply because he has 
no o!r /&>d = a good liv+ ?an a f9ancial
 "o4 ,he is by pr(ession a civil eng9e]4
 ,8 "w is mu* m remun]ative ?an is t (  
_m o!r call+s4 ,he has x 9 him to atta9 
to pr(essional di/9ction 9 t "w4 ,b to  
?is opportunity he is bl9d4 ,9 ! great  
indu/rial c5t] 9 :i* he works1 he is    
con/antly irritat$ by ! evid5ces ( weal?
 & luxury beyond :at he himself enjoys4 
,! millionaire capta9 ( indu/ry is 8    
h]o1 & because he is n numb]$ among ?is 
class1 he looks at ! _w ?r\gh ! blue/   
k9d ( spectacles4  ,n[1 to my m9d t     
man's education fail$ some:]e1 & its    
failure lay 9 ! fact t x did n develop 9
 him ideals ( success t w\ld h made him 
immune to ^! irritat+ factors4 ,we h (t5
 he>d x said t education %\ld rid ! m9d 
( ! incubus ( sup]/ition1 & "o v        
important effect ( univ]sal education is
 t x does (f] to all m5 an explanation (

 ! ph5om5a t =m]ly weight$ d[n ! m9d )  
fe> & dread1 & op5$ an easy +ress to !  
=ces ( sup]/ition & fraud & error4      
,education has accompli%$ ?is function1 
,i ?9k1 passably well ) respect to ! m  
obvi\s s\rces ( sup]/ition4 ,necromancy 
& magic1 demonism & wit*craft1 h long   
s9ce be5 relegat$ to ! limbo ( expos$   
fraud4 ,_! conque/ has be5 "o ( ! mo/   
significant advances t man has made     
above ! savage4 ,! tru?s ( sci5ce h at  
la/ triumph$1 &1 z education has diffus$
 ^! tru?s among ! masses1 ! triumph has 
become almo/ univ]sal4  ,b !re are o!r  
=ms ( sup]/ition besides ^? ,i h        
m5tion$1--o!r in/ances ( a false        
p]spective1 ( di/ort$ values1 (         
inadequate /&>ds4 ,if belief 9 wit*craft
 or 9 magic is bad because x falls %ort 
( an adequate int]pretation (           
nature1--if x is false because x is     
inconsi/5t ) human exp]i5ce1--!n !      
wor%ip ( ,mammon t my eng9e] fri5d      
repres5ts is t5fold worse ?an wit*craft1
 measur$ by ! same /&>ds4 ,if !re is any

 lesson t human hi/ory tea*es ) compell+
 =ce1 x is surely ?is3 ,e race :i* has  
yield$ to ! demon ( individualism & !   
lu/ = gold & self-gratification has gone
 d[n ! swift & c]ta9 road to national   
decay4 ,e race t1 ?r\gh unusual mat]ial 
prosp]ity1 has lo/ its grip on ! et]nal 
v]ities ( self-sacrifice & self-d5ial   
has left ! lesson ( its d[nfall writt5  
l>ge ^u ! pages ( hi/ory4 ,i repeat t if
 sup]/ition consi/s 9 believ+ some?+ t  
is inconsi/5t ) rational human exp]i5ce1
 !n our pres5t wor%ip ( ! gold5 calf is 
by f> ! mo/ dang]\s =m ( sup]/ition t   
has ev] befuddl$ ! human intellect4  ,b1
 y ask1 :at c education d to alleviate a
 condition ( ?is sort8 ,h[ may ! weak   
influ5ce ( ! s*ool make itself felt 9 an
 environm5t t has cry/alliz$ on e h& ?is
 un=tunate /&>d8 ,individualism is 9 !  
air4 ,x is ! dom9ant _s ( ! times4 ,x is
 re5=c$ ^u e side by ! unmi/akable      
evid5ces ( national prosp]ity4 ,x is    
easy to prea* ! simple life1 b :o w live
 x unless he has to8 ,x is easy to say t

 man %\ld h social & n individual /&>ds 
( success & a*ievem5t1 b :at effect w   
y\r pu]ile ass]tion h ^u ! situation t  
confronts u8  ,yes2 x is easi] to be a  
pessimi/ ?an an optimi/4 ,x is f> easi] 
to lie back & let ?+s run _! c\rse ?an x
 is to /rike out into mid/ream & make   
:at mu/ be = ! pione] a fatal ef=t to   
/em ! curr5t4 ,b is ! situation         
absolutely hopeless8 ,if ! =ces (       
education c lift ! ,japanese p f b>b>ism
 to enlight5m5t 9 two g5]ations2 if     
education c 9 a s+le c5tury trans=m     
,g]many f ! weake/ to ! /ronge/ p[] on !
 cont95t ( ,europe2 if five %ort ye>s ( 
a c]ta9 type ( education c *ange ! c\rse
 ( de/9y 9 ,*9a2--are we w>rant$ 9 our  
assumption t we hold a weak weapon 9 ?is
 fight aga9/ ,mammon8  ,i h intimat$ t !
 attitude ( my eng9e] fri5d t[>d life is
 ! result ( twi/$ ideals4 ,a good _m "y 
m5 are go+ out into life ) a simil>     
defect 9 _! education4 ,!y ga9 _!       
ideals1 n f ! great wellspr+s ( human   
exp]i5ce z repres5t$ 9 hi/ory &         

lit]ature1 9 religion & art1 b f !      
environm5t ar\nd !m1 & consequ5tly !y   
become victims ( ?is sup]/ition f !     
outset4 ,z a tra9] ( tea*]s1 ,i hold x  
to be "o important "p ( my duty to =tify
 my /ud5ts z /rongly z ,i c aga9/ ?is   
false /&>d ( :i* my eng9e] fri5d is !   
victim4 ,x is j z mu* a "p ( my duty to 
give my /ud5ts effective & consi/5t     
/&>ds ( :at a good liv+ consi/s 9 z x is
 to give !m ! te*nical k & skill t w    
enable !m to make a good liv+4 ,if my   
/ud5ts :o are to become tea*]s h /&>ds (
 liv+ & /&>ds ( success t are inconsi/5t
 ) ! great ideal ( social s]vice = :i*  
tea*+ /&s1 !n ,i h fall5 f> %ort (      
success 9 my "w4 ,if !y are con/antly   
irritat$ by ! evid5ces ( luxury beyond  
_! means1 if ?is irritation s\rs _!     
dispositions & *ecks _! spontaneity1 _! 
effici5cy z tea*]s is greatly less5$ or 
p]haps entirely negat$4 ,& if my eng9e] 
fri5d places worldly emolum5ts ^u a     
high] plane ?an pr(essional effici5cy1  
,i dread = ! safety ( ! bridges t he    

builds4 ,8 education z an eng9e] %\ld h 
=tifi$ him aga9/ j su* a cont+5cy4 ,x   
%\ld h left him ) ! ideal ( craftsman%ip
 supreme 9 8 life4 ,& if 8 te*nical     
education fail$ to d ?is1 8 g5]al       
education ought1 at lea/1 to h giv5 him 
a bias 9 ! "r direction4  ,i believe t  
all =ms ( vocational & pr(essional      
education are n s /rong 9 ?is respect z 
!y %\ld be4 ,aga9 y say to me1 ,:at c   
education d :5 ! _s ( ! times speaks s  
/rongly on ! o!r side8 ,b :at is        
education = if x is n to pres]ve mid/ ! 
*aos & confusion ( tr\bl\s times ! great
 tru?s t ! race has wrung f its         
exp]i5ce8 ,h[ diff]5t might h be5 ! fate
 ( ,rome1 if ,rome _h possess$ an       
educational sy/em t\*+ e *ild 9 !       
,empire1 & if1 dur+ ! ye>s t witness$ h]
 decay & d[nfall1 ^? s*ools c\ld h kept 
/eadily1 p]si/5tly at "w1 impress+ ^u e 
memb] ( ea* successive g5]ation !       
virtues t made ! old ,romans /rong &    
virile--! virtues t enabl$ !m to lay !  
f\ndations ( an empire t crumbl$ 9 ru9s 

once ^! tru?s 7 =gott54 ,is x n !       
specific task ( education to repres5t 9 
ea* g5]ation ! human exp]i5ces t h be5  
tri$ & te/$ & f\nd to "w1--to repres5t  
^! 9 ! face ( opposition if ne$ be1--to 
be fai?ful to ! tru/ee%ip ( ! mo/       
priceless legacy t ! pa/ has left to !  
pres5t & to ! future8 ,if ?is is n our  
function 9 ! s*eme ( ?+s1 !n :at is our 
function8 ,is x to /& ) bat$ brea? to   
cat* ! fir/ :isp] t w u%] 9 ! next      
*ange8 ,is x to surr5d] all initiative &
 simply all[ ourselves to be toss$ hi!r 
& yon by ! waves & cross-waves ( a      
fickle public op9ion8 ,is x to c[] 9    
dread ( a criticism t is n only unju/ b 
(t5 ill-advis$ ( ! real conditions "u   
:i* we are do+ our "w8  ,i take x t none
 ( u is ready to answ] ^! que/ions 9 !  
affirmative4 ,deep d[n 9 our he>ts we "k
 t we h a useful "w to d1 & we "k t we  
are do+ x passably well4 ,we also "k our
 defects & %ortcom+s at lea/ z well z "o
 :o has nev] fac$ our problems & tri$ to
 solve !m4 ,& x is f ?is latt] type t   

mo/ ( ! dra/ic criticism1 especially ( !
 elem5t>y & second>y s*ool1 emanates4 ,i
 confess t my gorge rises )9 me :5 ,i   
read or he> ! invectives t are be+ hurl$
 aga9/ tea*+ z a pr(ession 7& aga9/ ! "w
 ( ! elem5t>y & second>y s*ool 9        
p>ticul>7 by m5 :o "k no?+ ( ?is "w at  
fir/ h&4 ,?is is ! greate/ h&icap "u :i*
 ! pr(ession ( tea*+ labors4 ,9 e o!r   
important field ( human activity a man  
mu/ pres5t 8 cr$5tials be=e he takes 8  
seat at ! c\ncil table1 & ev5 !n he mu/ 
sit & li/5 respectfully to 8 eld]s = a  
:ile be=e he v5tures a criticism or ev5 
a sugge/ion4 ,?is plan may h its        
defects4 ,x may keep ?+s on too         
cons]vative a basis2 b x avoids ! dang] 
into :i* we z a pr(ession h fall51--!   
dang] ( half-bak$ !ories & unmatur$     
policies4 ,to-day ! only man t c get a  
respectable he>+ at our great national  
educational meet+s is ! man :o has      
some?+ new & biz>re to propose4 ,& ! m  
/>tl+ ! proposal1 ! great] is ! measure 
( adulation t he receives4 ,! result (  

?is is a cont9ual /ra9+ = effect1 an    
enorm\s annual crop ( fads & fancies1   
:i*1 ?\gh mo/ ( !m are happily          
%ort-liv$1 keep u 9 a /ate ( cont9ual   
turmoil & confusion4         99       99
       99       99       99  ,n[1 x goes
 )\t say+ t !re are _m ways ( mak+      
education hit ! m>k ( utility 9 addition
 to ^? t ,i h m5tion$4 ,! tea*]s d[n 9 !
 l[] grades :o are tea*+ little *ildr5 !
 arts ( read+ & writ+ & computation are 
do+ va/ly m 9 a practical direction ?an 
!y are ev] giv5 cr$it = do+2 = read+ &  
writ+ & ! manipulation ( numb]s are1    
next to oral spee* itself1 ! prime      
necessities 9 ! social & indu/rial _w4  
,^! arts are be+ taught to-day bett] ?an
 !y h ev] be5 taught be=e1--& ! te*nique
 ( _! tea*+ is und]go+ con/ant ref9em5t 
& improvem5t4  ,! s*ool c d & is do+ o!r
 useful ?+s4 ,"s s*ools are tra9+ _!    
pupils to be well mann]$ & c\rte\s &    
consid]ate ( ! rights ( o!rs4 ,!y are   
tea*+ *ildr5 "o ( ! mo/ basic &         
fundam5tal laws ( human life2 namely1 t 

!re are "s ?+s t a g5tleman _c d & "s   
?+s t society w n /&4 ,h[ _m a pa9ful   
exp]i5ce 9 solv+ ?is v problem ( gett+ a
 liv+ c\ld be avoid$ if "o _h only le>n$
 ?is lesson pass+ well6 ,:at a pity x is
 t "s s*ools t /& to-day = :at we call  
educational progress are fail+ 9 j ?is  
p>ticul>--are s5d+ out into ! _w an     
annual crop ( boys & girls :o mu/ le>n !
 great lesson ( self-control & a prop]  
respect = ! rights ( o!rs 9 ! bitt]     
s*ool ( exp]i5ce1--a s*ool 9 :i* ! rod w
 nev] be sp>$1 b ^: *a/5+ sc\rge comes  
sometimes1 alas1 too late6  ,!re is no  
feature ( s*ool life :i* has n its almo/
 inf9ite possibilities ( utility4 ,b    
aft] all1 are n ! basic & fundam5tal ?+s
 ^! ideals t ,i h nam$8 ,& %\ld n we :o 
tea* /& = idealism 9 its wide/ s5se8    
,%\ld we n ourselves subscribe an undy+ 
fidelity to ^? great ideals = :i* tea*+ 
mu/ /&1--to ! ideal ( social s]vice :i* 
lies at ! basis ( our craft1 to ! ideals
 ( ef=t & discipl9e t make a nation     
great & its *ildr5 /rong1 to ! ideal (  

sci5ce t dissipates ! black night (     
ignorance & sup]/ition1 to ! ideal (    
culture t humanizes mank9d8             
,,footnotes3  ,footnote #aa3 ,an address
 be=e ! ,ea/]n ,ill9ois ,tea*]s'        
,association1 ,octob] #ae1 #aiji4       
,publi%$ z a ,bullet9 ( ! ,ea/]n        
,ill9ois ,normal ,s*ool1 ,octob]1 #aiji4
     ,,vii  ,,! ,,sci5tific ,,_s ,,9    
,,education#ab  ,i   ,i "k t ,i d n ne$ 
to plead ) ?is audi5ce = a recognition (
 ! sci5tific _s 9 ! solution (          
educational problems4 ,! long life & !  
enviable record ( ?is ,society (        
,p$agogy te/ify 9 !mselves to t _s (    
free inquiry1 to ! calm & dispassionate 
se>* = ! tru? :i* lies at ! basis ( !   
sci5tific me?od4 ,y h ga!r$ "h1 =tnight 
aft] =tnight1 to discuss educational    
problems 9 ! light ( y\r exp]i5ce4 ,y h 
report$ y\r exp]i5ce & li/5$ to !       
results t o!rs h glean$ 9 ! c\rse ( _!  
daily "w4 ,& exp]i5ce is ! corn] /one ( 
sci5ce4  ,"s ( ! mo/ /imulat+ & cl>ify+ 
discussions ( educational problems t ,i 

h ev] he>d h be5 made 9 ! sessions ( ?is
 ,society4 ,y h be5 sci5tific 9 y\r     
attitude t[>d education1 & ,i may add t 
,i fir/ le>n$ ! lessons ( ! real sci5ce 
( education 9 ! ,/4 ,l\is s*ools1 & "u !
 inspiration t 0 furni%$ by ! m5 :o 7   
memb]s ( ?is ,society4 ,:at ,i knew ( ! 
sci5ce ( education be=e ,i came to ?is  
city t5 ye>s ago1 0 glean$ l>gely f     
books4 ,x 0 d$uctive1 a priori1 9 its   
nature4 ,:at ,i le>n$ "h 0 ! induction f
 actual exp]i5ce4  ,my v fir/           
introduction to my colleagues among !   
s*ool m5 ( ?is city 0 a lesson 9 !      
sci5ce ( education4 ,i _h br\ght ) me a 
lett] to "o ( y\r pr9cipals4 ,he 0 9 !  
(fice d[n on ,locu/ ,/reet ! fir/       
,saturday t ,i sp5t 9 ! city4 ,i pres5t$
 my lett] to him1 &1 ) t true ,s\!rn    
hospitality :i* has always *>act]iz$ y\r
 corps1 he took me imm$iately "u 8 w+ & 
c>ri$ me out to lun*eon ) him4  ,we sat 
= h\rs 9 a little re/aurant d[n on ,six?
 ,/reet1--he 0 my tea*] & ,i 0 8 pupil4 
,& gradually1 z ! aft]noon wore on1 ,i  

realiz$ t ,i _h met a ma/] craftsman 9 !
 art ( education4 ,at fir/ ,i talk$     
glibly en\gh ( :at ,i int5d$ to d1 & he 
li/5$ sympa!tically & helpfully1 ) a    
little quizzical smile 9 8 eyes z ,i    
outl9$ my ambiti\s plans4 ,& :5 ,i _h   
run ! gamut ( my dreams1 he took 8 turn1
 &1 9 true ,socratic fa%ion1 yet )\t    
mak+ me feel 9 ! lea/ t ,i 0 only a     
dream] aft] all1 he refa%ion$ my !ories4
 ,"o by "o ! little c>d h\ses t ,i _h   
built up 7 deftly1 smoo?ly1 g5tly1 b    
completely demoli%$4 ,i did n "k ! ,,abc
 ( s*oolcraft--b he did n tell me t ,i  
did n4 ,he w5t at ! task ( in/ruction f 
! positive po9t ( view4 ,he prov$ to me1
 by rem9isc5ce & example1 h[ diff]5t are
 actual & ideal conditions4 ,& f9ally he
 w\nd up ) a s+le "q t op5$ a new _w to 
me4 ,:at1 he ask$1 is ! dom9ant         
*>act]i/ic ( ! *ild's m9d8 ,i ?\ght at  
fir/ t ,i 0 on safe gr\nd--= _h ,i n    
tak5 a c\rse 9 *ild /udy1 & _h ,i n     
measur$ "s hundr$s ( s*ool *ildr5 :ile  
work+ out a univ]sity !sis8 ,s ,i began 

) my li/4 ,b1 at ea* *>act]i/ic t ,i    
m5tion$ he %ook 8 head4 ,no1 he said1   
no2 t is n "r4 ,& :5 f9ally ,i _h       
exhau/$ my li/1 he said to me1 ,!       
dom9ant *>act]i/ic ( ! *ild's m9d is its
 s]i\sness4 ,! *ild is ! mo/ s]i\s      
creature 9 ! _w4  ,! answ] /agg]$ me = a
 mom5t4 ,l n9ety-n9e p] c5t ( ! adult   
population ( ?is globe1 ! s]i\sness ( ! 
*ild _h nev] appeal$ to me4 ,9 spite ( !
 !oretical basis ( my tra9+1 t s+le1    
dom9ant elem5t ( *ild life _h escap$ me4
 ,i _h ga9$ my notion ( ! *ild f books1 
&1 ,i also fe>1 f ! ,sunday supplem5ts4 
,to me1 deep d[n 9 my he>t1 ! *ild 0 an 
animat$ joke4 ,i 0 imm]s$ 9 unsci5tific 
preconceptions4 ,b ! ma/] craftsman _h  
ga9$ 8 conception ( *ild life f         
intimate1 empirical acqua9tance ) ! g5us
 boy4 ,he _h glean$ f 8 exp]i5ce t      
fundam5tal tru?3 ,! *ild is ! mo/ s]i\s 
creature 9 ! _w4  ,sometime ,i hope t ,i
 may make "s fitt+ ackn[l$gm5t ( ! debt 
( gratitude t ,i owe to t man4 ,!       
opportunities t ,i _h to talk ) him 7   

all too few1 b ,i did make a memorable  
visit to 8 s*ool1 & /udi$ at fir/ h& !  
great "w t he 0 do+ = ! pupils ( !      
,columbia di/rict4 ,he di$ ! next ye>1 &
 ,i %all nev] =get ! words t /ood b5ea? 
8 picture t night 9 "o ( ! daily pap]s3 
,*>les ,h[>d3 ,ar*itect ( ,"*4   ,,ii   
,! ess5ce ( ! sci5tific _s is to view   
exp]i5ce )\t prejudice1 & t 0 ! lesson t
 ,i le>n$ f ! s*ool sy/em ( ,/4 ,l\is4  
,! diff]5ce betwe5 ! ideal *ild & ! real
 *ild1--! diff]5ce betwe5 :at fancy     
pictures a s*oolroom to be & :at actual 
fir/-h& acqua9tance %[s t x is1 !       
diff]5ce betwe5 a preconceiv$ notion &  
an actual /ubborn fact ( exp]i5ce1--^! 7
 among ! lessons t ,i le>n$ 9 ^! s*ools4
 ,b1 at ! same "t1 !re 0 no crass       
mat]ialism accompany+ ?is tea*+4 ,!re 0 
no loss ( ! broad] po9t ( view4 ,a fact 
is a fact1 & we _c get ar\nd x1--& ?is  
is :at sci5tific me?od has insi/$ ^u f  
its inception4 ,b always beyond ! fact  
is its significance1 its mean+4 ,t ! ,/4
 ,l\is s*ools h = ! la/ fifty ye>s /ood 

= ! l>g] view2 t !y h nev]1 s f> z ,i   
"k1 exploit$ ! new & ! biz>re simply    
because x 0 new & /range1--?is is due1  
,i believe1 to ! insight & inspiration (
 ! man#ac :o fir/ fa%ion$ ! framework ( 
?is sy/em1 & brea!d into x z a sy/em !  
vitaliz+ elem5t ( idealism4 ,p]sonally1 
,i h n always be5 9 sympa?y ) ! tea*+s (
 ! ,hegelian philosophy1--,i h n always 
und]/ood !m1--b no man c\ld witness !   
sil5t1 /eady1 un*eck$ gr[? ( ! ,/4 ,l\is
 s*ools )\t be+ firmly & indelibly      
impress$ ) dynamic value ( a ri*ly      
conceiv$ & rigidly wr\ght sy/em (       
fundam5tal pr9ciples4 ,! cause (        
education has suff]$ mu* f ! failure (  
educators to break loose f ! %ackles ( !
 pa/4 ,b x has1 9 "s places1 suff]$ /ill
 m f ! t5d5cy ( ! human m9d to confuse  
fundam5tal pr9ciples ) ! %ackles (      
tradition4 ,! rage = ! new & ! untri$1  
simply because x is new & untri$1--?is  
has be51 & is to-day1 ! rock ^u :i* real
 educational progress is mo/ likely to  
be wreck$4 ,?is is a rock1 ,i believe1 t

 ,/4 ,l\is has s f> escap$1 & ,i h no   
d\bt t its escape has be5 due1 9 l>ge   
measure1 to ! c>eful1 rigid1 labori\s1 &
 yet illum9at+ mann] 9 :i* t great      
capta9 *>t$ out its c\rse4   ,,iii      
,fundam5tally1 !re is1 ,i believe1 no   
discrepancy1 no inconsi/5cy1 betwe5 !   
sci5tific _s 9 education & :at may be   
call$ ! philosophical _s4 ,z ,i h       
sugge/$1 !re are always two dang]s t mu/
 be avoid$3 ! dang]1 9 ! fir/ place1 (  
?9k+ ( ! old z ess5tially bad2 &1 on !  
o!r h&1 ! dang] ( ?9k+ ( ! new & /range 
& unkn[n z ess5tially bad2 ! dang] (    
confus+ a s\nd cons]vatism ) a bl9d     
wor%ip ( e/abli%$ cu/om2 & ! dang] (    
confus+ a s\nd radicalism ) ! bl9d      
wor%ip ( ! new & ! biz>re4  ,let me give
 y an example ( :at ,i mean4 ,!re is a r
 bitt] controv]sy at pres5t betwe5 two  
factions ( sci5ce tea*]s4 ,"o faction   
insi/s t physics & *emi/ry & biology    
%\ld be taught 9 ! high s*ool f !       
economic po9t ( view1--t ! economic     
applications ( ^! sci5ces to great human

 arts1 su* z eng9e]+ & agriculture1 %\ld
 be emphasiz$ at e po9t1--t a great deal
 ( ! mat]ial n[ taught 9 ^! sci5ces is  
bo? useless & unattractive to ! av]age  
high-s*ool pupil4 ,! o!r faction ma9ta9s
 t su* a c\rse w\ld mean ! de/ruction ( 
sci5ce z an integral "p ( ! second>y    
culture c\rse1--t sci5ce to be cultural 
mu/ be pure sci5ce1--mu/ be view$ ap>t f
 its economic applications1--ap>t f its 
relations to ! bread-&-butt] problem4   
,n[ _m ( ! advocates ( ! fir/ po9t (    
view--_m ( ! p t w\ld emphasize !       
economic side--are animat$ by ! _s (    
*ange & unre/ :i* dom9ates our latt]-day
 civilization4 ,!y wi% to foll[ ! popul>
 dem&4 ,d[n ) s*ola/icism6 is _! cry2   
,d[n ) ?is bl9d wor%ip ( cu/om &        
tradition6 ,let u d ! ?+ t gives !      
greate/ imm$iate b5efit to our pupils4  
,let u disc>d ! elem5ts 9 our c\rses t  
are h>d & dry & b>r5 ( practical        
results4 ,n[ ^! m51 ,i believe1 are bas+
 _! argum5t ^u ! fallacy ( imm$iate     
exp$i5cy4 ,! old is bad1 ! new is good4 

,t is _! argum5t4 ,!y h no %eet an*or   
out to w9dw>d4 ,!y are will+ to drift ) 
! gale4  ,_m ( ! advocates ( ! second   
po9t ( view--_m ( ! p :o hold to ! old  
l9e1 pure-sci5ce tea*+--are1 on ! o!r   
h&1 animat$ by a _s ( irrational        
cons]vatism4 ,d[n ) radicalism6 !y %\t2 
,d[n ) ! innovators6 ,?+s t are h>d &   
dry are good m5tal discipl9e4 ,!y made  
our fa!rs /rong4 ,!y c make our *ildr5  
/rong4 ,:at 0 good en\gh = ! great m9ds 
( ! pa/ is good en\gh = u4  ,n[ ^! m51  
,i believe1 h gone to ! o!r extreme4 ,!y
 h confus$ cu/om & tradition )          
fundam5tal & et]nal pr9ciples4 ,!y h    
?\ght t1 j because a ?+ is old1 x is    
good1 j z _! antagoni/s h ?\ght t j     
because a ?+ is new x is good4  ,9 bo?  
cases1 obvi\sly1 ! sci5tific _s is      
lack+4 ,! mo/ fundam5tal ( all pr9ciples
 is ! pr9ciple ( tru?4 ,& yet ^! m5 :o  
are tea*]s ( sci5ce are--bo? classes (  
!m--rul$ !mselves by dogma4 ,& meantime 
! sci5ces are 9 dang] ( los+ _! place 9 
second>y education4 ,! ri* promise t 0  

held out a g5]ation ago has n be5       
fulfill$4 ,)9 ! la/ decade1 ! enrollm5t 
9 ! sci5ce c\rses has n increas$ 9      
proportion to ! total enrollm5t1 :ile ! 
enrollm5t 9 ,lat9 7:i* fifte5 ye>s ago 0
 ab\t to be ca/ ^u ! educational scrap  
heap7 has gr[n by leaps & b\nds4  ,n[   
?is is a type ( a great _m controv]sies 
9 education4 ,we talk & !orize1 b v     
seldom d we try to f9d out ! actual     
facts 9 ! case by any adequate te/s4  ,x
 0 ! lack ( su* te/s t l$ u at !        
,univ]sity ( ,ill9ois to ent] ^u a s]ies
 ( imp>tial inve/igations to see :e!r we
 c\ld n take "s ( ^! moot$ que/ions out 
( ! realm ( et]nal controv]sy1 & provide
 "s def9ite solutions4 ,we *ose among   
o!rs ?is controv]sy betwe5 ! economic   
sci5ti/s & ! pure sci5ti/s4 ,we took a  
high-s*ool class & divid$ x into two    
sections4 ,we tri$ to place 9 ea*       
section an equal numb] ( bright &       
m$iocre & dull pupils1 s t ! conditions 
w\ld be equaliz$4 ,!n we *ose an        
excell5t tea*]1 a man :o c\ld approa* ! 

problem ) an op5 m9d1 )\t prejudice or  
favor4 ,dur+ ! pres5t ye> he has be5    
tea*+ ^! p>allel sections4 ,9 "o section
 he has emphasiz$ economic applications2
 9 ! o!r he has taught ! class ^u !     
cu/om>y pure-sci5ce basis4 ,he has kept 
a c>eful record ( 8 "w1 & at /at$       
int]vals he has giv5 bo? sections ! same
 te/s4 ,we propose to c>ry on ?is       
inve/igation ye> aft] ye> ) diff]5t     
classes1 diff]5t tea*]s1 & 9 diff]5t    
s*ools4 ,we are n 9 a hurry to rea*     
conclusions4  ,n[ ,i said t ! safegu>d 9
 all "w ( ?is sort is to keep our grip  
firm & fa/ on ! et]nal tru?s4 ,9 ?is "w 
t ,i m5tion we are n try+ to prove t    
ei!r pure sci5ce or appli$ sci5ce       
int]e/s our pupils ! m or helps !m ! m 9
 meet+ imm$iate economic situations4 ,we
 d n propose to measure ! success ( ei!r
 me?od by its effect ^u ! bread-w9n+ p[]
 ( ! pupil4 ,:at we believe t sci5ce    
tea*+ %\ld insure1 is a grip on !       
sci5tific me?od & an illum9at+ insight  
into ! =ces ( nature1 & we are simply   

attempt+ to see :e!r ! economic         
applications w make ?is grip firm] or   
weak]1 & ?is insight cle>] or m obscure4
 ,i tru/ t ?is po9t is pla91 = x        
illu/rates :at ,i h j said reg>d+ !     
dang] ( foll[+ a popul> dem&4 ,we ne$ no
 exp]im5t to prove t economic sci5ce is 
m useful 9 ! n>r[ s5se ?an is pure      
sci5ce4 ,:at we wi% to det]m9e is :e!r a
 judici\s mixture ( ! two sorts ( tea*+ 
w or w n enable u to realize ?is ri*    
cultural value mu* m effectively ?an a  
traditional purely cultural c\rse4  ,n[ 
t illu/rates :at ,i ?9k is ! real &     
important application ( ! sci5tific _s  
to ! solution ( educational problems4 ,y
 w readily see t x does n d away        
necess>ily ) our ideals4 ,x is n        
necess>ily mat]iali/ic4 ,x is n         
necess>ily ideali/ic4 ,ei!r side may    
utilize x4 ,x is a q imp]sonal factor4  
,b x does promise to take "s ( our      
educational problems out ( ! field (    
useless & wa/eful controv]sy1 & x does  
promise to get m5 ( conflict+ views     

toge!r1--=1 9 ! case t ,i h j cit$1 if  
we prove t ! "r admixture ( me?ods may  
enable u to realize bo? a cultural & a  
utilit>ian value1 !re is no reason :y ! 
culturi/s & ! utilit>ians %\ld n get    
toge!r1 cease _! qu>rel+1 take (f _!    
coats1 & g to "w4 ,few p w d5y t bread &
 butt] is a r ess5tial ?+ 9 ?is life (  
ours2 v few w d5y t mat]ial prosp]ity 9 
temp]ate am\nts is good = all ( u2 & v  
few also w d5y t f> m fundam5tal ?an    
bread & butt]--f> m important ?an       
mat]ial prosp]ity--are ! great          
fundam5tal & et]nal tru?s :i* man has   
wr\ght out ( 8 exp]i5ce & :i* are mo/   
effectively cry/alliz$ 9 ! creations (  
pure art1 ! ma/]pieces ( pure lit]ature1
 & ! discov]ies ( pure sci5ce4  ,c]ta9ly
 if we ( ! tw5tie? c5tury c agree ^u any
 "o ?+1 x is ?is3 ,t life )\t toil is a 
crime1 & t any "o :o enjoys leisure &   
com=t & ! luxuries ( liv+ )\t pay+ !    
price ( toil is a social p>asite4 ,i    
believe t x is an important function (  
public education to impress ^u ea*      

g5]ation ! highe/ ideals ( liv+ z well z
 ! arts t are ess5tial to ! mak+ ( a    
livelihood1 b ,i wi% to prote/ aga9/ !  
doctr9e t ^! two factors /& ov] aga9/ "o
 ano!r z ! positive & negative poles (  
human exi/5ce4 ,9 o!r words1 ,i prote/  
aga9/ ! notion1 t ! /udy ( ! practical  
ev]yday problems ( human life is )\t :at
 we are pleas$ to call a culture        
value1--t 9 ! prop] /udy ( ^? problems  
"o is n able to see ! op]ation (        
fundam5tal & et]nal pr9ciples4  ,i %all 
readily agree t !re is always a grave   
dang] t ! trivial & tempor>y objects (  
ev]yday life may be view$ & /udi$ )\t   
ref]5ce to ^! fundam5tal pr9ciples4 ,b  
?is dang] is c]ta9ly no great] ?an t !  
p]man5t & et]nal tru?s be /udi$ )\t     
ref]5ce to ! actual1 concrete1 workaday 
_w 9 :i* we live4 ,i h se5 ex]cises 9   
manual tra9+ t _h = _! purpose !        
p]fection ( ! pupil 9 "s little art (   
jo9]y = :i* he w\ld1 9 all probability1 
h n ! slighte/ use 9 8 lat] life4 ,b ev5
 if he %\ld f9d use = x1 ! process 0 n  

be+ taught 9 ! prop] way4 ,he 0 be+ made
 consci\s only ( ! little trivial ?+1 & 
no "p ( 8 in/ruction 0 direct$ t[>d !   
mu* m important1 fundam5tal lesson1--!  
lesson1 namely1 t a little ?+ may be    
p]fect1 b t p]fection itself is n a     
little ?+4  ,i say t ,i h witness$ su*  
an ex]cise 9 ! v practical field (      
manual tra9+4 ,i may add t ,i w5t ?r\gh 
sev]al su* ex]cises myself1 & em]g$ ) a 
disgu/ t always recurs to me :5 ,i am   
told t e boy w respond to ! /imulus ( ! 
hamm] & ! jack plane4 ,b ,i %\ld ha/5 to
 add t ,i h also se5 :at we call !      
humanities s taught t ! pupil has em]g$ 
f !m ) a supreme contempt = ! life (    
labor & a feel+ ( disgu/ at ! petty &   
trivial problems ( human life :i* e "o  
mu/ face4 ,i h se5 art & lit]ature s    
taught z to leave _! /ud5ts n ) ! high  
purpose to mold _! lives 9 accordance ) 
! high ideals t art & lit]ature         
repres5t1 n ! firm resolution to d :at  
!y c\ld to relieve ! ugl9ess ( ! _w :]e 
!y f\nd x ugly1 or to d :at !y c\ld to  

ennoble life :5 !y f\nd x vile2 b r ) an
 attitude ( calm sup]iority1 z if !y 7 9
 "s way privileg$ to ! delights (       
ae/hetic enjoym5t1 leav+ ! bas] born to 
d ! _w's drudg]y4  ,i h se5 ! pr9ciples 
( agriculture s taught z to leave ) !   
/ud5t ! impression t he c\ld raise m    
corn ?an 8 neighbor & sell x at a high] 
price if he ma/]$ ! pr9ciples (         
nitrification2 & all )\t "o s+le ref]5ce
 to ! basic pr9ciple ( cons]vation ^u   
:i* ! welf>e ( ! human race = all "t to 
come mu/ inevitably dep5d1--)\t a s+le  
ref]5ce to ! moral iniquity ( wa/e &    
slo? & ignorance4 ,b ,i h also se5 m5 :o
 h ma/]$ ! sci5tific me?od1--! me?od (  
controll$ obs]vation1 & unprejudic$     
induction & inf]5ce1--9 ! laboratories (
 pure sci5ce2 & :o h ga9$ s ov]we5+ &   
hyp]trophi$ a reg>d = ?is me?od t !y h  
consid]$ x too holy to be contam9at$ by 
application to practical problems1--:o h
 sne]$ contemptu\sly :5 "s adv5tur] has 
propos$1 = example1 to subject ! tea*+ (
 sci5ce itself to ! se>*light (         

sci5tific me?od4  ,i tru/ t ^! examples 
h made my po9t cle>1 = x is c]ta9ly     
simple en\gh4 ,if vocational education  
means simply t ! arts & skills (        
indu/rial life are to be transmitt$     
safely f g5]ation to g5]ation1 a m9imum 
( educational ma*9]y is all t is        
necess>y1 & we d n ne$ to worry mu* ab\t
 x4 ,if vocational education means      
simply ?is1 x ne$ n tr\ble u mu*2 =     
economic conditions w soon] or lat]     
provide = an effective means (          
transmission1 j z economic conditions w 
soon] or lat] p]fect1 ?r\gh a bl9d &    
empirical process ( elim9ation1 ! mo/   
effective me?ods ( agriculture1 z 9 !   
case ( ,*9a & o!r ov]populat$ nations ( 
! ,ori5t4  ,b ,i take x t we mean by    
vocational education some?+ m ?an ?is1 j
 z we mean by cultural education some?+ 
m ?an a v5e] ( language1 hi/ory1 pure   
sci5ce1 & ! f9e arts4 ,9 ! =m] case1 !  
practical problems ( life are to be     
lift$ to ! plane ( fundam5tal pr9ciples2
 9 ! latt] case1 fundam5tal pr9ciples   

are to be br\ght d[n to ! plane (       
pres5t1 ev]yday life4 ,i c see no       
discrepancy "h4 ,to my m9d !re is no    
cultural subject t has n its practical  
outcome1 & !re is no practical subject t
 has n its humaniz+ influ5ce if only we 
g to "s pa9s to seek x out4 ,i d n      
object to a subject ( in/ruction t      
promises to put doll>s into ! pockets ( 
^? t /udy x4 ,i d object to ! mode (    
tea*+ t subject :i* fails to use ?is    
effective economic appeal 9 /imulat+ a  
glimpse ( ! broad] vision4 ,i d n object
 to ! subject t appeals to ! pupil's    
curiosity because x in=ms him ( !       
wond]ful de$s t m5 h done 9 ! pa/4 ,i d 
object to t mode ( tea*+ ?is subject :i*
 simply ar\ses int]e/ 9 a spectacul>    
de$1 & !n fails to use ?is int]e/ 9 !   
int]pretation ( pres5t problems4 ,i d n 
cont5d t 9 ei!r case !re mu/ be an      
explicit po9t+ ( morals & draw+ (       
lessons4 ,b ,i d cont5d t ! tea*] :o is 
9 *>ge ( ! process %\ld always h ?is    
purpose 9 ! =efront ( 8 consci\sness1   

&--n[ by direct comp>ison1 n[ by        
indirection & sugge/ion--guide 8 pupils 
to ! goal desir$4  ,i hope t ?r\gh      
c>eful te/s1 we %all "s day be able to  
demon/rate t !re is mu* t is good &     
valuable on bo? sides ( e controv]t$    
educational "q4 ,aft] all1 9 ?is complex
 & intricate task ( tea*+ to :i* y & ,i 
are devot+ our lives1 !re is too mu* at 
/ake to p]mit u = a mom5t to be         
dogmatic1--to p]mit u = a mom5t to hold 
ourselves 9 any o!r attitude save "o (  
op5ness & reception to ! tru? :5 ! tru? 
%all h be5 demon/rat$4 ,nei!r y\r ideas 
nor m9e1 nor ^? ( any man or gr\p ( m51 
liv+ or dead1 are important en\gh to /& 
9 ! way ( ! be/ possible accompli%m5t ( 
t great task to :i* we h set our h&s4   
,,iv  ,b ,i did n propose ?is morn+ to  
talk to y ab\t sci5ce z a "p ( our      
educational curriculum1 b r ab\t !      
sci5tific _s & ! sci5tific me?od z      
effective in/rum5ts = ! solution ( our  
own peculi> educational problems4 ,i h  
tri$ to give y reasons = believ+ t an   

adoption ( ?is policy does n necess>ily 
commit u to mat]ialism or to a n>r[ly   
economic po9t ( view4 ,i h attempt$ to  
%[ t ! sci5tific me?od may be appli$ to 
! solution ( our problems :ile we /ill  
reta9 our fai? 9 ideals2 & t1 unless we 
d reta9 t fai?1 our inve/igations w be  
)\t po9t or mean+4  ,?is problem (      
vocational education to :i* ,i h j      
ref]r$ is "o t is likely to rema9       
unsolv$ until we h made a se>*+         
inve/igation ( its factors 9 ! light (  
sci5tific me?od4 ,"s p pr(ess n to be   
worri$ by ! difficulty ( f9d+ "t 9 our  
elem5t>y & second>y s*ools = !          
introduction ( ! new] subjects mak+ =   
increas$ vocational effici5cy4 ,!y w\ld 
cut ! ,gordian knot ) "o s+le op]ation  
by elim9at+ en\gh ( ! old] subjects to  
make room = ! new4 ,i confess t ?is     
solution does n appeal to me4           
,fundam5tally ! core ( ! elem5t>y       
curriculum mu/1 ,i believe1 always be ! 
arts t are ess5tial to e "o :o lives !  
social life4 ,9 o!r words1 ! language   

arts & ! numb] arts are1 & always mu/   
be1 ! fundam5tals ( elem5t>y education4 
,i d n believe t specializ$ vocational  
education %\ld ev] be introduc$ at !    
exp5se ( ?or\gh tra9+ 9 ! subjects t    
already hold _! place 9 ! curriculum4 ,&
 yet we are confront$ by ! economic     
necessity ( solv+ 9 "s way ?is          
vocational problem4 ,h[ are we to d x8  
,x is "h t ! sci5tific me?od may p]haps 
come to our aid4 ,! obvi\s av5ue (      
attack ^u ?is problem is to det]m9e :e!r
 we _c save "t & en]gy1 n by ! dra/ic   
op]ation ( elim9at+ old subjects1 b r by
 improv+ our te*nique ( tea*+1 s t !    
wa/e may be r$uc$1 & ! "t ?us sav$ giv5 
to ^! new subjects t are s vocif]\sly   
dem&+ admission4 ,9 ,clevel&1 = example1
 ! me?od ( tea*+ spell+ has be5 subject$
 to a rigid sci5tific treatm5t1 &1 z a  
result1 spell+ is be+ taught to-day     
va/ly bett] ?an ev] be=e & ) a mu*      
small] exp5diture ( "t & en]gy4 ,x has  
be5 due1 v l>gely1 to ! application ( a 
few well-kn[n pr9ciples :i* ! sci5ce (  

psy*ology has furni%$4  ,n[ t is va/ly  
bett] ?an say+ t spell+ is a subject t  
takes too mu* "t 9 our s*ools &         
consequ5tly ought =?) to be elim9at$4 ,9
 all ( our s*ool "w en\gh "t is         
und\bt$ly wa/$ to provide ample         
opportunity = tra9+ ! *ild ?or\ghly 9 "s
 vocation if we wi% to vocationalize    
him1 & ,i d n ?9k t ?is w\ld hurt him1  
ev5 if he does n foll[ ! vocation 9 lat]
 life4  ,to-day we are attempt+ to      
detect ^! s\rces ( wa/e 9 te*nique4 ,!  
problems ( habit build+ or memoriz+ are 
already well on ! way to solution4      
,c>eful te/s h %[n ! value ( do+ memory 
"w 9 a c]ta9 def9ite way--le>n+ by unit 
:oles r ?an by fragm5ts1 = example4     
,exp]im5ts h be5 conduct$ to det]m9e !  
be/ l5g? ( "t to give to drill          
processes1 su* z spell+1 & p5man%ip1 & !
 fundam5tal tables ( ari?metic4 ,x is   
already cle>ly demon/rat$ t brief p]iods
 ( int5se conc5tration are m economical 
?an long] p]iods dur+ :i* ! monotony (  
repetition fags ! m9d to a po9t :]e x c 

no long] "w effectively4 ,we are also   
beg9n+ to see f ^! te/s1 t a sy/ematic  
me?od ( attack+ su* a problem z !       
memoriz+ ( ! tables w d mu* to save "t &
 promote effici5cy4 ,we are f9d+ t x is 
extremely pr(itable to in/ruct *ildr5 9 
! te*nique ( le>n+1--to />t !m out 9 !  
"r way by c>eful example1 s t mu* ( ! "t
 & en]gy t 0 =m]ly dissipat$1 may n[ be 
cons]v$4  ,& !re is a sugge/ion1 also1 t
 9 ! av]age s*ool1 ! va/ possibilities (
 ! *ild's lat5t en]gy are only          
imp]fectly realiz$4 ,a fri5d ( m9e      
/umbl$ accid5tally ^u ?is fact by       
introduc+ a new me?od ( grad+4 ,he      
divid$ 8 pupils into ?ree gr\ps or      
/reams4 ,! gr\p t progress$ ! fa/e/ 0   
made up ( ^? :o av]ag$ #he p] c5t & ov] 
9 _! "w4 ,a middle gr\p av]ag$ betwe5   
#ge p] c5t & #he p] c5t 9 _! "w1 & a    
?ird1 sl[ gr\p 0 made up ( ^? :o av]ag$ 
bel[ #ge p] c5t4 ,at ! end ( ! fir/     
mon?1 he f\nd t a c]ta9 proportion ( 8  
pupils1 :o _h =m]ly hov]$ ar\nd ! pass+ 
grade ( #gj1 began to =ge ahead4 ,_m (  

!m easily w5t into ! fa/e/ /ream1 b !y 7
 /ill satisfi$ ) ! m9imum /&+ = t gr\p4 
,9 o!r words1 :e!r we l to admit x or n1
 mo/ m5 & wom5 & boys & girls are cont5t
 ) ! pass+ grades1 bo? 9 s*ool & 9 life4
 ,s common is ! ph5om5on t we ?9k ( !   
matt] fatali/ically4 ,b supply a        
/imulus1 raise ! /&>d1 & y w f9d "s ( ^!
 individuals =g+ up to ! next level4    
,pr(essor ,james's doctr9e ( lat5t      
en]gies bids fair to furni% ! solution (
 a va/ numb] ( p]plex+ educational      
problems4 ,c]ta9 x is t our pupils (    
to-day are n ov]burd5$ ) "w4 ,!y are    
sometimes irritat$ by too _m tasks1     
sometimes dull$ by dead r\t9e1 sometimes
 exhil>at$ to ! po9t ( m5tal ennui by   
spectacul> appeals to imm$iate int]e/4  
,b !y are seldom ov]work$1 or ev5 work$ 
to )9 a heal?ful degree ( ! fatigue     
po9t4  ,elem5t>y education has (t5 be5  
accus$ ( transact+ its bus9ess 9 small  
co91--( deal+ ) & emphasiz+             
trivialities1--& yet e "t t ! sci5tific 
me?od t\*es ! field ( education1 x      

reveals ! fundam5tal significance (     
little ?+s4 ,:e!r ! ?ird-grade pupil    
%\ld memorize ! multiplication tables 9 
! =m1 #h times #i equals #gb or simply  
#h-i's--#gb seems a matt] (             
insignificance 9 contra/ ) ! l>g]       
problems t beset u4 ,& yet sci5tific    
inve/igation tells u cle>ly &           
unequivocally t any useless addition to 
a =mula to be memoriz$ increases ! "t = 
r$uc+ ! =mula to memory1 & int]f]es     
significantly ) its recall &            
application4 ,x may seem a matt] (      
trivial importance :e!r ! pupil         
increases ! subtrah5d numb] or decreases
 ! m9u5d numb] :5 he subtracts digits t 
involve tak+ or borr[+2 & yet           
inve/igation proves t to increase !     
subtrah5d numb] is by f> ! simpl]       
process1 & elim9ates bo? a s\rce ( wa/e 
& a s\rce ( error1 :i*1 9 ! aggregate1  
may assume a significance to m5tal      
economy t is well wor? consid]+4  ,9    
fact1 if we are ev] to solve ! broad]1  
bigg]1 m attractive problems1--l !      

problem ( vocational education1 or !    
problem ( ret>dation1--we mu/ fir/ f9d a
 solution = "s ( ! small] & seem+ly     
trivial que/ions ( ! v exi/5ce ( :i* !  
lay public may be q unaw>e1 b :i* y & ,i
 "k to mean an untold total ( wa/e &    
ineffici5cy 9 ! "w t we are try+ to d4  
,& "o reason :y ! sci5tific attitude    
t[>d educational problems appeals to me 
is simply because ?is attitude c>ries ) 
x a respect = ^! seem+ly trivial &      
commonplace problems2 = j z ! greate/   
triumph ( ! tea*+ art is to get our     
pupils to see 9 ^? ?+s ( life t are     
fleet+ & transitory ! op]ation (        
fundam5tal & et]nal pr9ciples1 s ! glory
 ( ! sci5tific me?od lies 9 its p[] to  
reveal ! significance ( ! commonplace & 
to tea* u t no slighte/ detail ( our    
daily "w is necess>ily devoid (         
inspiration2 t e slighte/ detail ( s*ool
 me?od & s*ool managem5t has a mean+ & a
 significance t x is wor? our :ile to   
pond]4  ,,footnotes3  ,footnote #ab3 ,an
 address deliv]$ be=e ! ,/4 ,l\is       

,society ( ,p$agogy1 ,april #af1 #aiaj4 
,footnote #ac3 ,dr4 ,w4,t4 ,h>ris4      
,,viii  ,,! ,,possibility ,,( ,,tra9+   
,,*ildr5 ,,h[ ,,to ,,/udy#ad  ,i   ,9   
its wide/ aspects1 ! problem ( tea*+    
pupils h[ to /udy =ms a l>ge "p ( ! l>g]
 educational problem4 ,x means1 n only  
tea*+ !m h[ to read books1 & to make !  
cont5t ( books "p ( _! own m5tal        
capital1 b also1 & p]haps f> m          
significantly1 tea*+ !m h[ to draw      
lessons f _! own exp]i5ces2 n only h[ to
 obs]ve & classify & draw conclusions1 b
 also h[ to evaluate _! exp]i5ce--h[ to 
judge :e!r c]ta9 ?+s t !y d give        
adequate or inadequate results4  ,9 !   
n>r[] s5se1 h[ev]1 ! art ( /udy may be  
said to consi/ 9 ! ability to assimilate
 ! exp]i5ces ( o!rs1 & x is 9 ?is n>r[] 
s5se t ,i %all discuss ! problem to-day4
 ,x is n only 9 books t human exp]i5ce  
is record$1 & yet x is true t ! read+ ( 
books is ! mo/ economical means ( ga9+  
^! exp]i5ces2 consequ5tly1 we may /ill  
fur!r n>r[ our problem to ?is3 ,h[ may  

pupils be tra9$ effectively to glean1   
?r\gh ! m$ium ( ! pr9t$ page1 ! great   
lessons ( race exp]i5ce8  ,! ^w /udy is 
?us us$ 9 ! s5se 9 :i* mo/ tea*]s employ
 x4 ,:5 we speak ( a pupil's /udy+ 8    
lessons1 we commonly mean t he is b5d+  
ov] a text-book1 attempt+ to assimilate 
! cont5ts ( ! text4 ,j :at x means to   
/udy1 ev5 9 ?is n>r[ s5se ( ! t]m1--j   
:at x means1 psy*ologically1 to         
assimilate ev5 ! simple/ ?\ghts (       
o!rs1--,i _c tell y1 & ,i d n "k ( any  
"o :o c answ] ?is seem+ly simple "q     
satisfactorily4 ,we all /udy1 b :at     
happ5s 9 our m9ds :5 we d /udy is a     
my/]y4 ,we all d "s ?9k+1 & yet !       
psy*ology ( ?9k+ is ! great undiscov]$ &
 unexplor$ region 9 ! field ( m5tal     
sci5ce4 ,until we "k some?+ ( !         
psy*ology ( ?9k+1 we c hope = v little  
def9ite in=mation conc]n+ ! psy*ology ( 
/udy1 = /udy is s intimately b\nd up )  
?9k+ t ! two are n to be sep>at$4  ,b   
ev5 if x is impossible at ! pres5t "t to
 analyze ! process ( /udy+1 we are      

pretty well agre$ z to :at con/itutes   
successful /udy1 & _m rules h be5       
=mulat$ = help+ pupils to acquire       
effective habits ( /udy4 ,^! rules      
conc]n u only indirectly at ! pres5t "t1
 = our problem is /ill n>r[] 9 its      
scope4 ,x has to d ) ! possibility ( s  
tra9+ *ildr5 9 ! art ( /udy1 n only t !y
 may /udy effectively 9 s*ool1 b also t 
!y may c>ry ov] ! habits & me?ods ( /udy
 ?us acquir$ into ! tasks ( lat] life4  
,9 o!r words1 ! topic t we are discuss+ 
is b "o phase ( ! problem ( =mal        
discipl9e1--! problem ( secur+ a transf]
 ( tra9+ f a specific field to o!r      
fields2 & my purpose is to view ?is     
topic ( /udy 9 ! light ( :at we "k      
conc]n+ ! possibilities ( transf]4  ,let
 me take a specific example4 ,i am n s  
mu* conc]n$ ) ! problem ( gett+ a pupil 
to ma/] a hi/ory lesson quickly &       
effectively1--n h[ he may be/ assimilate
 ! facts conc]n+ ! ,miss\ri ,compromise1
 = example4 ,my task is r to det]m9e h[ 
we c make 8 ma/]y ( ! ,miss\ri          

,compromise a lesson 9 ! g5]al art (    
/udy1--h[ t ma/]y may help him develop  
:at we us$ to call ! g5]al p[] (        
/udy1--! capacity to apply an effective 
me?od ( /udy to o!r problems1 p]haps1 v 
f> remov$ f ! hi/ory lesson2 9 o!r      
words1 h[ t s+le lesson may help him 9 !
 m g5]al task ( f9d+ any type (         
in=mation :5 he ne$s x1 ( assimilat+ x  
once he has f\nd x1 & ( apply+ x once he
 has assimilat$ x4  ,9 an audi5ce (     
practical tea*]s1 x is h>dly necess>y to
 emphasize ! significance ( do+ ?is v   
?+4 ,f "o po9t ( view1 x may be ass]t$ t
 ! :ole future ( :at we t]m g5]al       
education1 z di/+ui%$ f te*nical or     
vocational education1 dep5ds ^u our     
ability to solve problems l ?is1 & solve
 !m satisfactorily4 ,we c nev] ju/ify   
univ]sal g5]al education beyond ! m]e/  
rudim5ts unless we c demon/rate         
acceptably t ! tra9+ :i* g5]al education
 furni%es w help ! individual to solve !
 ev]yday problems ( 8 life4 ,ei!r we mu/
 tra9 ! pupil 9 a g5]al way s t he w be 

able to acquire specializ$ skill m      
quickly & m effectively ?an w ! pupil :o
 lacks ?is g5]al tra9+2 or we mu/ give  
up a l>ge "p ( ! g5]al-culture c\rses t 
n[ occupy an important "p 9 our elem5t>y
 & second>y curriculums1 & replace ^! ) 
te*nical & vocational subjects t %all h 
= _! purpose ! developm5t ( specializ$  
effici5cy4  ,all tea*]s1 ,i take x1 are 
alive to ! grave dang]s ( ! latt]       
policy4 ,:e!r we h ?\ght ! matt] ?r\gh  
logically or n we c]ta9ly feel /rongly t
 too e>ly specialization w "w a s]i\s   
injury to ! cause ( education1 &1 ?r\gh 
education1 to ! l>g] cause ( social     
advancem5t & enlight5m5t4 ,we view )    
grave =ebod+ any policy t w %ut ! door (
 opportunity to any *ild1 no matt] h[   
humble or h[ unpromis+4 ,& yet we also  
"k t1 unless ! g5]al education t we n[  
(f] c be di/9ctly %[n to h a b5eficial  
influ5ce ^u specializ$ effici5cy1 we    
%all be =c$ by economic conditions into 
?is v policy4 ,x is small wond]1 !n1 t s
 _m ( our educational discussions &     

inve/igations to-day turn ^u ?is        
problem2 & among ! v>i\s phases ( !     
problem none is m significant ?an t :i* 
is cov]$ by our topic ( to-day1--,h[ may
 we develop 9 ! pupil a g5]al p[] or    
capacity = ga9+ in=mation indep5d5tly ( 
s*ools & tea*]s8 ,if we c\ld adequately 
develop ?is p[]1 !re is mu* 9 ! way (   
specializ$ in/ruction t c\ld be safely  
left to ! individual himself4 ,if we    
c\ld tea* him h[ to /udy1 !n we c\ld    
p]haps tru/ him to ma/] "s ( ! pr9ciples
 ( any call+ t he und]takes 9 s f> z ^! 
pr9ciples c be ma/]$ f books4 ,to tea* !
 *ild to /udy effectively is to d ! mo/ 
useful ?+ t c\ld be done to help him to 
adju/ himself to any environm5t ( mod]n 
civiliz$ life into :i* he may be ?r[n4  
,= !re is "o ?+ t ! m radical advocates 
( a n>r[ vocational education commonly  
=get1 & t is ! con/ant *ange t is go+ on
 9 indu/rial processes4 ,:5 we limit our
 vocational tea*+ to a m]e ma/]y (      
te*nique1 !re is no gu>antee t ! process
 :i* we tea* to-day may n be disc>d$ 9  

five or t5 ye>s f to-day4 ,ev5 ! n>r[]  
te*nical pr9ciples :i* are s extremely  
important to-day may be relatively      
insignificant by ! "t t ! *ild :om we   
are tra9+ takes 8 place 9 ! indu/rial   
_w4 ,b if we c arm ! individual ) ! m   
fundam5tal pr9ciples :i* are fix$ = all 
"t2 & if1 9 addition to ?is1 we c tea*  
him h[ to ma/] ! specializ$ pr9ciples   
:i* may come into ! field unh]ald$ &    
unexpect$1 & turn topsy-turvy ! old]    
me?ods ( do+ 8 "w1 !n we %all h done mu*
 t[>d help+ him 9 solv+ t p]plex+       
problem ( ga9+ a livelihood4   ,,ii  ,i 
%all n try 9 ?is discussion ( ! problem 
( /udy to summ>ize completely !         
pr9ciples & precepts t h be5 pres5t$ s  
well 9 ! f\r books on ! subject t h     
appe>$ 9 ! la/ two ye>s4 ,i d n "k1 9   
fact1 ( any book t is m useful to !     
tea*] j at pres5t ?an ,pr(essor ,frank  
,mc,murry's ,h[ to ,/udy & ,tea*+ h[ to 
,/udy4 ,x is a book t is bo? a help & a 
delight1 = x is cle> & well-organiz$1 & 
writt5 9 a vivaci\s /yle & ) a weal? (  

concrete illu/ration t holds ! att5tion 
f beg9n+ to end4 ,! *ief fault t ,i h to
 f9d ) x is ! fault t ,i h to f9d )     
almo/ e educational book t comes f !    
press to-day1--! t5d5cy1 namely1 to     
imply t ! tea*] ( to-day is do+ v little
 to solve ^! tr\blesome problems4 ,z a  
matt] ( fact1 _m tea*]s are secur+      
excell5t results f _! attempts to tea*  
pupils h[ to /udy4 ,o!rwise we %\ld n   
f9d s _m en]getic "y m5 to-day :o are   
mak+ an effective individual ma/]y ( !  
pr9ciples ( _! respective trades &      
pr(essions indep5d5tly ( s*ools &       
tea*]s4 ,our attitude t[>d ^! que/ions1 
f> f be+ t ( ! pessimi/1 %\ld be t ( !  
optimi/4 ,our task %\ld be to seek out  
^! successful tea*]s1 & f9d out h[ !y d 
_! "w4  ,among ! mo/ important po9ts    
emphasiz$ by ! rec5t writ]s ^u ! art (  
/udy is ! necessity = "s =m ( motivation
 9 ! "w ( ma/]+ ! text4 ,we all "k t if 
a pupil feels a di/9ct ne$ = gett+      
in=mation out ( a book1 ! *ances are t  
he w get x if ! book is available & if  

he c read4 ,to create a problem t w     
involve 9 its solution ! ga9+ ( su*     
in=mation is1 !re=e1 "o ( ! be/         
approa*es to a ma/]y ( ! art ( /udy4 ,x 
is1 h[ev]1 only ! beg9n+4 ,x furni%es ! 
necess>y en]gy1 b does n map out ! pa?  
along :i* ?is en]gy is to be exp5d$4 ,& 
?is is :]e ! great] emphasis1 p]haps1 is
 ne$$4  ,"o ( ! be/ tea*]s t ,i ev] knew
 taught ! subject t we n[ call          
agronomy1--a bran* ( agricultural sci5ce
 t has to d ) field crops4 ,i 0 a m]e   
boy :5 ,i sat "u 8 in/ruction1 b c]ta9  
po9ts 9 8 me?od ( tea*+ made a mo/      
di/9ct impression ^u me4 ,lectures we   
_h1 ( c\rse1 = lectur+ 0 ! or?odox me?od
 ( class in/ruction4 ,b ?is man did     
some?+ m ?an m]ely lecture4 ,he assign$ 
ea* "o ( 8 /ud5ts a plat ( gr\nd on !   
college f>m4 ,^u ?is plat ( gr\nd1 a    
def9ite exp]im5t 0 to be conduct$4 ,"o (
 my exp]im5ts _h to d ) ! smut ( oats4  
,i 0 to try ! effect ( treat+ ! se$ )   
hot wat] 9 ord] to see :e!r x w\ld      
prev5t ! fungus f lat] de/roy+ ! rip5+  

gra94 ,! v nature ( ! problem int]e/$ me
 int5sely4 ,i began to wond] ab\t !     
life-hi/ory ( ?is fungus1--h[ x look$ & 
h[ x g]m9at$ & h[ x grew & wr\ght its   
de/ructive influ5ce4 ,x 0 n long be=e ,i
 f\nd myself sp5d+ "s ( my leisure      
mom5ts 9 ! libr>y try+ to f9d out :at 0 
kn[n conc]n+ ?is subject4 ,i 0 n s      
successful z ,i might h be51 b ,i am    
confid5t t ,i le>n$ m ab\t p>asitic     
fungi "u ! spur ( t curiosity ?an ,i    
%\ld h done 9 five times ! numb] ( h\rs 
sp5t 9 =mal1 mean+less /udy4  ,b ! po9t 
( my exp]i5ce is n t a problem int]e/ _h
 be5 awak5$1 b r t ! :ite heat ( t      
int]e/ 0 n utiliz$ s completely z x     
might h be5 utiliz$ 9 fix+ ^u my m9d "s 
important details 9 ! g5]al me?od (     
runn+ d[n ref]5ces & acquir+ in=mation4 
,t 0 ! mom5t to /rike1 & "o s]i\s defect
 ( our s*ool organization to-day is t   
mo/ tea*]s1 l my tea*] at t "t1 h s mu* 
to d t any?+ l individual att5tion at   
su* mom5ts is out ( ! "q4  ,next to     
individual att5tion1 probably1 ! be/ way

 to ov]come ! difficulty is to give     
class in/ruction 9 ^! matt]s1--to set   
aside a def9ite p]iod = tea*+ pupils !  
te*nique ( us+ books4 ,if "o c\ld ar\se 
a suffici5tly g5]al problem int]e/1 ?is 
sort ( in/ruction c\ld be made mo/      
effective4 ,b ev5 if ! problem int]e/ is
 n g5]al1 ,i ?9k t x is well to assume t
 x exi/s 9 "s pupils1 at lea/1 & to give
 !m ! b5efit ( class in/ruction 9 ! art 
( /udy1--ev5 if "s ( ! se$ %\ld fall ^u 
b>r5 soil4  ,?is aspect ( tea*+ pupils  
h[ to /udy is p>ticul>ly important 9 !  
upp] grades & ! high s*ool1 :]e pupils h
 suffici5tly ma/]$ ! te*nique ( read+ to
 be intru/$ ) individual problems1 & :]e
 "s ref]5ce books are commonly          
available4 ,*ief among ^! always is !   
diction>y1 & to get pupils to use ?is   
pond]\s volume effectively is "o ( !    
important /eps 9 tea*+ !m h[ to /udy4   
,"h1 too1 x is easy to be p$antic4 ,z ,i
 %all insi/ /r5u\sly a little lat]1 !   
*ief factor 9 insur+ a transf] ( tra9+ f
 "o subject to ano!r is to leave 9 !    

pupil's m9d a di/9ct consci\sness t !   
me?od t he has be5 tra9$ to foll[ is    
wor? :ile1--t x gets results4 ,!        
diction>y habit is likely to beg9 & end 
)9 ! s*oolroom unless /eps are tak5 to  
insure ! op]ation ( ?is factor4 ,x is   
easy to ov]work ! diction>y & to use x  
fruitlessly1 9 s great a measure1 9     
fact1 t ! pupil w nev] want to see a    
diction>y aga94  ,aside f ! use ( !     
diction>y1 is ! use ( ! helps t mod]n   
books provide = f9d+ ! in=mation t may  
be desir$1--indices1 tables ( cont5ts1  
m>g9al & cross-ref]5ces1 & ! l4 ,^!1    
aga91 are mo/ significant 9 ! "w ( !    
upp] grades & ! high s*ool1 & "h aga9 if
 we wi% ! skill t is develop$ 9 _! use  
to be transf]r$1 we mu/ take pa9s to see
 t ! pupil really appreciates _!        
value1--t he realizes _! "t-sav+ &      
en]gy-sav+ functions4 ,i d n "k t !re is
 any bett] way to d ?is ?an to let him  
fl\nd] ar\nd )\t !m = a little s t 8    
s5se ( _! value may be enhanc$ by       
contra/4   ,,iii  ,ano!r important /ep  

emphasiz$ by ! rec5t writ]s is ! ne$ =  
tra9+ *ildr5 to pick out ! significant  
features 9 ! text or portion ( ! text t 
!y are read+4 ,?is1 ( c\rse1 is "w t is 
to be und]tak5 f ! v mom5t t !y beg9 to 
use books4 ,h[ to d x effectively is a  
puzzl+ problem & "o t w amply repay /udy
 & exp]im5tation by ! individual tea*]4 
,mu* /udy+ ( lessons by tea*]s & pupils 
toge!r w help1 provid$ t ! ex]cise is   
spirit$ & vital1 & is n look$ ^u by !   
pupils z an easy way ( gett+ out (      
recitation "w4 ,mc,murry /rongly        
recomm5ds ! m>k+ ( books to indicate !  
topic s5t5ces & ! o!r sali5t features4  
,p]sonally1 ,i am sure f my own exp]i5ce
 t ! assignm5t is all-important "h1 & t 
/udy que/ions & problems :i* c be answ]$
 or solv$ by ref]5ce to ! text w help   
matt]s v mu*2 b c>e mu/1 ( c\rse1 be    
tak5 t ! cont9u$ use ( su* que/ions does
 n preclude ! pupil's own ma/]y ( ! art 
( /udy4 ,to elim9ate ?is dang]1 x is    
well t ! pupils be reque/$ frequ5tly to 
make out _! own li/s ( que/ions1 &1 z   

spe$ily z possible1 bo? ! que/ions made 
by ! pupil & ^? made by ! tea*]1 %\ld be
 replac$ by topical outl9es4 ,by tak+   
c>e t ! que/ions are logically          
arrang$1--t is1 t a g5]al "q ref] to !  
topic ( ! p>agraph1 & o!r subord9ate    
que/ions to ! subord9ate details ( !    
p>agraph1--! transition f ! que/ions to 
! topical outl9e may be readily made4   
,simultane\sly ) ?is w g ! transition 9 
recitation f ! "q-&-answ] type to !     
topical type2 & :5 y h tra9$ a class    
into ! habit ( topical recitation1--:5  
ea* pupil c talk "r ?r\gh a topic 7n    
ar\nd x or und]nea? x or above x7 )\t ! 
use ( pump+ que/ions by ! tea*]1--y h   
gone a long way t[>d develop+ ! art (   
/udy4  ,! transf] ( ?is tra9+1 h[ev]1 is
 q ano!r matt]4 ,!re are pupils :o c "w 
up excell5t topical recitations f _!    
s*ool text-books b :o are utt]ly at sea 
9 gett+ a grasp on a subject treat$ 9   
o!r books4 ,"h aga9 ! problem lies 9    
gett+ ! pupil to see ! me?od ap>t f its 
cont5t1 & to %[ him t x really br+s     

results t are wor? :ile4 ,if1 9 our     
tra9+ 9 ! topical me?od1 we are too =mal
 & didactic1 ! art ( /udy w beg9 & end  
"r !re4 ,x is "h t ! factor ( motivation
 is ( supreme importance4 ,:5 real      
problems are rais$ :i* require = _!     
solution intellig5t read+1 ! g5]al wor? 
( ! me?od ( /udy c be cle>ly %[n4 ,i d n
 g s f> z to say t ! pupil %\ld nev] be 
requir$ to /udy unless he has a real    
problem t he wi%es to solve4 ,9 fact1 ,i
 ?9k t we /ill h a l>ge place = ! =mal1 
sy/ematic ma/]y ( texts by e pupil 9 our
 s*ools4 ,i d cont5d1 h[ev]1 t ! frequ5t
 introduction ( real problems w give u  
an opportunity to %[ ! pupil t ! me?od t
 he has utiliz$ 9 8 m =mal s*ool "w is  
adequate & ess5tial to d ! ?+ t appeals 
to him z wor? :ile4 ,only 9 ?is way1 ,i 
believe1 c we insure t transf] ( tra9+  
:i* is ! important factor f our pres5t  
/&po9t4  ,& ,i ought also to say1       
p>5!tically1 t we %\ld n int]pret too   
n>r[ly ?is ^w motivation4 ,let u rememb]
 t :at may appeal to ! adult z an       

effective motive does n always appeal to
 ! *ild z su*4 ,economic motives are !  
mo/ effective1 probably1 9 our own adult
 lives1 & probably v effective )        
high-s*ool pupils1 b economic motives   
are n always /rong 9 "y *ildr51 nor %\ld
 we wi% !m to be4 ,x is n always true t 
! *ild w approa* a s*ool task           
sympa!tically :5 he kn[s t ! task is an 
ess5tial prep>ation = ! life t is go+ on
 ab\t him4 ,he may "w h>d] at a task 9  
ord] to get ahead ( 8 fell[-pupils ?an  
he w\ld if ! motive 7 to fit him to ent]
 a %op or a factory4 ,motive is l>gely a
 matt] ( in/9ct ) ! *ild1 & he may1     
inde$1 be p]fectly satisfi$ ) a s*ool   
task j z x /&s4 ,= example1 we all "k t 
*ildr5 enjoy ! "r k9d ( drill4          
,repetition1 especially rhy?mic         
repetition1 is in/9ctive1--x satisfies  
an inborn ne$4 ,:]e su* a condition     
exi/s1 x is an obvi\s wa/e ( "t to se>* 
ab\t = m indirect motives4 ,! economical
 ?+ to d is to turn ! ready en]gy ( !   
*ild into ! *annel t is already op5 to  

x1 s long z ?is proc$ure fits 9 ) !     
results t we mu/ secure4 ,i feel l      
emphasiz+ ?is fact1 inasmu* z ! t]ms    
problem int]e/ & motivation seem mo/    
commonly to be associat$ 9 ! m9ds (     
tea*]s ) :at we adults t]m real or      
economic situations4 ,to le>n a lesson  
well may (t5 be a suffici5t motive1--may
 (t5 con/itute a real situation to !    
*ild1--& if x does1 x w s]ve v          
effectively our purposes 9 ?is o!r      
task1--namely1 gett+ ! pupil to see !   
wor? ( ! me?od t we ask him to employ4  
,,iv  ,!re are "o or two po9ts ( a g5]al
 nature 9 connection ) ! art ( /udy t   
%\ld be emphasiz$4 ,9 ! fir/ place1 !   
upp]-grade & high-s*ool pupils are1 ,i  
believe1 mature en\gh to appreciate 9 "s
 degree :at k really means4 ,"o ( !     
fallacies ( :i* ,i 0 possess$ on        
complet+ my "w 9 ! l[] s*ools 0 ! belief
 t !re are "s m5 :o "k ev]y?+4 ,i       
naturally conclud$ t ! sup]9t5d5t (     
s*ools 0 "o ( ^! m52 ! family physician 
0 ano!r2 ! lead+ man 9 my t[n 0 a ?ird2 

& any "o :o ev] wrote a book 0 put1 ex  
(ficio s to speak1 into ?is class )\t   
fur!r inquiry4 ,"o ( ! mo/ a/\nd+       
revelations ( my lat] education 0 to    
le>n t1 aft] all1 ! am\nt ( real k 9 ?is
 _w1 volum9\s ?\gh x seems1 is aft] all 
pitiably small4 ,( op9ion & speculation 
we h a surplus1 b ( real1 d[nright1 h>d 
fact1 our capital is /ill mo/           
insignificant4 ,& ,i wond] if some?+    
c\ld n be done 9 ! high s*ool to tea*   
pupils ! diff]5ce betwe5 fact & op9ion1 
& some?+ also ( ! sl[1 labori\s process 
?r\gh :i* real facts are accumulat$4 ,h[
 _m mi/akes ( life are due to ! lack ( !
 judicial attitude "r "h4 ,:at mi/akes  
we all make :5 we try to evaluate writ+s
 outside ( our own special field ( k or 
activity4 ,no?+ depresses me to-day q s 
mu* z ! read9ess ) :i* laym5 mi/ake     
op9ion = fact 9 ! field ( psy*ology &   
education1--& ,i suppose t my own ha/y  
acceptance ( /atem5ts 9 o!r fields w\ld 
h a simil> effect ^u ! speciali/s ( ^?  
fields4  ,c g5]al education help u out  

at all 9 ?is matt]8 ,i h only "o or two 
sugge/ions to make1 & ev5 ^! may n be   
wor? a great deal4 ,9 ! rec5t ,pol>     
controv]sy1 ! sympa?ies ( ! g5]al public
 71 ,i ?9k1 at ! outset ) ,cook4 ,?is 0 
p]haps1 natural1 & yet ! tra9$ m9d ought
 to h )held judgm5t = "o reason if = no 
o!r1--& t "o reason 0 ,pe>y's long      
,arctic s]vice1 8 unque/ion$ ma/]y ( !  
te*nique ( pol> travel1 8 g5]al         
reputation = hone/y & caution 9 advanc+ 
op9ions4 ,by all ! lessons t hi/ory     
tea*es1 ,pe>y's ^w %\ld h _h prec$5ce   
ov] ,cook's1 = ,pe>y 0 a speciali/1 :ile
 ,cook 0 only an amateur4 ,& yet ! g5]al
 public disc\nt$ entirely ^? lessons1 & 
tru/$ r ! novice1 ) :at results x is n[ 
unnecess>y to review1--& 9 n9e cases out
 ( t51 ! results w be ! same4  ,c\ld we 
n1 z "p ( our "w 9 tra9+ pupils to /udy1
 also tea* !m to give "s sort ( an      
evaluation to ! au?orities t !y consult8
 ,c\ld we n tea* !m t1 9 n9e cases out (
 t51 at lea/1 ! man :o has ! message mo/
 wor? li/5+ to is ! man :o has work$ !  

h>de/ & ! longe/ 9 8 field1 & :o enjoys 
! be/ reputation among 8 fell[-work]s8  
,sometimes1 ,i admit1 ! rule does n "w1 
& especially ) m5 ^: reputations z      
au?orities h outliv$ _! p]iod (         
productivity1 b ev5 ?is mi/ake c\ld be  
gu>d$ aga9/4 ,c]ta9ly high-s*ool pupils 
ought di/9ctly to und]/& t ! au?ors ( _!
 text-books are n always ! mo/ le>n$ m5 
or ! greate/ au?orities 9 ! fields t !y 
treat4 ,! use ( biographical            
diction>ies1 ( ! books t are appe>+ 9   
v>i\s fields giv+ brief biographies &   
(t5 "s au?oritative e/imate ( ! work]s 9
 ^! fields1 is important 9 ?is          
connection4  ,mc,murry recomm5ds t      
pupils be enc\rag$ to take a critical   
attitude t[>d ! pr9ciples !y are set to 
ma/]1--to judge1 z he says1 ! s\ndness &
 wor? ( ! /atem5ts t !y le>n4 ,?is is   
c]ta9ly good advice1 & :]ev] ! pupil c  
intellig5tly deal ) real s\rces1 x is   
well frequ5tly to h him *eck up !       
/atem5ts ( second>y s\rces4 ,b1 aft]    
all1 ?is is ! age ( ! speciali/1 & to   

tru/ "o's untra9$ judgm5t 9 a field     
remote f "o's k & exp]i5ce is likely to 
lead to un=tunate results4 ,we h all    
sorts ( illu/rations f ! ignorant man :o
 w n tru/ ! physician or ! heal? (ficial
 9 matt]s ( sanitation2 because he lacks
 ! prop] p]spective1 he jumps to !      
conclusion t ! speciali/ is a fraud4    
,w\ld x n be well to supplem5t          
,mc,murry's sugge/ion by ! "o t ,i h j  
made1--t is1 t we tra9 pupils h[ to     
evaluate au?orities z well z facts1--h[ 
to protect !mselves f ! quack & ! fak]  
:o live l p>asites ^u ! ignorance (     
laym51 bo? 9 m$ic9e1 9 education1 & 9   
,arctic exploration8  ,& ,i believe t   
!re is a place1 also1 9 ! high s*ool1   
especially 9 connection ) ! "w 9 sci5ce 
& hi/ory1 = giv+ pupils "s idea ( h[ k  
is really ga9$4 ,i %\ld n tea* sci5ce   
exclusively by ! laboratory me?od1 nor  
hi/ory exclusively by ! s\rce me?od1 b  
,i %\ld c]ta9ly take frequ5t opportunity
 to let pupils "w ?r\gh "s simple       
problems f ! beg9n+s1 /ruggl+ ) !       

conditions some:at z ! discov]]s        
!mselves /ruggl$2 foll[+ up bl9d leads &
 toilsomely return+ = a fre% />t2 meet+ 
) disc\ragem5t2 & f9ally feel+1 p]haps1 
"s ( ! joy t comes ) success aft]       
/ruggle2 & all 9 ord] t !y may "k bett] 
& appreciate m fully ! co/ & ! wor? ( t 
intellectual h]itage :i* ! ma/]-m9ds ( !
 _w h bequea!d to ! pres5t & ! future4  
,& along ) ?is1 z !y ma/] ! pr9ciples ( 
sci5ce1 let !m le>n also ! human side ( 
sci5ce1--! /ory ( ,newton1 )hold+ 8     
great discov]y = ye>s until he c\ld be  
absolutely c]ta9 t x 0 a law2 until he  
c\ld get ! v commonplace b ob/rep]\s    
moon into h>mony ) 8 law ( fall+        
bodies2--! /ory ( ,d>w91 ) 8 tw5ty-odd  
ye>s ( ! mo/ pati5t & p]si/5t k9d (     
toil2 delv+ into ! mo/ unpromis+        
mat]ials1 read+ ! drie/ books1 always on
 ! look\t = ! facts t w\ld po9t ! way to
 ! explanation ( species2--! /ory (     
,morse & 8 bitt] /ruggle aga9/ pov]ty1 &
 sickness1 & innum]able disappo9tm5ts up
 to ! "t :51 9 advanc+ ye>s1 success    

cr[n$ 8 ef=ts4  ,all ?is may seem v     
remote f ! prosaic task ( tea*+ pupils  
h[ to /udy2 & yet x w l5d its influ5ce  
t[>d ! atta9m5t ( t end4 ,=1 aft] all1  
we mu/ lead our pupils to see t "s      
books1 9 spite ( _! =midable            
difficulties & _! app>5t ab/ractions1   
are /ill close to life1 & t ! tru? :i*  
lies 9 books1 & :i* we wi% !m to        
assimilate1 has be5 wr\ght out ( human  
exp]i5ce1 & n br\ght d[n miracul\sly f  
"s remote /oreh\se ( wisdom t is        
accessible only to ! elect4 ,we poke a  
good deal ( fun at book le>n+ n[adays1 &
 !re is a p$antic type ( book le>n+ t   
c]ta9ly des]ves all ! ridicule t c be   
heap$ ^u x4 ,b x is n wise to c>ry      
satire & ridicule too f> 9 any          
direction1 & especially :5 x may mean   
creat+ 9 "y m9ds a di/ru/ ( ! =ce t1 m  
?an any o!r s+le factor1 has op]at$ to  
raise man above ! savage4   ,v  ,to tea*
 ! *ild ! art ( /udy means1 !n1 t we    
take e possible occasion to impress ^u 8
 m9d ! value ( /udy z a means ( solv+   

real & vital problems1 & t1 ) ?is z an  
inc5tive1 we gradually & p]si/5tly &    
sy/ematically lead him to grasp ! me?od 
( /udy z a me?od1--t is1 sl[ly &        
gradually to ab/ract ! me?od f !        
p>ticul> cases to :i* he applies x & to 
emotionalize x1--to make x an ideal4    
,only 9 ?is way1 s f> z we may "k1 c !  
art be s g5]aliz$ z to f9d ready        
application 9 8 lat] life4 ,to ?is end1 
x is ess5tial t ! /eps be tak5          
repeat$ly1--n begun to-day & nev] ?\ght 
( aga9 until next ye>1--b daily1 ev5    
h\rly1 insur+ a little gr[?4 ,?is means1
 too1 n only t ! tea*] mu/ possess a    
high degree ( pati5ce1--t fir/ pr9ciple 
( p$agogic skill1--b also t he h a      
compreh5sive grasp ( ! problem1 & !     
ability to sep>ate ! woods f ! trees1 s 
t1 to him at lea/1 ! *ief aim w nev] be 
lo/ to view4  ,b1 ev5 at its be/1 ! task
 is a sev]e "o1 & we ne$1 "h z else:]e 9
 education1 c>efully controll$ te/s &   
exp]im5ts1 t w enable u to get at !     
facts4 ,above all1 let me prote/ aga9/ !

 incid5tal !ory ( tea*+ pupils h[ to    
/udy4 ,to adopt ! incid5tal policy 9 any
 field ( education1--:e!r 9 ari?metic1  
or spell+1 or read+2 :e!r 9 develop+ !  
p[] ( reason+ or ! memory1 or ! art (   
/udy1--is to ?r[ wide op5 ! doors t lead
 to ! l9es ( lea/ resi/ance1 to lax     
me?ods1 to easy honors1 to weak5$ m5tal 
fib]1 & to scamp$ "w4 ,j z ! p]nici\s   
doctr9e ( ! subconsci\s is ! fir/ & la/ 
refuge ( ! psy*o-fak]1 s incid5tal le>n+
 is ! fir/ & la/ refuge ( s(t p$agogy4  
,& ,i mean by incid5tal le>n+1 go+ at a 
tea*+ task 9 an indol5t1 unreflective1  
hit-or-miss fa%ion 9 ! hope t someh[ or 
o!r f ?is process w em]ge ! v def9ite   
results t we desire4  ,,footnotes3      
,footnote #ad3 ,a pap] read be=e !      
,sup]9t5d5ts' ,section ( ! ,ill9ois     
,/ate ,tea*]s' ,association1 ,decemb]   
#bi1 #aiaj4     ,,ix  ,a ,,plea ,,= ,,! 
,,def9ite ,,9 ,,education#ae  ,i   ,"o  
way to be def9ite 9 education is to     
=mulate z cle>ly z we c ! aims t we hope
 to realize 9 e /age ( our "w4 ,! task (

 tea*+ is s complex t1 unless we /rive  
e>ne/ly & p]si/5tly to r$uce x to !     
simple/ possible t]ms1 we are b\nd to "w
 bl9dly & ineffectively4  ,x is only "o 
phase ( ?is topic t ,i wi% to discuss ) 
y ?is morn+4 ,my plea = ! def9ite 9     
education w be limit$ n only to ! field 
( educational aims & values1 b to a     
small corn] ( t field4 ,y\r morn+'s     
program has dealt ) ! problem ( tea*+   
hi/ory 9 ! elem5t>y s*ool4 ,i %\ld l1 if
 y are will+1 to conf9e my rem>ks to ?is
 topic1 & to attack ! specific "q1 ,:at 
is ! hi/ory t we tea* 9 ! grades to d = 
! pupil8 ,i wi% to make ?is limitation1 
n only because :at ,i h to say w be     
relat$ to ! o!r topics on ! program1 b  
also because ?is v subject ( hi/ory is  
"o :i* ! lack ( a def9ite /&>d (        
educational value has be5 ke5ly felt4   
,i %\ld admit at ! outset t my int]e/ 9 
hi/ory is purely educational4 ,i h _h no
 special tra9+ 9 hi/orical rese>*4 ,z y 
may p]haps inf] f my discussion1 my     
acqua9tance ) hi/orical facts is v f> f 

compreh5sive4 ,i speak z a layman 9     
hi/ory1--& ,i d x op5ly &1 p]haps1 a    
little defiantly1 = ,i believe t ! la/  
p]son to pass adequate judgm5t ^u !     
g5]al educational value ( a giv5        
dep>tm5t ( k is a man :o has made !     
dep>tm5t a life /udy4 ,i h little fai? 9
 :at ! ma!matician has to say reg>d+ !  
educational value ( ma!matics = ! av]age
 elem5t>y pupil1 because he is a special
 plead] & 8 conclusions _c escape !     
color+ ( 8 prejudice4 ,i once knew an   
en?usia/ic bra9 speciali/ :o ma9ta9$ t1 
9 e grade ( ! elem5t>y s*ool1 in/ruction
 %\ld be requir$ 9 ! anatomy ( ! human  
bra94 ,t man 0 an exp]t 9 8 own l9e4 ,he
 knew m ab\t ! /ructure ( ! bra9 ?an any
 o!r liv+ man4 ,b kn[+ m ab\t bra9      
morphology also impli$ t he knew less   
ab\t _m o!r ?+s1 & among ! ?+s t he knew
 little ab\t 7 ! ne$s & capacities (    
*ildr5 9 ! elem5t>y s*ool4 ,he 0 a      
special plead]2 he _h be5 deal+ ) 8     
special subject s long t x _h assum$ a  
disproportionate value 9 8 eyes4 ,bra9  

morphology _h giv5 him fame1 honor1 &   
worldly emolum5ts4 ,naturally he w\ld h 
an exagg]at$ notion ( its value4  ,x is 
! same ) any o!r speciali/4 ,z          
speciali/s 9 education1 y & ,i are      
likely to ov]emphasize ! importance ( ! 
common s*ool 9 ! s*eme ( creation4      
,p]sonally ,i am conv9c$ t ! "w (       
elem5t>y education is ! mo/ pr(\ndly    
significant "w 9 ! _w2 & yet ,i c       
realize t ,i %\ld be no fit p]son to    
make comp>isons if ! welf>e ( a numb] ( 
o!r pr(essions & call+s 7 at /ake4 ,i   
%\ld let an unbias$ judge make ! f9al   
det]m9ation4   ,,ii  ,! fir/ "q = :i* we
 %\ld seek an answ] 9 connection ) !    
value ( any s*ool subject is ?is3 ,h[   
does x influ5ce conduct8 ,let me insi/  
at ! outset t we _c be def9ite by say+  
simply t we tea* hi/ory 9 ord] to imp>t 
in/ruction4 ,if !re is "o ?+ ^u :i* we  
are all agre$ to-day x is ?is3 t x is   
:at our pupils d t c\nts1 n :at !y "k4  
,! k t !y may possess has value only 9 s
 f> z x may directly or indirectly be   

turn$ ov] into action4  ,let u n be     
mi/ak5 ^u ?is po9t4 ,k is ( ! utmo/     
importance1 b x is important only z a   
means to an end--& ! end is conduct4 ,if
 my pupils act 9 no way m effici5tly    
aft] !y h receiv$ my in/ruction ?an !y  
w\ld h act$ _h !y nev] come "u my       
influ5ce1 !n my "w z a tea*] is a       
failure4 ,if _! conduct is less         
effici5t1 !n my "w is n only a          
failure1--x is a cata/rophe4 ,! k t ,i  
imp>t may be absolutely true2 ! int]e/ t
 ,i ar\se may be int5se2 ! affection t  
my pupils h = me may be g5u9e2 b all ^! 
are b means to an end1 & if ! end is n  
atta9$1 ! means h be5 futile4  ,we h    
fai? t ! mat]ials :i* we p\r 9 at !     
hopp] ( s5se impression w come out soon]
 or lat] at ! sp\t ( reaction1 trans=m$ 
by "s my/]i\s process into effici5t     
conduct4 ,:ile ! ma*9]y ( ! process1 l !
 mills ( ! gods1 c]ta9ly gr9ds sl[ly1 x 
is "s consolation to believe t1 at any  
rate1 x does gr9d2 & we are p]haps fa9  
to believe t ! exce$+ f95ess ( ! gri/ is

 responsible = our failure to detect at 
! sp\t all ( ! elem5ts t we h be5 s     
c>eful to p\r 9 at ! hopp]4 ,:at ,i %\ld
 l to d is to exam9e ?is gr9d+ process r
 c>efully1--to ga91 if possible1 "s     
def9ite notion ( ! k9d ( gri/ we %\ld l 
to produce1 & !n to see h[ ! ma*9]y may 
be made to produce ?is gri/1 & 9 :at    
proportions we mu/ mix ! mat]ial t we   
p\r into ! hopp] 9 ord] to ga9 ! desir$ 
result4  ,i h said t we mu/ ask ( e     
subject t we tea*1 ,h[ does x influ5ce  
conduct8 ,n[ :5 we ask ?is "q conc]n+   
hi/ory a v>iety ( answ]s are at once    
propos$4 ,"o gr\p ( p w ass]t t ! facts 
( hi/ory h value because !y c be        
directly appli$ to ! ne$s ( contempor>y 
life4 ,hi/ory1 !y w tell u1 records !   
exp]i5ces ( ! race1 & if we are to act  
intellig5tly we mu/ act ^u ! basis ( ?is
 exp]i5ce4 ,hi/ory in=ms u ( ! mi/akes t
 =m] g5]ations h made 9 adju/+ !mselves 
to ! _w4 ,if we "k hi/ory1 we c avoid ^!
 mi/akes4 ,?is type ( reason+ may be    
said to ascribe a utilit>ian value to ! 

/udy ( hi/ory4 ,x assumes t hi/orical k 
is directly & imm$iately applicable to  
vital problems ( ! pres5t day4  ,n[ !   
difficulty ) ?is value1 z ) _m o!rs t   
seem to h ! sanction ( reason1 is t x   
does n possess ! sanction ( practical   
te/4 ,:ile k d\btless affects 9 "s way !
 pres5t policy ( our own gov]nm5t1 x    
w\ld be v h>d to prove t ! influ5ce is 9
 any way a direct influ5ce4 ,x is       
extremely d\btful :e!r ! k t ! vot]s h (
 ! hi/ory ( _! c\ntry w be recall$ &    
appli$ at ! ballot box next ,novemb]4 ,i
 d n say t ! /udy ( hi/ory t has be5 go+
 on 9 ! common s*ools = a g5]ation w be 
entirely )\t effect ^u ! com+ election4 
,i simply ma9ta9 t ?is influ5ce w be    
indirect1--b ,i believe t x w be none ! 
less pr(\nd4 ,"o's vote at ! next       
election w be det]m9$ l>gely by imm$iate
 & pres5t conditions4 ,b ! way 9 :i* "o 
int]prets ^! conditions _c help be+     
pr(\ndly influ5c$ by "o's hi/orical /udy
 or lack ( su* /udy4  ,if x is cle>1 !n1
 t ! /udy ( hi/ory _c be ju/ifi$ ^u a   

purely utilit>ian basis1 we may pass to 
! consid]ation ( o!r values t h be5     
propos$4 ,! speciali/ 9 hi/ory1 ^: "r to
 legislate ^u ?is matt] ,i h j call$    
into "q1 w probably emphasize !         
discipl9>y value ( ?is /udy4 ,speciali/s
 are commonly en?usia/ic ov] !          
discipl9>y value ( _! special subjects4 
,_! own m9ds h be5 s well develop$ by ! 
pursuit ( _! special bran*es t !y are   
impell$ to recomm5d ! same discipl9e =  
all m9ds4 ,aga91 we mu/ n blame !       
speciali/ 9 hi/ory1 = y & ,i ?9k ! same 
ab\t our own special type ( activity4   
,f ! discipl9>y po9t ( view1 ! /udy (   
hi/ory is suppos$ to give "o ! ma/]y ( a
 special me?od ( reason+4 ,hi/orical    
me?od involves1 above all else1 ! c>eful
 sift+ ( evid5ce1 ! m9ute/ scrut9y (    
s\rces 9 ord] to judge :e!r or n !      
records are au!ntic1 & ! utmo/ c>e 9    
com+ to conclusions4 ,n[ x w be g5]ally 
agre$ t ^! are desirable types ( skill  
to possess :e!r "o is an hi/orian or a  
lawy] or a tea*] or a man ( bus9ess4 ,& 

yet1 z 9 all types ( discipl9e1 !       
difficulty lies1 n s mu* 9 acquir+ !    
specific skill1 z 9 transf]r+ ! skill   
?us acquir$ to o!r fields ( activity4   
,skill ( any sort is made up ( a        
multitude ( little specific habits1 & x 
is a curr5t !ory t habit functions      
effectively only 9 ! specific situation 
9 :i* x has be5 built up1 or 9          
situations closely simil>4 ,b :e!r ?is  
is true or n x is obvi\s t ! tea*+ (    
elem5t>y hi/ory provides v few          
opportunities = ?is type ( tra9+4  ,a   
?ird view ( ! way 9 :i* hi/orical k is  
?\ght to "w into action may be discuss$ 
"u ! head ( ! cultural value4 ,hi/ory1 l
 lit]ature1 is commonly assum$ to give  
to ! individual :o /udies x1 a c]ta9    
am\nt ( t commodity :i* ! _w calls      
culture4 ,precisely :at culture consi/s 
91 no "o1 app>5tly1 is ready to tell u1 
b we all admit t x is real1 if n        
tangible & def9able1 nor c we d5y t !   
individual :o possesses culture conducts
 himself1 z a rule1 diff]5tly f !       

individual :o does n possess x4 ,9 o!r  
words1 culture is a practical ?+1 = !   
only ?+s t are practical are ! ?+s t    
modify or control human action4  ,x is  
d\btless true t ! /udy ( hi/ory does add
 to ?is intangible some?+ t we call     
culture1 b ! difficulty ) ?is value lies
 9 ! fact t1 ev5 aft] we h accept$ x z  
valid1 we are 9 no way bett] (f reg>d+  
our me?ods4 ,l _m o!r !ories1 its tru?  
is n to be d5i$1 b its tru? gives u no  
inkl+ ( a solution ( our problem4 ,:at  
we ne$ is an educational value ( hi/ory1
 ! recognition ( :i* w enable u to      
=mulate a me?od = realiz+ ! value4      
,,iii  ,! unsatisfactory "* ( ^! ?ree   
values t h be5 propos$ = hi/ory--!      
utilit>ian1 ! discipl9>y1 & !           
cultural--is typical ( ! values t h be5 
propos$ = o!r subjects4 ,unless ! aim ( 
tea*+ any giv5 subject c be /at$ 9      
def9ite t]ms1 ! tea*] mu/ "w v l>gely 9 
! d>k2 8 ef=ts mu/ be l>gely ( !        
hit-or-miss ord]4 ,! desir$ value may be
 realiz$ "u ^! conditions1 b1 if x is   

realiz$1 x is manife/ly ?r\gh accid5t1 n
 ?r\gh intellig5t design4 ,x is ne$less 
to po9t out ! wa/e t su* a blund]+ &    
haphaz>d adju/m5t entails4 ,we all "k h[
 mu* ( our tea*+ fails to hit ! m>k1 ev5
 :5 we are cle> conc]n+ ! result t we   
desire2 we c only conjecture h[ mu* ( ! 
rema9d] fails ( effect because we are   
hazy & obscure conc]n+ its purpose4     
,let u return to our orig9al basic      
pr9ciple & see :at light x may ?r[ ^u   
our problem4 ,we h said t ! effici5cy ( 
tea*+ mu/ always be measur$ by ! degree 
9 :i* ! pupil's conduct is modifi$4     
,tak+ conduct z our base1 !n1 let u     
reason back & see :at factors control   
conduct1 &1 if possible1 h[ ^! controls 
may be influ5c$ by ! processes (        
education work+ ?r\gh ! lesson 9 hi/ory4
  ,i %all />t ) a v simple & app>5tly   
trivial example4 ,:5 ,i 0 liv+ 9 ! ,f>  
,we/1 ,i came to "k some?+ ( ! ,*9ese1  
:o are l>gely engag$1 z y "k1 9 dome/ic 
s]vice 9 t "p ( ! c\ntry4 ,mo/ ( !      
,*9ese s]vants t ,i met correspond$ v   

closely ) :at we read conc]n+ ,*9ese "*4
 ,we h all he>d ( ! ,*9ese s]vant's     
unsw]v+ adh]5ce to a r\t9e t he has once
 e/abli%$4 ,!y say 9 ! ,we/ t :5 a      
h\sewife gives h] ,*9ese s]vant an      
object lesson 9 ! prep>ation ( a c]ta9  
di%1 %e mu/ always be v c>eful to make  
h] demon/ration p]fect ! fir/ "t4 ,if1  
inadv]t5tly1 %e adds "o egg too _m1 %e w
 f9d t1 9 spite ( h] prote/ations1 !    
sup]flu\s egg w always g into t         
prep>ation =ev] aft]w>d4 ,f :at ,i "k ( 
! typical ,ori5tal1 ,i am sure t ?is    
w>n+ is n ov]drawn4  ,n[ "h is a bit (  
conduct1 a bit ( adju/m5t1 t *>act]izes 
! ,*9ese cook4 ,n only t1 b1 9 a g5]al  
way1 x is peculi> to all ,*9ese1 & h5ce 
may be call$ a national trait4 ,we might
 call x a vigor\s national prejudice 9  
favor ( prec$5t4 ,b :atev] we call x1 x 
is a v dom9ant =ce 9 ,*9ese life4 ,x is 
! trait t1 p]haps m ?an any o!r1        
di/+ui%es ,*9ese conduct f ,european or 
,am]ican conduct4 ,n[ "o might ?9k ?is  
trait to be in/9ctive1--to be br$ 9 !   

bone r ?an acquir$1--b ?is ,i am conv9c$
 is n altoge!r true4 ,at lea/ "o ,*9ese 
:om ,i knew did n possess x at all4 ,he 
0 born on a we/]n ran* & 8 p>5ts di$    
soon aft] 8 bir?4 ,he 0 br\ght up ) !   
*ildr5 ( ! ran* own]1 & is n[ a prosp]\s
 ran*] himself4 ,he lacks e *>act]i/ic t
 we commonly associate ) ! ,*9ese1 save 
only ! physical features4 ,8 hair is    
/raight1 8 sk9 is saffron1 8 eyes are   
slightly aslant1--b t is all4 ,z f> z 8 
conduct goes1--& t is ! ess5tial ?+1--he
 is an ,am]ican4 ,9 o!r words1 8 traits1
 8 t5d5cies to action1 are ,am]ican & n 
,*9ese4 ,8 life repres5ts ! triumph (   
environm5t ov] h]$ity4  ,:5 y visit     
,engl& y f9d y\rselves among a p :o     
speak ! same language t y speak1--or1   
p]haps x w\ld be bett] to say1 some:at !
 same2 at lea/ y c und]/& ea* o!r4 ,9 a 
great _m respects1 ! ,engli%man & !     
,am]ican are simil> 9 _! traits1 b 9 a  
great _m o!r respects !y diff]          
radically4 ,y _c1 f y\r k ( ,am]ican    
traits1 judge :at an ,engli%man's       

conduct w be ^u e occasion4 ,if y happ5$
 on ,piccadilly ( a ra9y morn+1 =       
example1 y w\ld see ! ,engli% cl]ks &   
/orekeep]s & pr(essional m5 rid+ to _!  
"w on ! omnibuses t ?read _! way sl[ly  
?r\gh ! cr[d$ ?or\ghf>e4 ,no matt] h[   
ra9y ! morn+1 ^! m5 w\ld be seat$ on !  
tops ( ! omnibuses1 al?\gh ! int]ior    
seats might be q unoccupi$4 ,no matt] h[
 ra9y ! morn+1 _m ( ^! m5 w\ld be       
faultlessly attir$ 9 top hats & frock   
coats1 & !re !y w\ld sit ?r\gh ! drizzl+
 ra91 protect+ !mselves mo/ inadequately
 ) _! op5$ umbrellas4 ,n[ !re is a bit (
 conduct t y _c f9d duplicat$ 9 any     
,am]ican city4 ,x is a national         
habit1--or1 p]haps1 x w\ld be bett] to  
say1 x is an expression ( a national    
trait1--& t national trait is a         
prejudice 9 favor ( conv5tion4 ,x is !  
?+ to d1 & ! typical ,engli%man does x1 
j z1 :5 he is s5t z civil gov]nor to "s 
lonely outpo/ 9 ,india1 ) no companions 
except scantily clad native s]vants1 he 
always dresses consci5ti\sly = d9n] &   

sits d[n to 8 solit>y meal clad 9 !     
conv5tional swall[-tail coat (          
civilization4  ,n[ ! way 9 :i* a ,*9ese 
cook prep>es a cu/>d1 or ! way 9 :i* an 
,engli% m]*ant rides 9 an omnibus1 may  
be trivial & unimportant matt]s 9       
!mselves1 & yet1 l ! /raw t %[s :i* way 
! w9d bl[s1 !y are indicative ( va/ &   
pr(\nd curr5ts4 ,! cons]vatism ( !      
,*9ese empire is only a l>g] & m        
compreh5sive expression ( ! same trait  
or prejudice t leads ! cook to copy     
lit]ally 8 model4 ,! pres5t educational 
situation 9 ,engl& is only ano!r        
expression ( t same prejudice 9 favor ( 
! e/abli%$ ord]1 :i* f9ds expression 9 !
 m]*ant on ! ,piccadilly omnibus4       
,:5ev] y pass f "o c\ntry to ano!r y w  
f9d ?is diff]5ce 9 t5d5cies to action4  
,9 ,g]many1 = example1 y w f9d some?+ t 
am\nts almo/ to a national f]vor =      
economy & frugality4 ,y w f9d x express+
 itself 9 ! c>e ) :i* ! ,g]man h\sewife 
does h] m>ket+4 ,y w f9d x express+     
itself 9 ! int5sive me?ods (            

agriculture1 ?r\gh :i* sc>cely a squ>e  
in* ( arable l& is p]mitt$ to lie       
fall[1--?r\gh :i*1 = example1 ev5 ! %ade
 trees by ! roadside furni% fruit z well
 z %ade1 & are annually r5t$ = _! fruit 
value to indu/ri\s memb]s ( !           
community1--& x is said 9 "o section (  
,g]many t ! only p kn[n to /eal fruit f 
^! trees along ! lonely c\ntry roads are
 ,am]ican t\ri/s1 :o1 y w see1 also h _!
 peculi> /&>ds ( conduct4 ,y w f9d ?is  
same f]vor = frugality & economy        
express+ itself mo/ ext5sively 9 t      
spl5did =e/ policy by means ( :i* !     
,g]man /ates h cons]v$ _! magnific5t    
timb] res\rces4  ,b1 :atev] its         
expression1 x is ! same trait1--a trait 
born ( g5]ations ( /ruggle ) an unyield+
 soil1 & yet a trait :i*1 comb9$ ) !    
,g]man f]vor = sci5ce & education1 has  
made possible ! m>vel\s progress t      
,g]many has made )9 ! la/ half c5tury4  
,:at d we mean by national traits8      
,simply ?is3 prejudices or t5d5cies t[>d
 c]ta9 typical =ms ( conduct1 common to 

a giv5 p4 ,x is ?is community ( conduct 
t con/itutes a nation4 ,a c\ntry ^: p h 
diff]5t /&>ds ( action mu/ be a divid$  
c\ntry1 z our own ,am]ican hi/ory       
suffici5tly demon/rates4 ,unless ^u !   
vital que/ions ( human adju/m5t1 m5 are 
able to agree1 !y _c live toge!r 9      
peace4 ,if we are a di/9ctive & unique  
nation1--if we hold a di/9ctive & unique
 place among ! nations ( ! globe1--x is 
because y & ,i & ! o!r inhabitants ( our
 c\ntry h develop$ di/9ctive & unique   
ideals & prejudices & /&>ds1 all ( :i*  
unite to produce a community ( conduct4 
,& once grant+ t our national           
*>act]i/ics are wor? :ile1 t !y         
con/itute a di/9ct advance ov] !        
*>act]i/ics ( ! o!r nations ( ! e>?1 x  
becomes ! manife/ duty ( ! s*ool to d   
its %>e 9 p]petuat+ ^! ideals &         
prejudices & /&>ds4 ,once let ^! atrophy
 ?r\gh disuse1 once let !m fail (       
transmission because ( ! decay ( ! home1
 or ! decay ( ! s*ool1 or ! decay ( !   
social in/itutions t typify & express   

!m1 & our c\ntry mu/ g ! way ( ,greece &
 ,rome1 &1 al?\gh our blood may !reaft] 
cont9ue pure & unmix$1 & our physical   
*>act]i/ics may be pass$ on f g5]ation  
to g5]ation un*ang$ 9 =m1 our nation w  
be only a memory1 & its hi/ory anci5t   
hi/ory4 ,"s ( ! ,greeks ( to-day are !  
l9eal desc5dants ( ! ,a!nians &         
,sp>tans1 b ! anci5t ,greek /&>ds (     
conduct1 ! ,greek ideals1 di$ tw5ty     
c5turies ago1 to be resurrect$1 x is    
true1 by ! r5aissance1 & to enjoy !     
glori\s privilege ( a new & wid] sph]e (
 life1--b among an ali5 p1 & "u a nor!rn
 sun4  ,& s ! true aim ( ! /udy ( hi/ory
 9 ! elem5t>y s*ool is n ! realization (
 its utilit>ian1 its cultural1 or its   
discipl9>y value4 ,x is n a m]e         
assimilation ( facts conc]n+ hi/orical  
ev5ts1 nor ! memoriz+ ( dates1 nor !    
pictur+ ( battles1 nor ! le>n+ ( li/s ( 
presid5ts1--al?\gh ea* ( ^! factors has 
its place 9 fulfill+ ! function (       
hi/orical /udy4 ,! true function (      
national hi/ory 9 our elem5t>y s*ools is

 to e/abli% 9 ! pupils' m9ds ^? ideals &
 /&>ds ( action :i* diff]5tiate !       
,am]ican p f ! re/ ( ! _w1 & especially 
to =tify ^! ideals & /&>ds by a         
description ( ! ev5ts & conditions ?r\gh
 :i* !y develop$4 ,x is n ! facts (     
hi/ory t are to be appli$ to ! problems 
( life2 x is r ! emotional attitude1 !  
po9t ( view1 t comes n f memoriz+1 b f  
appreciat+1 ! facts4 ,a m]e fact has    
nev] yet _h a pr(\nd influ5ce ov] human 
conduct4 ,a pr9ciple t is accept$ by !  
head & n by ! he>t has nev] yet /a9$ a  
battle field nor turn$ ! tide ( a popul>
 election4 ,m5 act1 n z !y ?9k1 b z !y  
feel1 & x is n ! idea1 b ! ideal1 t is  
important 9 hi/ory4   ,,iv  ,b :at are !
 specific ideals & /&>ds = :i* our      
nation /&s & :i* di/+ui%1 9 a v broad b 
yet explicit mann]1 our conduct f !     
conduct ( o!r peoples8 ,if we 7 to ask  
?is "q ( an old] c\ntry1 we c\ld m      
easily obta9 an answ]1 = 9 ! old]       
c\ntries ! national ideals h1 9 _m      
cases1 rea*$ an advanc$ po9t (          

self-consci\sness4 ,! educational ma*9]y
 ( ! ,g]man empire1 = example1 turns ^u 
?is problem ( impress+ ! national       
ideals4 ,x is "o aim ( ! (ficial c\rses 
( /udy1 = in/ance1 t hi/ory %all be s   
taught t ! pupils w ga9 an ov]we5+      
rev]5ce = ! reign+ h\se ( ,hoh5zoll]n4  
,nor is t new] ideal ( national unity   
:i* _h its se$ s[n 9 ! ,franco-,prussian
 ,w> 9 any dang] ( neglect by ! wat*ful 
eye ( ! gov]nm5t4 ,n only mu/ ! tea*]   
impress x ^u e occasion1 b e attempt is 
also made to br+ x daily fre% to ! m9ds 
( ! p ?r\gh great monum5ts & memorials4 
,sc>cely a hamlet is s small t x does n 
possess its ,bism>ck ,d5kmal1 (t5       
situat$ ^u "s comm&+ hill1 tell+ to ea* 
g5]ation1 9 ! sublime poetry ( =m1 !    
greatness ( ! man :o made ,g]man unity a
 reality in/ead ( a dream4  ,b 9 our    
c\ntry1 we d n ?us consci\sly =mulate & 
express our national ideals4 ,we        
recognize !m r ) av]t$ face z !         
adolesc5t boy recognizes any virtue t he
 may possess1 z if half-a%am$ ( 8       

weakness4 ,we h monum5ts to our h]oes1 x
 is true1 b !y are (t5 inaccessible1 & z
 (t5 !y fail to convey 9 any adequate   
mann]1 ! greatness ( ! lessons :i* !    
lives ( ^! h]oes repres5t4 ,:]e ,g]many 
has a hundr$ or m impressive memorials  
to ! g5ius ( ,bism>ck1 we h b "o        
adequate memorial to ! g5ius ( ,wa%+ton1
 :ile = ,l9coln1 :o repres5ts ! typical 
,am]ican /&>ds ( life & conduct m       
fai?fully ?an any o!r "o "* 9 our       
hi/ory1 we h no memorial t is at all    
adequate1--& we %\ld h a ?\s&4 ,"s day  
our p w awake to ! possibilities t inh]e
 9 ^! palpable expressions ( !          
impalpable ?+s = :i* our c\ntry /&s4 ,we
 %all come to recognize ! va/ educative 
importance ( p]petuat+1 9 e possible    
way1 ! deep tru?s t h be5 e/abli%$ at ! 
co/ ( s mu* blood & treasure4  ,to      
embody our national ideals 9 ! p]sonages
 ( ! great figures ( hi/ory :o did s mu*
 to e/abli% !m is ! mo/ elem5t>y me?od (
 insur+ _! cons]vation & transmission4  
,we are beg9n+ to appreciate ! value (  

?is me?od 9 our introductory c\rses (   
hi/ory 9 ! int]m$iate & l[] gramm>      
grades4 ,! hi/orical /udy outl9$ = ^!   
grades 9 mo/ ( our /ate & city s*ool    
programs includes ma9ly biographical    
mat]ials4 ,z long z ! purpose ( ?is /udy
 is kept /eadily 9 view by ! tea*]1 its 
value may be v ri*ly realiz$4 ,! dang]  
lies 9 an obscure conception ( !        
purpose4 ,we are always too prone to    
tea* hi/ory didactically1 & to tea*     
biographical hi/ory didactically is to  
miss ! m>k entirely4 ,! aim "h is n     
prim>ily in/ruction1 b inspiration2 n   
m]ely le>n+1 b also appreciation4 ,to   
tell ! /ory ( ,l9coln's life 9 su* a way
 t its true value w be realiz$ requires 
fir/ ^u ! "p ( ! tea*] a s9c]e          
appreciation ( ! great lesson (         
,l9coln's life4 ,l9coln typifies ! mo/  
significant & repres5tative ( ,am]ican  
ideals4 ,8 c>e] /&s = & illu/rates !    
greate/ ( our national pr9ciples1--!    
pr9ciple ( equality1--n ! equality (    
bir?1 n ! equality ( social /ation1 b ! 

equality ( opportunity4 ,t a *ild ( !   
l[lie/ bir?1 re>$ "u conditions app>5tly
 ! mo/ unfavorable = ri* developm5t1    
limit$ by ! /]ne/ pov]ty1 by lack ( =mal
 education1 by lack ( family pride &    
traditions1 by lack ( an environm5t (   
culture1 by ! h>d necessity ( e>n+ 8 own
 livelihood almo/ f e>lie/ *ildhood1--t 
su* a man %\ld atta9 to ! highe/ /ation 
9 ! l& & ! pr\de/ em95ce 9 its hi/ory1 &
 %\ld h acquir$ f ! app>5tly unfavorable
 environm5t ( 8 e>ly life ! v qualities 
t made him s effici5t 9 t /ation & s    
p]man5t 9 t em95ce1--?is is a miracle t 
only ,am]ica c\ld produce4 ,x is ?is    
conception t ! tea*] mu/ h1 & ?is he    
mu/1 9 "s measure1 impress ^u 8 pupils4 
,v  ,9 ! tea*+ ( hi/ory 9 ! elem5t>y    
s*ool1 ! biographical treatm5t is foll[$
 9 ! lat] gramm> grades by a sy/ematic  
/udy ( ! ma9 ev5ts ( ,am]ican hi/ory4   
,"h ! me?od is diff]5t1 b ! purpose is !
 same4 ,?is purpose is1 ,i take x1 to %[
 h[ our ideals & /&>ds h develop$1 ?r\gh
 :at /ruggles & conflicts !y h become   

firmly e/abli%$2 & ! aim mu/ be to h our
 pupils relive1 z vividly z possible1 ! 
pa9 & ! /ruggles & ! /riv+ & ! triumph1 
to ! end t !y may appreciate1 h[ev]     
feebly1 ! h]itage t is !irs4  ,"h aga9 x
 is n ! facts z su* t are important1 b !
 emotional appreciation ( ! facts1 & to 
?is end1 ! color+ mu/ be ri*1 ! pictures
 vivid1 ! contra/s %>ply drawn4 ,!      
successful tea*] ( hi/ory has ! gift (  
mak+ real ! pa/4 ,8 pupils /ruggle )    
,columbus aga9/ a fright5$1 ignorant1   
mut9\s crew2 !y toil ) ! ,pilgrim fa!rs 
to conqu] ! wild]ness2 !y foll[ ! bloody
 trail ( ! ,de]field victims ?r\gh ! =e/
 to ,canada2 !y too resi/ ! encroa*m5ts 
( ! ,"m ,c\ntry ^u _! rights z ,engli%  
citiz5s2 !y suff] ?r\gh ! long w9t] at  
,valley ,=ge & jo9 ) ,wa%+ton 9 8       
midnight vigils2 !y rejoice at ,yorkt[n2
 !y dream ) ,jeff]son & plead ) ,web/]2 
_! he>ts are fir$ ) ! news ( ,sumt]2 !y 
cl9* _! tee? at ,bull ,run2 !y ga!r hope
 at ,donelson1 b !y %udd] at ,%iloh2 !y 
/ruggle ?r\gh ! ,wild]ness ) ,grant2    

tir$ b triumphant1 !y m>* home f        
,appomattox2 & ?r\gh x all1 9 virtue ( !
 limitless capacities ( vic>i\s         
exp]i5ce1 !y h %>$ ! agonies ( ,l9coln4 
,pr(essor ,mace1 9 8 essay on ,me?od 9  
,hi/ory1 tells u t !re are two di/9ct   
phases to e hi/orical ev5t4 ,^! are !   
ev5t itself & ! human feel+ t br\ght x  
=?4 ,x has seem$ to me t !re are ?ree   
phases1--! ev5t itself1 ! feel+ t br\ght
 x =?1 & ! feel+ to :i* x gave bir?2 =  
no ev5t is hi/orically important unless 
x has trans=m$ 9 "s way ! ideals & /&>ds
 ( ! p1--unless x has %ift$1 9 "s way1  
_! po9t ( view1 & made !m act diff]5tly 
f ! way 9 :i* !y w\ld h act$ _h ! ev5t  
nev] occurr$4 ,"o lead+ purpose 9 !     
tea*+ ( hi/ory is to %[ h[ ideals h be5 
trans=m$1 h[ we h come to h /&>ds       
diff]5t f ^? t 7 once held4  ,_m ( our  
national ideals h _! roots deep d[n 9   
,engli% hi/ory4 ,n long ago ,i he>d a   
sev5?-grade class discuss+ ! ,magna     
,*>ta4 ,x 0 a class 9 ,am]ican hi/ory1 &
 yet ! ev5ts t ! pupils _h be5 /udy+    

occurr$ ?ree c5turies be=e ! discov]y ( 
,am]ica4 ,!y _h become famili> ) ! long 
li/ ( abuses t l$ to ! grant+ ( ! *>t]4 
,!y c\ld tell v glibly :at ?is great    
docum5t did = ! ,engli% p4 ,!y trac$ 9  
detail ! subsequ5t ev5ts t l$ to !      
e/abli%m5t ( ! ,h\se ( ,commons4 ,all   
?is 0 ,am]ican hi/ory j z truly z if !  
ev5ts describ$ _h occurr$ on ,am]ican   
soil4 ,!y 7 ga9+ an appreciation ( "o ( 
! mo/ fundam5tal ( our national         
ideals1--! ideal ( popul> gov]nm5t4 ,& n
 only t1 b !y 7 /udy+ popul> gov]nm5t 9 
its simple/ =m1 uncomplicat$ by !       
innum]able details & ! elaborate        
organizations :i* *>act]ize popul>      
gov]nm5t to-day4  ,& :5 ^! pupils come  
to ! "t :5 ?is ideal ( self-gov]nm5t 0  
transplant$ to ,am]ican soil1 !y w be   
ready to trace ) intellig5ce ! *anges t 
x took on4 ,!y w appreciate ! m>k$      
influ5ce :i* geographical conditions    
ex]t 9 %ap+ national /&>ds ( action4 ,h[
 ri*ly ,am]ican hi/ory reveals &        
illu/rates ?is influ5ce we are only j n[

 beg9n+ to appreciate4 ,! ,fr5* & !     
,engli% coloni/s develop$ diff]5t types 
( national "* p>tly because !y 7 plac$  
"u diff]5t geographical conditions4 ,!  
,/4 ,lawr5ce & ! ,great ,lakes gave !   
,fr5* an easy means ( access into ! va/ 
int]ior ( ! cont95t1 & provid$          
innum]able temptations to exploitation r
 ?an a few inc5tives to developm5t4 ,:]e
 ! ,fr5* influ5ce 0 disp]s$ ov] a wide  
t]ritory1 ! ,engli% influ5ce 0          
conc5trat$4 ,z a consequ5ce1 ! ,engli%  
en]gy w5t to ! developm5t ( res\rces t 7
 none too abundant1 & to ! e/abli%m5t ( 
p]man5t in/itutions t w\ld cons]ve ^!   
res\rces4 ,! b>ri] ( ! ,appala*ians     
hemm$ !m 91--?ree hundr$ miles (        
alt]nate ridge & valley kept !m f ! ,we/
 until !y 7 num]ically able to settle r 
?an to exploit ?is c\ntry4 ,n a little  
cr$it = ! ultimate ,engli% dom9ation ( !
 cont95t mu/ be giv5 to ^! geographical 
conditions4  ,b geography does n tell ! 
:ole /ory4 ,! ,fr5* coloni/s diff]$ f ! 
,engli% coloni/s f ! outset 9 /&>ds (   

conduct4 ,!y _h br\ght ) !m ! pr9ciple (
 pat]nalism1 &1 9 "t ( tr\ble1 !y look$ 
to ,france = support4 ,! ,engli%        
coloni/s br\ght ) !m ! pr9ciple (       
self-reliance &1 9 "t ( tr\ble1 !y look$
 only to !mselves4 ,& s ! old ,engli%   
ideals _h a new bir? & a broad] field ( 
application on ,am]ican soil4 ,!re is   
no?+ f9] 9 our c\ntry's hi/ory ?an !    
attitude ( ! ,new ,engl& coloni/s dur+ !
 int]colonial w>s4 ,_! nor!rn fronti]   
cov]+ two hundr$ miles ( unprotect$     
t]ritory 0 con/antly op5 to ! incursions
 ( ! ,fr5* f ,canada & _! ,indian       
allies1 to appease :om ! ,fr5* organiz$ 
_! raids4 ,& yet1 s deeply implant$ 0   
?is ideal ( self-reliance t ,new ,engl& 
sc>cely ?\ght ( ask+ aid ( ! "m c\ntry &
 w\ld h prote/$ to ! la/ aga9/ ! p]man5t
 e/abli%m5t ( a milit>y g>rison )9 h]   
limits4 ,= a p]iod ext5d+ ov] fifty     
ye>s1 ,new ,engl& protect$ h] own       
bord]s4 ,%e felt ! t]rors ( savage w>f>e
 9 its mo/ sangu9>y =ms4 ,& yet1        
uncompla9+1 %e tax$ h]self to repel !   

invad]s4 ,! p lov$ _! own indep5d5ce too
 mu* to "p ) x1 ev5 = ! sake ( peace1   
prosp]ity1 & security4 ,at a lat] date1 
unkn[n to ! "m c\ntry1 !y rais$ &       
equipp$ f _! own "y m5 & at _! own      
exp5se1 ! punitive exp$ition t1 9 ! face
 ( seem+ly c]ta9 defeat1 captur$ ! ,fr5*
 =tress at ,l\isburg1 & gave to ,engli% 
milit>y annals "o ( its mo/ brilliant   
victories4 ,to get ! pupil to live ?r\gh
 ^! /ruggles1 to feel ! impetus (       
idealism ^u conduct1 to appreciate :at t
 almo/ =gott5 half-c5tury ( conflict    
meant to ! developm5t ( our national "*1
 w\ld be to realize ! greate/ value t   
colonial hi/ory c h = its /ud5ts4 ,x    
lays b>e ! s\rce ( t /r5g? :i* made ,new
 ,engl& preem95t 9 ! ,revolution1 & :i* 
has plac$ ! m9t m>k ( ,new ,engl&       
idealism ^u ! co9 ( ,am]ican "*4 ,c\ld a
 pupil :o has liv$ vic>i\sly ?r\gh su*  
exp]i5ces z ^! easily =sake pr9ciple =  
policy8  ,a newspap] c>toon publi%$ a   
ye> or s ago1 gives "s notion ( ! dang] 
t we are n[ fac+ ( los+ t idealism ^u   

:i* our c\ntry 0 f\nd$4 ,! c>toon       
repres5ts ! sign+ ( ! ,decl>ation (     
,indep5d5ce4 ,! wor?ies are /&+ ab\t !  
table dress$ 9 ! knee bree*es & fl[+    
coats ( ! day1 ) wigs conv5tionally     
p[d]$ & t /ately be>+ :i* *>act]izes !  
typical hi/orical pa9t+4 ,john ,hancock 
is seat$ at ! table prep>$ to make 8 "n 
immortal4 ,a figure1 h[ev]1 has j appe>$
 9 ! doorway4 ,x is ! c>tooni/'s        
conv5tional conception ( ! mod]n ,capta9
 ( ,indu/ry4 ,8 silk hat is on ! back ( 
8 head z if he _h j come f 8 (fice z fa/
 z 8 =ty-horse-p[] automobile c\ld c>ry 
him4 ,8 portly =m %[s evid5ces ( int5se 
excitem5t4 ,he is hold+ 8 h& al(t to /ay
 ! proce$+s1 :ile f 8 lips comes ! /age 
:isp]3 ,g5tlem51 /op6 ,y w hurt bus9ess6
 ,:at w\ld ^? old ,new ,engl& fa!rs ?9k1
 c\ld !y "k t su* a conception may be   
tak5 z repres5t+ a well-recogniz$ t5d5cy
 ( ! pres5t day8 ,& rememb]1 too1 t ^?  
old h]oes _h some?+ ( a passion = trade 
!mselves4  ,b :5 we seek = ! s\rce ( our
 mo/ important national ideal1--! ideal 

t we h call$ equality ( opportunity1--we
 mu/ look to ano!r "p ( ! c\ntry4 ,!    
typical ,am]icanism t is repres5t$ by   
,l9coln owes its orig91 ,i believe1 v   
l>gely to geographical factors4 ,x c\ld 
h be5 develop$ only "u c]ta9 conditions 
& ^! conditions ! ,middle ,we/ alone    
provid$4 ,! settl+ ( ! ,middle ,we/ 9 ! 
latt] "p ( ! eighte5? & ! e>ly "p ( !   
n9ete5? c5turies 0 "p & p>cel ( a rigid 
logic ( ev5ts4 ,z ,miss ,semple s cle>ly
 po9ts out 9 h] "w on ! geographic      
conditions ( ,am]ican hi/ory1 !         
,atlantic seabo>d slop$ t[>d ! sea & its
 p held _! faces ea/w>d4 ,!y 7 nev] cut 
(f f easy communication ) ! ,old ,_w1 & 
consequ5tly !y 7 nev] q fre$ f ! ,old   
,_w prejudices & /&>ds4 ,b ! movem5t    
across ! m\nta9s gave rise to a new     
condition4 ,! faces ( ! p 7 turn$       
we/w>d1 & cut (f f easy communication ) 
! ,old ,_w1 !y develop$ a new set (     
ideals & /&>ds "u ! /ress ( new         
conditions4 ,*ief among ^! conditions 0 
! imm5sity & ri*ness ( ! t]ritory t !y 7

 settl+4 ,! va/ness ( _! outlook & !    
weal? ( _! res\rces confirm$ & ext5d$ ! 
ideals ( self-reliance t !y _h br\ght ) 
!m f ! seabo>d4 ,b on ! seabo>d1 ! ,old 
,_w notion ( social classes1 ! pre/ige (
 family & /ation1 /ill held sway4 ,!    
developm5t ( ! ,middle ,we/ w\ld h be5  
impossible "u s sev]e a h&icap4 ,)      
res\rces s great1 e /imulus mu/ be giv5 
to individual a*ievem5t4 ,no?+ mu/ be   
p]mitt$ to /& 9 its way4 ,! man :o c\ld 
d ?+s1 ! man :o c\ld mo/ effectively    
turn ! =ces ( nature to s]ve ! ne$s (   
society1 0 ! man :o 0 select$ =         
pref]m5t1 no matt] :at 8 bir?1 no matt] 
:at ! /ation ( 8 family4  ,we might1 9 a
 simil> fa%ion1 review ! v>i\s o!r      
ideals1 :i* h gr[n out ( our hi/ory1 b1 
z ,i h said1 my purpose is n hi/orical b
 educational1 & ! illu/rations t ,i h   
giv5 may suffice to make my cont5tion   
cle>4 ,i h attempt$ to %[ t ! *ief      
purpose ( ! /udy ( hi/ory 9 ! elem5t>y  
s*ool is to e/abli% & =tify 9 ! pupils' 
m9ds ! significant ideals & /&>ds (     

conduct :i* ^? :o h gone be=e u h glean$
 f _! exp]i5ce4 ,i h ma9ta9$ t1 to ?is  
end1 x is n only ! facts ( hi/ory t are 
important1 b ! appreciation ( ^! facts4 
,i h ma9ta9$ t ^! prejudices & ideals h 
a pr(\nd influ5ce ^u conduct1 & t1      
consequ5tly1 hi/ory is to be look$ ^u z 
a mo/ practical bran* ( /udy4         99
       99       99       99       99  ,!
 be/ way 9 ?is _w to be def9ite is to "k
 our goal & !n /rive to atta9 x4 ,9 !   
lack ( def9ite /&>ds bas$ ^u ! lessons (
 ! pa/1 our dom9ant national ideals %ift
 ) e %ift+ w9d ( public s5tim5t & popul>
 dem&4 ,are we satisfi$ ) !             
individuali/ic & self-c5t]$ idealism t  
has come ) our mat]ial prosp]ity & :i*  
to-day %ames ! memory ( ! m5 :o f\nd$   
our ,republic8 ,are we neglig5t ( !     
s]i\s m5ace t confronts any p :5 x loses
 its hold ^u ^? goods ( life t are f> m 
preci\s ?an comm]cial pre/ige &         
individual aggr&izem5t8 ,are we los+ our
 hold ^u ! /]n] virtues :i* our fa!rs   
possess$1--^u ! ?+s ( ! _s t are p]man5t

 & endur+8  ,a /udy ( hi/ory _c det]m9e 
entirely ! dom9ant ideals ( ^? :o pursue
 x4 ,b ! /udy ( hi/ory if guid$ 9 !     
prop] _s & dom9at$ by ! prop] aim may   
help4 ,= no "o :o gets into ! _s ( our  
national hi/ory1--no "o :o traces !     
orig9 & gr[? ( ^! ideals & in/itutions t
 ,i h nam$1--c escape ! conviction t !  
elem5tal virtues ( c\rage1              
self-reliance1 h>dihood1 unselfi%ness1  
self-d5ial1 & s]vice lie at ! basis ( e 
=w>d /ep t ?is c\ntry has made1 & t !   
mo/ preci\s "p ( our h]itage is n !     
mat]ial com=ts ) :i* we are surr\nd$1 b 
! /urdy virtues :i* made ^! com=ts      
possible4  ,,footnotes3  ,footnote #ae3 
,an address deliv]$ ,m>* #ah1 #aiaj1    
be=e ! ,c5tral ,ill9ois ,tea*]s'        
,association4     ,x  ,,sci5ce ,,z      
,,relat$ ,,to ,,! ,,tea*+ ,,(           
,,lit]ature#af   ,! sci5tific me?od is !
 me?od ( unprejudic$ obs]vation &       
induction4 ,its function 9 ! s*eme (    
life is to furni% man ) facts &         
pr9ciples1--/atem5ts :i* mirror )       

accuracy & precision ! conditions t may 
exi/ 9 any situation ( any sort :i* man 
may h to face4 ,9 o!r words1 ! facts (  
sci5ce are important & wor?y because !y 
help u to solve ! problems ( life m     
satisfactorily4 ,!y are in/rum5tal 9 _! 
function4 ,!y are means to an end4 ,&   
:5ev] we h a problem to solve1 :5ev] we 
face a situation t dem&s "s =m (        
adju/m5t1 ! m accurate ! in=mation t we 
possess conc]n+ ?is situation1 ! bett]  
we %all be able to solve x4  ,n[ :5 ,i  
propose t we try to f9d out "s facts    
ab\t ! tea*+ ( ,engli%1 & t we apply !  
sci5tific me?od 9 ! discov]y ( ^! facts1
 ,i am imm$iately confront$ ) an        
objection4 ,my oppon5t w ma9ta9 t !     
subject ( ,engli% 9 our s*ool curriculum
 is n "o ( ! sci5ces4 ,tak+ ,engli% to  
mean p>ticul>ly ,engli% lit]ature r ?an 
rhetoric or composition or gramm>1 x is 
cle> t we d n tea* lit]ature z we tea* !
 sci5ces4 ,its function diff]s f t (    
sci5ce 9 ! curriculum4 ,if !re is a     
sci5ce ( lit]ature1 t is n :at we are   

tea*+ 9 ! second>y s*ools1 & t is n :at 
mo/ ( u believe %\ld be taught 9 !      
second>y s*ools4 ,we ?9k t ! /udy (     
lit]ature %\ld transmit to ea* g5]ation 
! great ideals t are cry/alliz$ 9 lit]>y
 ma/]pieces4 ,& we ?9k t1 9 see+ to x t 
our pupils are inspir$ ) ^! ideals1 we  
%\ld also tea* lit]ature 9 su* a way t  
our pupils w be left ) a desire to read 
good lit]ature z a s\rce ( recreation & 
inspiration aft] !y h f9i%$ ! c\rses t  
we (f]4 ,:5 ,i speak ( inspiration1     
appreciation1 ! developm5t ( ta/e1 & !  
l1 ,i am us+ t]ms t h little direct     
relation to ! sci5tific me?od2 =1 z ,i h
 said1 sci5ce deals ) facts1 & ! h>d] & 
m /ubborn & m unyield+ ! facts become1 !
 bett] !y repres5t true sci5ce4 ,:at "r 
h ,i1 !n1 to speak ( ! sci5tific /udy ( 
! tea*+ ( ,engli%1 :5 sci5ce & lit]ature
 seem to belong to two q sep>ate rubrics
 ( m5tal life8  ,i ref] to ?is po9t (   
view1 n because its inconsi/5cies are n 
fully app>5t to y ev5 ^u ! surface1 b   
because x is a po9t ( view t has hi!rto 

int]f]$ v mat]ially ) our educational   
progress4 ,x has sometimes be5 assum$ t1
 because we wi% to /udy education       
sci5tifically1 we wi% to read out ( x   
ev]y?+ t _c be r$uc$ to a sci5tific     
=mula1--t1 someh[ or o!r1 we int5d /ill 
fur!r to intellectualize ! processes (  
education & to neglect ! trem5d\s       
importance ( ^? factors t are n prim>ily
 intellectual 9 _! nature1 b :i* belong 
r to ! field ( emotion & feel+4  ,i wi%1
 !re=e1 to say at ! outset t1 :ile ,i   
firmly believe ! hope ( education to lie
 9 ! application ( ! sci5tific me?od to 
! solution ( its problems1 ,i /ill hold 
t nei!r facts nor pr9ciples nor any o!r 
products ( ! sci5tific me?od are ! mo/  
important goods ( life4 ,! greate/ goods
 9 life are1 & always mu/ rema91 ,i     
believe1 its ideals1 its visions1 its   
insights1 & its sympa?ies1--mu/ always  
rema9 ^? qualities ) :i* ! tea*+ (      
lit]ature is prim>ily conc]n$1 & 9 !    
eng5d]+ ( :i* 9 ! he>ts & s\ls ( 8      
pupils1 ! tea*] ( lit]ature f9ds !      

greate/ opportunity t is v\*saf$ to any 
tea*]4  ,! facts & pr9ciples t sci5ce   
has giv5 u h be5 ( su* s]vice to        
humanity t we are prone to =get t !y h  
be5 ( s]vice because !y h help$ u m     
effectively to realize our ideals &     
atta9 our ends2 & we are prone to =get  
also t1 )\t ! ideals & ! ends & !       
visions1 ! facts & pr9ciples w\ld be q  
)\t function4 ,i h sometimes be5 tak5 to
 acc\nt = sep>at+ ^! two factors 9 ?is  
way4 ,b unless we d di/+ui% %>ply betwe5
 !m1 our educational ?9k+ is b\nd to be 
hopelessly obscure4  ,y h all he>d !    
/ory ( ! great *emi/ :o 0 at "w 9 8     
laboratory :5 ^w 0 br\ght him t 8 wife 0
 dead4 ,z ! fir/ wave ( angui% swept ov]
 him1 he b[$ 8 head ^u 8 h&s & wept out 
8 grief2 b sudd5ly he lift$ up 8 head1 &
 held be=e him 8 h&s wet ) te>s4 ,te>s6 
he cri$2 :at are !y8 ,i h analyz$ !m3 a 
little *loride ( sodium1 "s alkal9e     
salts1 a little muc91 & "s wat]4 ,t is  
all4 ,& he w5t back to 8 "w4  ,! /ory is
 an old "o1 & v likely apocryphal1 b x  

is n )\t its lesson to u 9 ! pres5t     
connection4 ,unless we di/+ui% betwe5 ^!
 two factors t ,i h nam$1 we are likely 
ei!r to take ?is man's attitude or      
some?+ approa*+ x1 or to g to ! o!r     
extreme1 r5\nce ! accuracy & precision (
 ! sci5tific me?od1 & give ourselves up 
to ! cult ( emotionalism4  ,n[1 :ile we 
d n wi% to read out ( ! tea*+ (         
lit]ature ! factors ( appreciation &    
inspiration1 we d wi% to f9d out h[ ^!  
important functions ( our tea*+ may be  
be/ fulfill$4 ,& x is "h t facts &      
pr9ciples ga9$ by ! sci5tific me?od n   
only c b mu/ furni% ! ultimate solution4
 ,we h a problem4 ,t problem1 x is true1
 is conc]n$ ) some?+ t is n sci5tific1 &
 to attempt to make x sci5tific is to   
kill ! v life t x is our problem to     
*]i%4 ,b 9 solv+ t problem1 we mu/ take 
c]ta9 /eps2 we mu/ arrange our mat]ials 
9 c]ta9 ways2 we mu/ adju/ h>d & /ubborn
 facts to ! atta9m5t ( our end4 ,:at are
 ^! facts8 ,:at is _! relation to our   
problem8 ,:at laws gov]n _! op]ation8   

,^! are subord9ate b v ess5tial p>ts (  
our l>g] problem1 & x is ?r\gh !        
sci5tific inve/igation ( ^! subord9ate  
problems t our l>g] problem is to be    
solv$4  ,let me give y an illu/ration ( 
:at ,i mean4 ,we may assume t e boy :o  
goes out ( ! high s*ool %\ld appreciate 
! mean+ & wor? ( self-sacrifice z ?is is
 reveal$ 7n exp\nd$7 9 ,dick5s's        
del9eation ( ! "* ( ,sidney ,c>ton4 ,!re
 is our problem1--b :at a ho/ (         
subord9ate problems at once confront u6 
,:]e %all we introduce ,! ,tale ( ,two  
,cities8 ,w x be 9 ! second ye>1 or !   
?ird1 or ! f\r?8 ,w x be be/ prec$$ by !
 c\rse 9 g5]al hi/ory :i* w give ! pupil
 a "t p]spective ^u ! crimson backgr\nd 
( ! ,fr5* ,revolution aga9/ :i* ,dick5s 
project$ 8 ma/] "*8 ,or %all we put ,!  
,tale ( ,two ,cities fir/ = ! sake ( !  
height5$ int]e/ :i* ! art ( ! noveli/   
may l5d to ! facts ( ! hi/orian8 ,aga91 
h[ may ! /ory be be/ pres5t$8 ,:at "p   
%all ! pupils read 9 class8 ,:at "p %all
 !y read at home8 ,:at "p1 if any1 %all 

we read to !m8 ,:at que/ions are        
necess>y to insure appreciation8 ,h[ _m 
( ! allusions ne$ be run d[n 9 ord] to  
give ! maximal effect ( ! ma/]piece8 ,h[
 may ! necess>ily discont9u\s           
discussions ( ! class--"o p]iod ea* day 
= sev]al days--be s c\nt]act$ z to      
insure ! cumulative emotional effect :i*
 ! appreciation ( all art presupposes8  
,%\ld ! /ory be sket*$ ?r\gh fir/1 & !n 
read 9 "s detail1 or w "o read+ suffice8
  ,^! are problems1 ,i repeat1 t /& to !
 *ief problem z means /& to end4 ,n[ "s 
( ^! que/ions mu/ be solv$ by e tea*] = 
himself1 b t does n prev5t ea* tea*] f  
solv+ !m sci5tifically4 ,o!rs1 x is     
cle>1 might be solv$ once & = all by !  
"r k9d ( an inve/igation1--might result 
9 p]man5t & univ]sal laws :i* any "o    
c\ld apply4  ,!re are1 ( c\rse1 sev]al  
ways 9 :i* answ]s = ^! que/ions may be  
secur$4 ,"o way is t ( a priori         
reason+1--! d$uctive proc$ure4 ,?is     
me?od may be ?or\ghly sci5tific1 dep5d+ 
( c\rse ^u ! validity ( our g5]al       

pr9ciples z appli$ to ! specific        
problem4 ,ord9>ily ?is validity c be    
det]m9$ only by trial2 consequ5tly ^! a 
priori inf]5ces %\ld be look$ ^u z      
hypo!ses to be te/$ by trial "u /&>d    
conditions4 ,= example1 ,i might argue t
 ,! ,tale ( ,two ,cities %\ld be plac$ 9
 ! ?ird ye> because ! emotional f]m5t ( 
adolesc5ce is !n mo/ favorable = !      
eng5d]+ ( ! ideal4 ,b 9 ! fir/ place1   
?is assum$ pr9ciple w\ld itself be      
subject to grave "q & x w\ld also h to  
be det]m9$ :e!r !re is s little v>iation
 among ! pupils 9 respect (             
physiological age z to p]mit !          
application to all ( a g5]alization t   
might conceivably apply only to ! av]age
 *ild4 ,9 o!r words1 all ( our          
g5]alizations apply+ to av]age pupils   
mu/ be appli$ ) a k ( ! ext5t & range ( 
v>iation f ! av]age4 ,"s p say t !re is 
no su* ?+ z an av]age *ild1 b1 = all    
practical purposes1 ! av]age *ild is a v
 real reality1--he is1 9 fact1 m num]\s 
?an any o!r s+le class2 b ?is does n    

mean t !re may be n en\gh v>iations f ! 
av]age to make unwise ! application (   
our pr9ciple4  ,i ref] to ?is hypo!tical
 case to %[ ! extreme difficulty ( rea*+
 any?+ m ?an hypo!ses by a priori       
reason+4 ,we h a c]ta9 numb] ( fairly   
well e/abli%$ g5]al pr9ciples 9 second>y
 education4 ,p]haps ^? mo/ frequ5tly    
employ$ are our g5]alizations reg>d+    
adolesc5ce & its influ5ces ^u ! m5tal & 
especially ! emotional life ( high-s*ool
 pupils4 ,/anley ,hall's "w 9 ?is field 
is wond]fully /imulat+ & sugge/ive1 &   
yet we %\ld n =get t mo/ ( 8            
g5]alizations are1 aft] all1 only       
plausible hypo!ses to be act$ ^u z      
t5tative guides = practice & to be te/$ 
c>efully "u controll$ conditions1 r ?an 
to be accept$ z immutable & un*angeable 
laws4 ,we sometimes assume t all        
high-s*ool pupils are adolesc5ts1 :5 !  
likelihood is t an appreciable          
proportion ( pupils 9 ! fir/ two ye>s h 
n yet rea*$ ?is important node ( _!     
developm5t4  ,i say ?is n to m9imize 9  

any way ! importance t atta*es to       
adolesc5t *>act]i/ics1 b r to sugge/ t y
 :o are daily deal+ ) ^! pupils c 9 !   
aggregate add immeasurably to ! k t we  
n[ h conc]n+ ?is p]iod4 ,a trem5d\s wa/e
 is con/antly go+ on 9 t mo/ preci\s (  
all our possible res\rces1--namely1     
human exp]i5ce4 ,h[ _m problems t are   
well solv$ h to be solv$ aga9 & aga9    
because ! exp]i5ce has n be5 cry/alliz$ 
9 a well-te/$ fact or pr9ciple2 h[ _m   
exp]i5ces t might be well wor? ! ef=t t 
!y co/ are q wor?less because1 9 und]go+
 !m1 we h neglect$ "s "o or ano!r ( !   
rules t gov]n inexorably ! validity (   
our inf]5ces & conclusions4 ,t is all t 
! sci5tific me?od means 9 ! la/         
analysis3 x is a sy/em ( pr9ciples t    
enable u to make our exp]i5ce wor? :ile 
9 meet+ lat] situations4 ,we all h !    
opportunity ( contribut+ to ! sum total 
( human k1 if only we "k ! rules ( !    
game4  ,i said t "o way ( solv+ ^!      
subord9ate problems t arise 9 !         
realization ( our *ief aims 9 tea*+ is !

 a priori me?od ( apply+ g5]al pr9ciples
 to ! problems4 ,ano!r me?od is to      
imitate ! way 9 :i* we h se5 "s "o else 
h&le ! situation4 ,n[ ?is may be ! mo/  
effective way possible4 ,9 fact1 if a   
suffici5t numb] ( g5]ations ( tea*]s    
keep on bl9dly plung+ 9 & fl\nd]+ ab\t 9
 solv+ _! problems1 ! mo/ effective     
me?ods w ultimately be evolv$ ?r\gh :at 
we call ! process ( trial & error4 ,!   
tea*+ ( ! v olde/ subjects 9 !          
curriculum is almo/ always ! be/ & mo/  
effective tea*+1 = ! v reason t !       
blund]+ process has at la/ result$ 9 an 
effective proc$ure4 ,b ! sci5tific me?od
 ( solv+ problems has its v function 9  
prev5t+ ! trem5d\s wa/e t ?is process   
involves4 ,engli% lit]ature is a        
comp>atively rec5t addition to !        
second>y curriculum4 ,its possibilities 
( s]vice are almo/ unlimit$4 ,%all we   
wait = t5 or fifte5 g5]ations ( tea*]s  
to blund] out ! mo/ effective means (   
tea*+ x1 or %all we avail ourselves ( ^!
 simple pr9ciples :i* w enable u to     

conc5trate ?is exp]i5ce )9 "o or two    
g5]ations8  ,i %\ld l to emphasize "o   
fur!r po9t4 ,no "o has great] respect   
?an ,i h = :at we t]m exp]i5ce 9 tea*+4 
,b let me say t a great deal ( :at we   
may t]m crude exp]i5ce--t is1 exp]i5ce t
 has n be5 ref9$ by ! application (     
sci5tific me?od--is mo/                 
untru/wor?y1--unless1 inde$1 x has be5  
g>n]$ & w9n[$ & sift$ ?r\gh ! ages4 ,let
 me give y an example ( "s accept$      
dictums ( educational exp]i5ce t        
controll$ inve/igations h %[n to be     
untru/wor?y4  ,x is a g5]al impression  
among tea*]s t specific habits may be   
g5]aliz$2 t habits ( neatness & accuracy
 develop$ 9 "o l9e ( "w1 = example1 w   
inevitably make "o neat] & m accurate 9 
o!r ?+s4 ,x has be5 def9itely prov$ t   
?is transf] ( tra9+ does n take place   
inevitably1 b 9 reality dem&s !         
fulfillm5t ( c]ta9 conditions ( :i*     
education has become fully consci\s only
 )9 a comp>atively %ort "t1 & z a result
 ( c>eful1 sy/ematic1 controll$         

exp]im5tation4 ,! mean+ ( ?is 9 !       
prev5tion ( wa/e ?r\gh inadequate tea*+ 
is fully app>5t4  ,aga91 x has be5      
suppos$ by _m tea*]s t ! home environm5t
 is a l>ge factor 9 ! success or failure
 ( a pupil 9 s*ool4 ,9 e accurate &     
controll$ inve/igation t has be5        
conduct$ s f> x has be5 %[n t ?is factor
 9 su* subjects z ari?metic & spell+ at 
lea/ is s small z to be absolutely      
negligible 9 practice4  ,"s p /ill      
believe t a tea*] is born & n made1 &   
yet a c>eful inve/igation ( ! effici5cy 
( elem5t>y tea*]s %[s t1 :5 su* tea*]s 7
 rank$ by compet5t judges1 specializ$   
tra9+ /ood out z ! mo/ important factor 
9 g5]al effici5cy4 ,9 ?is same          
inve/igation1 ! "t-honor$ notion t a    
college education w1 irrespective (     
specializ$ tra9+1 adequately equip a    
tea*] = 8 "w 0 reveal$ z a fallacy1--=  
tw5ty-eight p] c5t ( ! normal-s*ool     
graduates among all ! tea*]s 7 9 ! fir/ 
& second ranks ( effici5cy z aga9/ only 
sev5te5 p] c5t ( ! college graduates2   

:ile1 9 ! two l[e/ ranks1 only sixte5 p]
 c5t ( ! normal-s*ool graduates are to  
be f\nd z aga9/ =ty-f\r p] c5t ( !      
college graduates4 ,^! inve/igations1 ,i
 may add1 7 made by univ]sity pr(essors1
 & ,i am giv+ !m "h 9 a univ]sity       
classroom & z a univ]sity repres5tative4
 ,& ( c\rse ,i %all ha/5 to add t g5]al 
s*ol>%ip is "o important ess5tial4 ,our 
mi/ake has be5 9 assum+ sometimes t x is
 ! only ess5tial4  ,v frequ5tly !       
controll$ exp]i5ce ( sci5tific          
inve/igation confirms a pr9ciple t has  
be5 d]iv$ f crude exp]i5ce4 ,mo/ tea*]s 
w agree1 = example1 t a c]ta9 am\nt (   
drill & repetition is absolutely        
ess5tial 9 ! ma/]y ( any subject4 ,e "t 
t sci5tific inve/igation has t\*$ ?is   
problem x has unmi/akably confirm$ ?is  
belief4 ,"s v rec5t inve/igations made  
by ,mr4 ,br[n at ! ,*>le/on ,normal     
,s*ool %[ conclusively t five-m9ute     
drill p]iods prec$+ e lesson 9 ari?metic
 place pupils :o und]go su* p]iods f> 9 
advance ( o!rs :o sp5d ?is "t 9         

non-drill ari?metical "w1 & t ?is       
improvem5t holds n only 9 ! numb]       
habits1 b also 9 ! reason+ processes4   
,o!r simil> cases c\ld be cit$1 b ,i h  
probably said en\gh to make my po9t1 &  
my po9t is ?is3 t crude exp]i5ce is an  
unsafe guide = practice2 t exp]i5ce may 
be ref9$ 9 two ways--fir/ by ! sl[1     
halt+1 wa/eful op]ation ( "t1 :i* has   
e/abli%$ _m pr9ciples ^u a p9nacle (    
security f :i* !y w nev] be %ak51 b :i* 
has also accompli%$ ?is result at ! co/ 
( innum]able mi/akes1 blund]s1 errors1  
futile ef=ts1 & he>tbreak+ failures2 or 
secondly1 by ! application ( ! pr9ciples
 ( control & te/ :i* are n[ at our      
s]vice1 & :i* p]mit pres5t-day tea*]s to
 conc5trate )9 a s+le g5]ation ! gr[? & 
developm5t & progress t ! empirical     
me?od ( trial & error c\ld n encompass 9
 a mill5nium4  ,! tea*+ ( ,engli% m]its 
treatm5t by ?is me?od4 ,i recomm5d      
/rongly t y give ! plan a trial4 ,y may 
n get imm$iate results4 ,y may n get    
valuable results4 ,b 9 any case1 if y   

c>efully respect ! sci5tific            
proprieties1 y\r exp]i5ce w be wor?     
va/ly m ?an t5 times ! am\nt ( crude    
exp]i5ce2 &1 :e!r y get results or n1 y 
w und]go a valuable discipl9e f :i* may 
em]ge ! ideals ( sci5ce if y are n      
already imbu$ ) !m4 ,i always tell my   
/ud5ts t1 ev5 9 ! /udy ( sci5ce itself1 
x is ! ideals ( sci5ce1--! ideals (     
pati5t1 ?\ghtful "w1 ! ideals (         
op5-m9d$ness & caution 9 rea*+          
conclusions1 ! ideals ( unprejudic$     
obs]vation f :i* selfi%ness & p]sonal   
desire are elim9at$1--x is ^! ideals t  
are va/ly m important ?an ! facts (     
sci5ce z su*1--& ^! latt] are           
significant en\gh to h made possible our
 pres5t progress & our pres5t am5ities (
 life4  ,,footnotes3  ,footnote #af3 ,a 
pap] read be=e ! ,engli% ,section ( !   
,univ]sity ( ,ill9ois ,high ,s*ool      
,conf]5ce1 ,novemb] #ag1 #aiaj4     ,,xi
  ,,! ,,new ,,attitude ,,t[>d ,,drill#ag
   ,w&]+ ab\t 9 a circle ?r\gh a ?ick   
=e/ is p]haps an ov]drawn analogy to our

 activity 9 attempt+ to con/ruct        
educational !ories2 & yet !re is a      
resemblance4 ,we pu% out hopefully--&   
(t5 boa/fully--into ! unkn[n wild]ness1 
absolutely c]ta9 t we are pione]+ a     
trail t w lat] become ! royal highway to
 le>n+4 ,we /ruggle on1 ru?lessly us+ ! 
hat*et & ! ax to cle> ! road be=e u4 ,& 
all too (t5 we come back to our />t+    
po9t1 hav+ unwitt+ly describ$ a p]fect  
circle1 in/ead ( ! /raight l9e t we _h  
anticipat$4  ,b ,i am n a pessimi/1 & ,i
 l to believe t1 al?\gh our c\rse       
frequ5tly resembles a circle1 x is mu*  
bett] to *>act]ize x z a spiral1 & t1   
al?\gh we d get back to a po9t t we     
recognize1 x is n1 aft] all1 our old    
/>t+ po9t2 x is an homolog\s po9t on a  
high] plane4 ,we h at lea/ climb$ a     
little1 ev5 if we h n travel$ 9 a       
/raight l9e4  ,n[ 9 a figurative way ?is
 expla9s h[ we h come to take our pres5t
 attitude t[>d ! problem ( drill or     
tra9+ 9 ! process ( education4 ,drill   
means ! repetition ( a process until x  

has become me*anical or automatic4 ,x   
means ! k9d ( discipl9e t ! recruit     
und]goes 9 ! army1--! mak+ ( a s]ies (  
complicat$ movem5ts s ?or\ghly automatic
 t !y w be gone ?r\gh ) accurately &    
precisely1 at ! ^w ( comm&4 ,x means !  
sort ( discipl9e t makes c]ta9          
activities ma*9e-l 9 _! op]ation1--s t  
we d n h to ?9k ab\t :i* "o comes next4 
,?us ! m9d is reliev$ ( ! burd5 ( look+ 
aft] ! innum]able details & may use its 
preci\s en]gy = a m important purpose4  
,9 e adult life1 a l>ge numb] ( ^!      
me*aniz$ responses are absolutely       
ess5tial to effici5cy4 ,mod]n civiliz$  
life is s highly organiz$ t x dem&s a   
multitude ( reactions & adju/m5ts :i*   
primitive life did n dem&4 ,x goes )\t  
say+ t !re are innum]able little details
 ( our daily "w t mu/ be r$uc$ to !     
plane ( unv>y+ habit4 ,^! details v>y ) 
! trade or pr(ession ( ! individual2    
h5ce g5]al education _c hope to supply !
 individual ) all ( ! automatic         
responses t he w ne$4 ,b1 9 addition to 

^! specializ$ responses1 !re is a l>ge  
mass ( responses t are common to e memb]
 ( ! social gr\p4 ,we mu/ all be able to
 communicate ) "o ano!r1 bo? ?r\gh !    
m$ium ( spee*1 & ?r\gh ! m$ium ( writt5 
& pr9t$ symbols4 ,we live 9 a society t 
is f\nd$ ^u ! pr9ciple ( ! division (   
labor4 ,we mu/ ex*ange ! products ( our 
labor = ! necessities ( life t we d n   
ourselves produce1 & h5ce arises !      
necessity = ! %ort cuts to c\nt+ &      
measurem5t :i* we call ari?metic4 ,&    
f9ally we mu/ all live toge!r 9 some?+  
at lea/ approa*+ h>mony2 h5ce ! ?\s& &  
"o little responses t mean c\rtesy &    
good mann]s mu/ be made ?or\ghly        
automatic4  ,n[ education1 f ! v e>lie/ 
times1 has recogniz$ ! necessity (      
build+ up ^! automatic responses1--(    
fix+ ^! ess5tial habits 9 all           
individuals4 ,?is recognition has (t5   
be5 %ort-sight$ & sometimes ev5 bl9d2 b 
x has s]v$ to hold education r t5aci\sly
 to a process t all mu/ admit to be     
ess5tial4  ,drill or tra9+1 h[ev]1 is   

un=tunate 9 "o important p>ticul>4 ,x   
inv>iably involves repetition2 &        
consci\s1 explicit repetition t5ds to   
become monoton\s4 ,we mu/ hold att5tion 
to ! drill process1 & yet att5tion      
abhors monotony z nature abhors a       
vacuum4 ,consequ5tly no small "p ( !    
t$ium & irksom5ess ( s*ool "w has be5   
due to its emphasis ( drill4 ,! =malism 
( ! old] s*ools has be5 describ$1       
criticiz$1 & lampoon$ 9 pr(essional     
lit]ature1 & ev5 9 ! pages ( fiction4 ,!
 disa/r\s results t foll[ f eng5d]+ 9   
pupils a disgu/ = s*ool & all t x       
repres5ts h be5 eloqu5tly portray$4     
,along ) ! t5d5cy t[>d ease & com=t 9   
o!r dep>tm5ts ( human life has gone a   
p>allel t5d5cy to relieve ! s*ool ( ?is 
odi\s burd5 ( =mal1 lifeless1 repetitive
 "w4  ,?is re=m movem5t1 z ,i %all call 
x1 repres5ts our fir/ plunge into !     
wild]ness4 ,we w\ld get away f !        
entanglem5ts ( drill & into ! cle>+s (  
pleasurable1 spontane\s activities4 ,a  
new sun ( hope dawn$ ^u ! educational   

_w4  ,y are all famili> ) "s ( ! m      
spectacul> results ( ?is movem5t4 ,y h  
he>d ( ! s*ools t elim9at$ drill        
processes altoge!r1 & dep5d$ ^u cle>    
initial developm5t to fix ! facts &     
=mulae & reactions t e "o ne$s4 ,y h    
he>d & p]haps se5 "s ( ! s*ools t 7 bas$
 entirely ^u ! doctr9e ( spontaneity1   
gov]n+ _! "w by ! pr9ciple t ! *ild %\ld
 nev] d any?+ t he did n wi% to d at !  
mom5t ( do+1--al?\gh ! advocates ( ?is  
!ory g5]ally qualifi$ _! pr9ciple by    
insi/+ t ! skillful tea*] w\ld h ! *ild 
wi% to d ! "r ?+ all ! "t4  ,let me     
describe to y a s*ool ( ?is type t ,i   
once visit$4 ,i le>n$ ( x ?r\gh a       
resid5t ( ! city 9 :i* x 0 locat$4 ,he 0
 deliv]+ an address be=e an educational 
ga!r+ on ! problems ( mod]n education4  
,he told ! audi5ce t1 9 ! s*ools ( ?is  
enlight5$ city1 ! antiquat$ notions t 7 
s p]nici\s _h be5 entirely disp5s$ )4   
,he said t pupils 9 ^! s*ools 7 no long]
 repress$2 t all regim5tation1 l9e      
pass+1 /atic po/ure1 & o!r b>b>ic       

practices _h be5 aboli%$2 t ! pupils 7  
free to "w out _! own de/9y1 to realize 
!mselves1 ?r\gh all =ms ( con/ructive   
activity2 t drills _h be5 elim9at$2 t   
corporal puni%m5t 0 nev] ev5 m5tion$1   
mu* less practic$2 t all 0 h>mony1 &    
love1 & fre$om1 & spontaneity4  ,i li/5$
 to ?is speak] ) int5se int]e/1 &1 z 8  
picture unfold$1 ,i became m & m conv9c$
 t ?is city _h at la/ solv$ ! problem4  
,i took ! e>lie/ opportunity to visit   
its s*ools4 ,:5 ,i rea*$ ! city ,i w5t  
to ! sup]9t5d5t's (fice4 ,i ask$ to be  
direct$ to ! be/ s*ool4 ,our s*ools are 
all 'be/1' ! secret>y told me ) an      
intonation t d5ot$ comm5dable pride1 &  
:i* c]ta9ly made me feel extremely      
humble1 = "h ev5 ! laws ( logic & ( =mal
 gramm> _h be5 transc5d$4 ,i made bold  
to apologize1 h[ev]1 & am5d$ my reque/  
to make x app>5t t ,i wi%$ to see !     
l>ge/ s*ool4 ,i 0 direct$ to take a     
c]ta9 c> &1 9 due "t1 f\nd myself at !  
s*ool4 ,i inf]r$ t recess 0 9 progress  
:5 ,i rea*$ ! build+1 & t ! recess 0 be+

 celebrat$ )9 doors4 ,aft] "s "t sp5t 9 
dodg+ ab\t ! corridors1 ,i at la/ locat$
 ! pr9cipal4  ,i introduc$ myself & ask$
 if ,i c\ld visit 8 s*ool aft] recess 0 
ov]4 ,we h no recesses "h1 he repli$ 7,i
 c\ld j cat* 8 voice above ! d9 ( !     
corridors72 ?is is a relaxation p]iod = 
"s ( ! classes4 ,he l$ ! way to ! (fice1
 & ,i sp5t a few mom5ts 9 gett+ ! lay ( 
! l&4 ,i ask$ him1 fir/1 :e!r he agre$ )
 ! doctr9es t ! sy/em repres5t$1 & he   
told me t he believ$ 9 !m implicitly4   
,did he foll[ !m out consi/5tly 9 !     
op]ation ( 8 s*ool8 ,yes1 he foll[$ !m  
out to ! lett]4  ,we !n w5t to sev]al   
classrooms1 :]e ,i saw *ildr5 realiz+   
!mselves1 ,i ?\ght1 v effectively4 ,!re 
7 ?ree gr\ps at "w 9 ea* room4 ,"o      
recit$ to ! tea*]1 ano!r /udi$ at !     
seats1 a ?ird did con/ruction "w at !   
tables4 ,i inquir$ ab\t ! me*anics ( ?is
 r elaborate organization1 b ,i 0 told t
 me*anics _h be5 elim9at$ f ?is s*ool4  
,me*anical organization ( ! classroom1 x
 seems1 cru%es ! *ild's spontaneity1    

represses 8 self-activity1 prev5ts !    
effective op]ation ( ! pr9ciple (       
self-realization4 ,h[1 !n1 did ^! ?ree  
gr\ps ex*ange places1 = ,i felt t !     
doctr9e ( self-realization w\ld n p]mit 
!m to rema9 9 ! same employm5t dur+ !   
entire session4 ,oh1 ! pr9cipal repli$1 
:5 !y get ready to *ange1 !y *ange1 t's 
all4  ,i saw t a *ange 0 com+ directly1 
s ,i wait$ to wat* x4 ,! gr\p _h be5    
work+ ) :at ,i %\ld call a great deal ( 
noise & confusion4 ,all at once ?is     
increas$ t5fold4 ,pupils jump$ ov]      
seats1 ran into ea* o!r 9 ! aisles1     
scurri$ & scamp]$ f ?is place to t1 :ile
 ! tea*] /ood 9 ! front ( ! room wildly 
wav+ h] arms4 ,! p]=mance la/$ sev]al   
m9utes4 ,!re's spontaneity = y1 !       
pr9cipal %\t$ above ! ro> ( ! /orm4 ,i  
acquiesc$ by a nod ( ! head1--my lungs1 
?r\gh lack ( tra9+1 be+ unequal to !    
em]g5cy4  ,we pass$ to ano!r room4 ,!   
same gr\p sy/em 0 9 evid5ce4 ,i notic$  
pupils :o _h be5 work+ at _! seats      
sudd5ly put away _! books & pap]s & skip

 ov] to ! con/ruction table4 ,i ask$    
conc]n+ ! nature ( ! con/ruction "w4 ,we
 use x1 ! pr9cipal told me1 z a rew>d = 
good "w 9 ! book subjects4 ,y see       
ari?metic is dead & dry4 ,y mu/ give    
pupils an inc5tive to ma/] x4 ,we make !
 privileges ( ! con/ruction table !     
inc5tive4 ,:at d !y make at ?is table8  
,i ask$4 ,:atev] _! fancy dictates1 he  
repli$4 ,i 0 a little curi\s1 h[ev]1 to 
"k h[ x all come out4 ,i saw "o *ild />t
 to "w on a basket1 "w at x a few       
m9utes1 !n take up some?+ else1 cont9ue 
a little "t1 g back to ! basket1 &      
f9ally ?r[ bo? d[n = a ?ird object (    
self-realization4 ,i call$ ! pr9cipal's 
att5tion to ?is ph5om5on4 ,h[ d y get ! 
beautiful results t y exhibit8 ,i ask$4 
,= ^?1 he said1 we j keep ! pupils work+
 on "o ?+ until x is f9i%$4 ,b1 ,i      
object$1 is t consi/5t ) ! doctr9e (    
spontaneity8 ,8 answ] 0 lo/ 9 ! d9 ( a  
*ange ( gr\ps1 & ,i did n foll[ !       
inve/igation fur!r4  ,noon dismissal 0  
due :5 ,i w5t into ! corridor4 ,l9es are

 =bidd5 9 t s*ool4 ,at ! /roke ( ! bell1
 ! classroom doors bur/ op5 & b$lam 0   
let loose4 ,i _h anticipat$ :at 0 com+1 
& hurri$ly betook myself to an alcove4  
,i saw m spontaneity 9 two m9utes ?an ,i
 _h ev] se5 be=e 9 my life4 ,"s boys    
tore ?r\gh ! corridors at breakneck spe$
 & d[n ! /airways1 ?ree /eps at a "t4   
,o!rs saunt]$ along1 realiz+ v>i\s      
prop5sities by pu%+ & %ov+ ea* o!r1     
snat*+ caps out ( o!rs' h&s1 slapp+ ea* 
o!r ov] ! head ) books1 & v>i\s o!r     
expressions ( exub]ant spirits4 ,"o gr\p
 /opp$ 9 front ( my alcove1 & %[$       
comm5dable curiosity ab\t ! visitor 9 _!
 mid/4 ,aft] exhau/+ 8 /atic            
possibilities1 !y tempt$ him to dynamic 
reaction by mak+ faces2 b ?is prov+ to  
be ( no avail1 !y w5t on _! way1--9 !   
hope1 d\btless1 ( realiz+ !mselves      
else:]e4  ,i left t s*ool ) a fairly    
firm conviction t ,i _h se5 ! mo/       
advanc$ notions ( educational !ory work$
 out to a logical conclusion4 ,!re 0    
no?+ halfway ab\t x4 ,!re 0 no apology  

(f]$ = any?+ t happ5$4 ,x 0 all fair &  
squ>e & op5 & abovebo>d4 ,to be sure1 ! 
pupils 71 to my prejudic$ m9d1 9 a      
condition approa*+ an>*y1 b ,i c\ld n   
d5y ! spontaneity1 nor c\ld ,i d5y      
self-activity1 nor c\ld ,i d5y          
self-realization4 ,^! pr9ciples 7       
evid5tly op]at+ )\t let or h9drance4    
,be=e leav+ ! s*ool1 ,i took occasion to
 inquire conc]n+ ! effect ( su* a sy/em 
^u ! tea*]s4 ,i l$ up to x by ask+ !    
pr9cipal if !re 7 any n]v\s or anaemic  
*ildr5 9 8 s*ool4 ,n "o1 he repli$      
en?usia/ically2 our sy/em elim9ates !m4 
,b h[ ab\t ! tea*]s8 ,i v5tur$ to rem>k1
 hav+ 9 m9d ! image ( a di/ract$ "y     
woman :om ,i _h se5 attempt+ to r$uce   
=ty little ruffians to "s semblance (   
law & ord] ?r\gh moral suasion4 ,if ,i  
judg$ conditions correctly1 t woman 0 on
 ! v]ge ( a n]v\s breakd[n4 ,my guide   
became confid5tial :5 ,i made ?is       
inquiry4 ,to tell ! tru?1 he :isp]$1 !  
sy/em is mighty h>d on ! wom54  ,a few  
ye>s ago ,i _h ! privilege ( visit+ a   

high s*ool :i* 0 op]at$ ^u ?is same     
pr9ciple4 ,i visit$ 9 t s*ool "s classes
 t 7 taught by m5 & wom51 :om ,i %\ld   
numb] among ! mo/ exp]t tea*]s t ,i h   
ev] se54 ,! in/ruction t ^! m5 & wom5 7 
giv+ 0 z cle> & lucid z "o c\ld desire4 
,& yet1 9 spite ( t excell5t in/ruction1
 pupils read newspap]s1 prep>$ o!r      
lessons1 or read books dur+ !           
recitations1 & did all ?is op5ly &      
unreprov$4 ,!y respond$ to _! in/ructors
 ) %ameless insol5ce4 ,"y ladies (      
sixte5 & sev5te5 com+ f cultur$ homes 7 
p]mitt$ 9 ?is s*ool to pull ea* o!r's   
hair1 p9* ! arms ( s*oolmates :o 7      
recit+1 & behave !mselves 9 g5]al z if  
!y 7 savages4 ,! pupils loll$ 9 _!      
seats1 pass$ notes1 kept up an und]tone 
( conv]sation1 arose f _! seats at !    
fir/ tap ( ! bell1 & pil$ 9 disord] out 
( ! classroom :ile ! in/ructor 0 /ill   
talk+4 ,if ! lessons _h be5 t$i\s1 "o   
might p]haps at lea/ h palliat$ su*     
conduct1 b ! in/ruction 0 v f> f t$i\s4 
,x 0 bright1 lively1 animat$1           

beautifully cle>1 & admirably illu/rat$4
 ,x is simply ! !ory ( ?is s*ool nev] to
 int]f]e ) ! spontane\s activity ( !    
pupils4 ,& ,i may add t ! s*ool draws   
its enrollm5t v l>gely f weal?y families
 :o believe t _! *ildr5 are be+ giv5 !  
be/ t mod]n education has develop$1 t !y
 are n be+ subject$ to ! dead5+ me?ods (
 ! av]age public s*ool1 & above all t _!
 mann]s are n be+ corrupt$ by promiscu\s
 m+l+ ) ! (fspr+ ( illit]ate immigrants4
 ,& yet soon aft]w>d1 ,i visit$ a high  
s*ool 9 "o ( ! poore/ slum di/ricts ( a 
l>ge city4 ,i saw pupils well-behav$1   
c\rte\s to "o ano!r1 to _! in/ructors1 &
 to visitors4 ,! in/ruction 0 mu* bel[ t
 giv5 9 ! fir/ s*ool 9 po9t ( quality1 &
 yet ! pupils 7 gett+ f x1 ev5 "u ^!    
conditions1 va/ly m ?an 7 ! pupils ( !  
o!r s*ool f _! ma/]ly in/ructors4  ,!   
two s*ools t ,i fir/ describ$ repres5t  
"o type ( ! attempt t education has made
 to pione] a new pa? ?r\gh ! wild]ness4 
,i h said t _m ( ^! attempts h end$ by  
br++ ! adv5tur]s back to _! />t+ po9t4  

,i _c say s mu* = ^! s*ools4 ,! movem5t 
t !y repres5t is /ill fl\nd]+ ab\t 9 !  
tam>ack swamps1 gett+ f>!r & f>!r into !
 morass1 ) little hope ( ev] em]g+4     
,may ,i tax y\r pati5ce ) "o m concrete 
illu/ration3 ?is "t1 ( a s*ool t seems  
to me to h rea*$ ! />t+ po9t1 b on t new
 & high] plane ( :i* ,i h spok58  ,?is  
s*ool is 9 a small ,massa*usetts t[n1 & 
is ! model dep>tm5t ( ! /ate normal     
s*ool locat$ at t place4 ,! fir/ po9t t 
impress$ me 0 typifi$ by a boy ( ab\t   
twelve :o 0 pass+ ?r\gh ! corridor z ,i 
ent]$ ! build+4 ,in/ead ( sl\*+ along1  
wa/+ e possible mom5t be=e he %\ld      
return to 8 room1 he 0 walk+ briskly z  
if eag] to get back to 8 "w4 ,in/ead (  
/>+ at ! /rang] )9 8 gates ) ! impud5t  
curiosity s (t5 notic$ 9 *ildr5 ( ?is   
age1 he greet$ me pleasantly & wi%$ to  
"k if ,i 7 look+ = ! pr9cipal4 ,:5 ,i   
told him t ,i 01 he in=m$ me t !        
pr9cipal 0 on ! upp] floor1 b t he w\ld 
g = him at once4 ,he did1 & return$ a   
mom5t lat] say+ t ! head ( ! s*ool w\ld 

be d[n directly1 & ask$ me to wait 9 !  
(fice1 into :i* he u%]$ me ) all !      
c\rtesy ( a private secret>y4 ,!n he    
excus$ himself & w5t directly to 8 room4
  ,n[ t might h be5 an exceptional case1
 b ,i f\nd out lat] t is 0 n4 ,:]ev] ,i 
w5t 9 t s*ool1 ! pupils 7 polite &      
c\rte\s & respectful4 ,t 0 "p ( _!      
education4 ,x %\ld be "p ( e *ild's     
education4 ,b _m s*ools are too busy    
tea*+ read+1 writ+1 & ari?metic1 & o!rs 
are too busy pres]v+ discipl9e1 & o!rs  
are too busy coquett+ = ! good w ( _!   
pupils & try+ to amuse !m--too busy to  
give he$ to a set ( habits t are (      
p>am\nt importance 9 ! life ( civiliz$  
society4 ,?is s*ool took up ! matt] (   
tra9+ 9 good mann]s z an ess5tial "p (  
its duty1 & x accompli%$ ?is task       
quickly & effectively4 ,x did x by      
utiliz+ ! opportunities pres5t$ 9 !     
usual c\rse ( s*ool "w4 ,x took a little
 "t & a little att5tion1 = good mann]s  
_c be acquir$ incid5tally any m ?an !   
multiplication tables c be acquir$      

incid5tally2 b x utiliz$ ! ev]yday      
opportunities ( ! s*oolroom1 & did n    
make morals & mann]s ! subject (        
in/ruction = a half-h\r on ,friday      
aft]noons to be completely =gott5 dur+ !
 re/ ( ! week4  ,:5 ! pr9cipal took me  
?r\gh ! s*ool1 ,i not$ ev]y:]e a happy &
 c\rte\s relation betwe5 pupils &       
tea*]s4 ,!y spoke pleasantly to "o      
ano!r4 ,i he>d no nagg+ or scold+4 ,i   
saw no "o sulk+ or p\t+ or 9 bad temp]4 
,& yet !re 0 e evid5ce ( respect &      
ob$i5ce on ! "p ( ! pupils4 ,!re 0 none 
( t happy-g-lucky comrade%ip :i* ,i h   
sometimes se5 9 o!r mod]n s*ools1 & :i* 
leads ! pupil to und]/& t 8 tea*] is !re
 to ga9 8 int]e/1 n to comm& 8          
respectful att5tion4 ,pupils 7 too busy 
) _! "w to talk mu* ) "o ano!r4 ,!y 7   
sitt+ up 9 _! seats z a matt] ( habit1 &
 x did n seem to hurt !m s]i\sly to d s4
 ,& ev]y:]e !y 7 work+ l beav]s at "o   
task or ano!r1 or att5d+ ) all _! eyes &
 e>s to a recitation4  ,n[ x seem$ to me
 t ?is s*ool 0 op]at$ ) a m9imum ( wa/e 

or loss4 ,e item ( en]gy t ! pupils     
possess$ 0 be+ giv5 to "s educative     
activity4 ,no?+ 0 lo/ by conflict betwe5
 pupil & tea*]4 ,no?+ 0 lo/ by bur/s (  
ang] or by fits ( depression4 ,^! s\rces
 ( wa/e _h be5 elim9at$ s f> z ,i c\ld  
det]m9e4 ,! pupils c\ld read well &     
write well & ciph] accurately4 ,!y ev5  
took a ke5 delight 9 ! drills4 ,& ,i    
f\nd t ?is phase ( _! "w 0 enlight5$ by 
! mod]n cont5t t _h be5 introduc$4 ,9 _!
 h&work & manual tra9+ !y c\ld see t    
ari?metic 0 useful1--t x _h some?+ to d 
) ! great big buzz+ life ( ! out] _w4   
,!y le>n$ t spell+ 0 useful 9 writ+1--t 
x 0 n some?+ t began & end$ )9 ! cov]s (
 ! spell+ book1 b t x _h a real & vital 
relation to o!r ?+s t !y f\nd to be     
important4 ,!y _h _! dramatic ex]cises 9
 :i* !y & _! fell[s1 &1 on occasions1 _!
 p>5ts1 took a ke5 delight1 & !y 7 glad 
to af=d !m pleasure & to receive        
congratulations at ! close4 ,& yet !y   
f\nd t1 9 ord] to d ^! ?+s well1 !y mu/ 
read & /udy & drill on speak+4 ,!y lik$ 

to h _! draw+s inspect$ & prais$ at !   
s*ool exhibitions1 b !y soon f\nd t good
 draw+ & pa9t+ & design+ 7 /rictly      
condition$ by a ma/]y ( te*nique1 & !y  
wi%$ to ma/] te*nique 9 ord] to w9 ^!   
rew>ds4  ,n[ :at 0 ! secret ( !         
effici5cy ( ?is s*ool8 ,n m]ely ! fact t
 x _h introduc$ c]ta9 types ( cont5t su*
 z draw+1 manual tra9+1 dome/ic sci5ce1 
dramatization1 /ory "w1--b also t x _h n
 lo/ sight ( ! fundam5tal purpose (     
elem5t>y education1 b _h s organiz$ all 
( its /udies t ea* play$ into ! h&s ( ! 
o!rs1 & t ev]y?+ t 0 done _h "s def9ite 
& tangible relation to ev]y?+ else4 ,!  
manual tra9+ ex]cises & ! me*anical     
draw+ 7 ex]cises 9 ari?metic1 b1 let me 
rem9d y1 !re 7 o!r lessons1 & =mal      
lessons1 9 ari?metic z well4 ,b ! "o    
ex]cise enlight5$ & made m mean+ful !   
o!r4 ,9 ! same way ! /ory &             
dramatization 7 intimately relat$ to !  
read+ & ! language1 b !re 7 =mal lessons
 9 read+ & =mal lessons 9 language4 ,!  
geography illu/rat$ nature /udy &       

employ$ language & ari?metic & draw+ 9  
its ex]cises4 ,& s ! :ole /ructure 0    
organiz$ & coh]5t & unifi$1 & :at 0     
taught 9 "o class 0 utiliz$ 9 ano!r4    
,!re 0 no ne$less duplication1 no       
ne$less or mean+less repetition4 ,b     
repetition !re 01 ov] & ov] aga91 b     
always x 0 effective 9 /ill m firmly    
fix+ ! habits4  ,"o w\ld be an +rate1   
inde$1 if "o fail$ to recognize ! great 
good t an extreme re=m movem5t may d4   
,"s v preci\s increm5ts ( progress h    
result$ ev5 f ! mo/ extreme & ridicul\s 
reactions aga9/ ! drill & =malism ( !   
old] s*ools4 ,let me briefly summ>ize ^!
 really sub/antial ga9s z ,i conceive   
!m4  ,9 ! fir/ place1 we h come to      
recognize di/9ctly ! importance ( enli/+
 9 ! s]vice ( habit build+ ! native     
in/9cts ( ! *ild4 ,up to a c]ta9 po9t   
nature provides = ! fix+ ( useful       
responses1 & we %\ld be unwise n to make
 use ( ^! t5d5cies4 ,9 ! spontane\s     
activities ( play1 c]ta9 fundam5tal     
reactions are cont9ually repeat$ until  

!y rea* ! plane ( absolute me*anism4 ,9 
imitat+ ! actions ( o!rs1 adju/m5ts are 
le>n$ & made into habits )\t ef=t2 9    
fact1 ! process ( imitation1 s f> z x is
 in/9ctive1 is a s\rce ( pure delight to
 ! "y *ild4 ,f9ally1 closely relat$ to  
^! two in/9cts1 is ! native t5d5cy to   
repetition1--nature's prim>y provision =
 drill4 ,y h (t5 he>d little *ildr5     
repeat _! new words ov] & ov] aga94     
,frequ5tly !y h no conception ( ! mean+s
 ( ^! words4 ,nature seems to be        
untr\bl$ by a "q t has bo!r$ tea*]s2    
namely1 ,%\ld a *ild ev] be ask$ to     
drill on some?+ ! purpose ( :i* he does 
n und]/&8 ,nature sees to x t c]ta9     
ess5tial responses become automatic long
 be=e ! *ild is consci\s ( _! mean+4 ,j 
because nature does ?is is1 ( c\rse1 no 
reason :y we %\ld imitate h]4 ,b ! fact 
is an int]e/+ comm5t>y ^u ! extreme to  
:i* we sometimes c>ry our pr9ciple (    
rationaliz+ ev]y?+ be=e p]mitt+ x to be 
ma/]$4  ,i repeat t ! re=m movem5t has  
done excell5t s]vice 9 ext5d+ !         

recognition 9 education ( ^! fundam5tal 
& inborn adaptive in/9cts1--play1       
imitation1 & rhy?mic repetition4 ,x has 
err$ :5 x has insi/$ t we c\ld dep5d ^u 
^! alone1 = nature has adapt$ man1 n to 
! complicat$ conditions ( our mod]n     
highly organiz$ social life1 b r to     
primitive conditions4 ,left to !mselves1
 ^! in/9ctive =ces w\ld take ! *ild up  
to a c]ta9 po9t1 b !y w\ld /ill leave   
him on a primitive plane4 ,i "k ( "o    
good au?ority on ! tea*+ ( read+ :o     
ma9ta9s t ! normal *ild w\ld le>n to    
read )\t =mal tea*+ if he 7 plac$ 9 ! "r
 environm5t1--an environm5t ( books4    
,?is may be possible ) "s exceptional   
*ildr51 b ev5 an environm5t reasonably  
replete ) books does n effect ?is       
miracle 9 ! case ( c]ta9 *ildr5 :om ,i  
"k v well & :om ,i l to ?9k ( z p]fectly
 normal4 ,^! *ildr5 le>n$ to talk by    
imitation & in/9ctive repetition4 ,b    
nature has n yet gone s f> z to provide 
! av]age *ild ) spontane\s impulses t w 
lead him to le>n to read4 ,read+ is a   

mu* m complicat$ & highly organiz$      
process4 ,& s x is ) a va/ numb] ( !    
activities t our pupils mu/ ma/]4       
,ano!r increm5t ( progress t ! re=m     
movem5t has giv5 to educational practice
 is a recognition ( ! fact t we h be5   
requir+ pupils to acquire unnecess>y    
habits1 "u ! impression1 t ev5 if !     
habits 7 n useful1 some?+ ( value 0 ga9$
 9 _! acquisition4 ,z a result1 we h    
pass$ all ( our gra9 ?r\gh ! same mill1 
unm9dful ( ! fact t diff]5t life        
activities requir$ diff]5t types ( gri/4
 ,to-day we are see+ ! ne$ = c>efully   
select+ ! types ( habit & skill t %\ld  
be develop$ 9 all *ildr54 ,we are       
recogniz+ t !re are _m phases ( !       
educative process t x is n well to r$uce
 to an automatic basis4 ,:5 ,i 0 9 !    
elem5t>y s*ool ,i memoriz$ ,b>nes's     
,hi/ory ( ! ,unit$ ,/ates & ,h>p]'s     
,geography f cov] to cov]4 ,i h nev]    
greatly regrett$ ?is automatic ma/]y2 b 
,i h (t5 ?\ght t ,i might h memoriz$    
some?+ r m important1 = hi/ory &        

geography c\ld h be5 ma/]$ j z          
effectively 9 ano!r way4  ,9 ! ?ird     
place1 & mo/ important ( all1 we h be5  
l$ to analyze ?is complex process (     
habit build+1--to f9d out ! factors t   
op]ate 9 le>n+4 ,we h n[ a goodly body (
 pr9ciples t may ev5 be *>act]iz$ by !  
adjective sci5tific4 ,we "k t 9 habit   
build+1 x is fundam5tally ess5tial to   
get ! pupil />t$ 9 ! "r way4 ,a rec5t   
writ] /ates t two ?irds ( ! difficulty t
 ! tea*] meets fix+ habits is due to !  
neglect ( ?is pr9ciple4 ,inadequate &   
ineffici5t habits get />t$ & mu/ be     
cont9ually combat$ :ile ! desirable     
habit is be+ =m$4 ,h[ important ?is is 9
 ! initial pres5tation ( mat]ial t is to
 be memoriz$ or made automatic we are j 
n[ beg9n+ to appreciate4 ,"o writ]      
insi/s t faulty "w 9 ! fir/ grade is    
responsible = a l>ge "p ( ! ret>dation  
:i* is bo!r+ u s mu* to-day4 ,! wrong   
k9d ( a />t is made1 & :5ev] a faulty   
habit is =m$1 x mu* m ?an d\bles !      
difficulty ( gett+ ! "r "o well "u way4 

,we are sl[ly com+ to appreciate h[ mu* 
"t is wa/$ 9 drill processes by         
inadequate me?ods4 ,te*nique is be+     
improv$ & ! "t ?us sav$ is be+ giv5 to !
 new] cont5t subjects t are dem&+       
admission to ! s*ools4  ,aga91 we are   
com+ to appreciate z nev] be=e !        
importance ( motivat+ our drill "w1--( n
 only read+ into x purpose & mean+ s t !
 pupil w und]/& :at x is all =1 b also (
 eng5d]+ 9 him ! desire to =m !         
habits1--to und]go ! discipl9e t is     
ess5tial = ma/]y4 ,"h aga9 ! re=m       
movem5t has be5 helpful1 %[+ u ! wa/e ( 
"t & en]gy t results f attempt+ to fix  
habits t are only weakly motivat$4  ,all
 ?is is a va/ly diff]5t matt] f         
sug>-coat+ ! drill processes1 "u !      
mi/ak5 notion t some?+ t is wor? :ile   
may be acquir$ )\t ef=t4 ,i ?9k t       
educators are g5]ally agre$ t su* a     
policy is ?or\ghly bad1--= x subv]ts a  
basic pr9ciple ( human life ! op]ation (
 :i* nei!r education nor any o!r =ce c  
alt] or rev]se4 ,to tea* ! *ild t ! ?+s 

9 life t are wor? do+ are easy to d1 or 
t !y are always or ev5 (t5 intr9sically 
pleasant or agreeable1 is to tea* him a 
lie4 ,human hi/ory gives u no examples (
 wor?y a*ievem5ts t h n be5 made at !   
price ( /ruggle & ef=t1--at ! price (   
do+ ?+s t m5 did n want to d4 ,e great  
tru? has _h to /ruggle upw>d f defeat4  
,e man :o has really f\nd himself 9 ! "w
 ( life has paid ! price ( sacrifice = 8
 success4 ,& :5ev] we attempt to give   
our pupils a ma/]y ( ! complicat$ arts &
 skills t h lift$ civiliz$ man above !  
plane ( 8 savage ance/ors1 we mu/ expect
 f !m /ruggle & ef=t & self-d5ial4  ,let
 me quote a p>agraph f ! report ( a     
rec5t inve/igation 9 ! psy*ology (      
le>n+4 ,! habit t 0 be+ le>n$ 9 ?is     
exp]im5t 0 skill 9 ! use ( ! typewrit]4 
,! writ] describes ! process 9 ! foll[+ 
words3       ,9 ! e>ly /ages ( le>n+1   
our subjects 7 all v mu*      int]e/$ 9 
! "w4 ,_! :ole m9d seem$ to be          
spontane\sly      held by ! writ+4 ,!y 7
 always anxi\s to take up ! "w      anew

 ea* day4 ,_! g5]al attitude & !        
resultant s5sations      con/itut$ a    
pleasant feel+ tone1 :i* _h a helpful   
reaction>y effect ^u ! "w4 ,cont9u$     
practice1 h[ev]1      br\ght a *ange4 ,9
 place ( ! spontane\s1 rapt att5tion (  
! beg9n+ /ages1 att5tion t5d$1 at c]ta9 
def9ite /ages      ( advancem5t1 to w&] 
away f ! "w4 ,a g5]al feel+ (           
monotony1 :i* at times assum$ ! =m (    
utt] disgu/1 took      ! place ( ! =m]  
pleasant s5sations & feel+s4 ,!         
writ+ became a disagreeable task4 ,!    
unpleasant feel+s n[      pres5t 9      
consci\sness ex]t$ an ev]-re/ra9+ effect
 on !      "w4 ,z an exp]t skill 0      
approa*$1 h[ev]1 ! le>n]s'      attitude
 & mood *ang$ aga94 ,!y aga9 took a ke5 
int]e/ 9      ! "w4 ,_! :ole feel+ tone 
once m became favorable1 &      !       
movem5ts delightful & pleasant4 ,! exp]t
 typi/ 444 s      ?or\ghly enjoy$ !     
writ+ t x 0 z pleasant z !              
spontane\s play activities ( a *ild4 ,b 
9 ! c\rse (      develop+ ?is p]man5t   

int]e/ 9 ! "w1 !re 7 _m      p]iods 9   
ne>ly e te/1 _m days1 z well z /ages 9 !
      practice z a :ole1 :5 ! "w 0 mu*  
dislik$1 p]iods :5      ! le>n+ assum$ !
 role ( a v monoton\s task4 ,our        
records %[$ t at su* times z ^! no      
progress 0 made4      ,rapid progress 9 
le>n+ typewrit+ 0 made only :5 !        
le>n]s 7 feel+ good & _h an attitude (  
int]e/ t[>d      ! "w4#ah  ,:o has n    
exp]i5c$ t feel+ ( hopelessness &       
despair t comes at ^! successive levels 
( ! long process ( acquir+ skill 9 a    
complicat$ art8 ,h[ desp]ately we       
/ruggle on--/riv+ to put e item ( en]gy 
t we c comm& into our "w1 & yet feel+ h[
 hopeless x all seems4 ,h[ tempt+ !n is 
! hammock on ! por*1 ! fasc9at+ novel t 
we h plac$ on our b$side table1 ! happy 
company ( fri5ds t are talk+ & laugh+ 9 
! next room2 or h[ we long = ! gre5     
fields & ! op5 road2 h[ s$uctive is t   
sir5 call ( *ange & div]sion1--t evil _s
 ( procra/9ation6 ,h[ feeble1 too1 are !
 ef=ts t we make "u ^! conditions6 ,we  

are n mak+ progress 9 our art1 we are   
only m>k+ "t4 ,& yet ! psy*ologi/s tell 
u t ?is m>k+ "t is an ess5tial 9 ! ma/]y
 ( any complicat$ art4 ,some:]e1 deep   
d[n 9 ! n]v\s sy/em1 subtle processes   
are at "w1 & :5 f9ally int]e/ dawns1--:5
 f9ally hope returns to u1 & life aga9  
becomes wor? :ile1--^! he>tbreak+       
/ruggles reap _! rew>d4 ,! psy*ologi/s  
call !m plateaus ( gr[?1 b "s "o has    
said t sl\ghs ( despond w\ld be a f>    
bett] designation4  ,! progress ( any   
individual dep5ds ^u 8 ability to pass  
?r\gh ^! sl\ghs ( despond1--to set 8    
face resolutely to ! task & p]sev]e4 ,x 
w\ld be ! idle/ folly to lead *ildr5 to 
believe t success or a*ievem5t or ev5   
pass+ ability c be ga9$ 9 any o!r mann]4
 ,& ?is is ! dang] 9 ! sug>-coat+       
process4  ,b motivation does n mean     
sug>-coat+4 ,x means ! developm5t (     
purpose1 ( ambition1 ( inc5tive4 ,x     
means ! developm5t ( ! will+ness to     
und]go ! discipl9e 9 ord] t ! purpose   
may be realiz$1 9 ord] t ! goal may be  

atta9$4 ,x means ! creat+ ( ^?          
conditions t make = /r5g? & virility &  
moral fib]1--= x is 9 ! consci\sness (  
hav+ ov]come ob/acles & won 9 spite (   
h&icaps1--x is 9 ?is consci\sness (     
conque/ t m5tal /r5g? & moral /r5g? h _!
 s\rce4 ,! victory t really /r5g!ns "o  
is n ! victory t has come easily1 b !   
victory t /&s out %>p & cle> aga9/ !    
backgr\nd ( ef=t & /ruggle4 ,x is       
because ?is subjective contra/ is s     
absolutely ess5tial to ! consci\sness ( 
p[]1--x is = ?is reason t ! sl\ghs (    
despond /ill h _! function 9 our new    
attitude t[>d drill4  ,b d n mi/ake me3 
,i h no sympa?y ) t educational         
/&-pattism t w\ld multiply ^! ne$lessly1
 or fail to build solid & com=table     
highways across !m :]ev] x is possible  
to d s4 ,i h no sympa?y ) t philosophy (
 education :i* approves ! plac+ (       
artificial b>ri]s 9 ! le>n]'s pa?4 ,b if
 ,i build highways across ! morasses1 x 
is only t y\? may ! m readily trav]se ! 
region & come ! m quickly to ! po9ts :]e

 /ruggle is absolutely necess>y4  ,y    
rememb] 9 ,george ,eliot's ,daniel      
,d]onda ! /ory ( ,gw5dol5 ,h>le?4       
,gw5dol5 0 a butt]fly ( society1 a "y   
woman 9 ^: *ildhood drill & discipl9e _h
 f\nd no place4 ,9 e>ly womanhood1 %e 01
 ?r\gh family mis=tune1 ?r[n ^u h] own  
res\rces4 ,9 ca/+ ab\t = "s means (     
self-support h] fir/ rec\rse 0 to music1
 = :i* %e _h "s ta/e & 9 :i* %e _h _h "s
 slight tra9+4 ,%e s\ght out h] old     
,g]man music tea*]1 ,klesm]1 & ask$ him 
:at %e might d to turn ?is ta/e & ?is   
tra9+ to f9ancial acc\nt4 ,klesm]'s     
reply sums up 9 a nut%ell ! psy*ology ( 
skill3       ,any great a*ievem5t 9 act+
 or 9 music gr[s ) ! gr[?4      ,:5ev]  
an arti/ has be5 able to say1 ',i came1 
,i saw1 ,i      conqu]$1' x has be5 at !
 end ( pati5t practice4 ,g5ius1 at      
fir/1 is little m ?an a great capacity =
 receiv+      discipl9e4 ,s++ & act+1 l 
! f9e dext]ity ( !      juggl] ) 8 cup &
 balls1 require a %ap+ ( ! organs       
t[>d a f9] & f9] c]ta9ty ( effect4 ,y\r 

muscles1 y\r      :ole frame1 mu/ g l a 
wat*1--true1 true1 true1 to a hair4     
,?is is ! "w ( ! spr+time ( life be=e ! 
habits h      be5 =m$4  ,& ,i c =mulate 
my own conception ( ! "w ( habit build+ 
9 education no bett] ?an by p>aphras+   
,klesm]'s epigram4 ,to increase 9 our   
pupils ! capacity to receive discipl9e2 
to %[ !m1 ?r\gh concrete example1 ov] & 
ov] aga91 h[ p]si/5ce & ef=t &          
conc5tration br+ results t are wor?     
:ile2 to *oose f _! own *ildi% exp]i5ces
 ! illu/rations t w =ce ?is lesson home2
 to supplem5t1 f ! /ories ( great       
a*ievem5ts1 ^? illu/rations :i* w       
inspire !m to ef=t2 to lead !m to see t 
,pe>y conqu]+ ! ,pole1 or ,wilbur       
,wright p]fect+ ! a]oplane1 or ,morse   
/ruggl+ ?r\gh long ye>s ( hopelessness &
 disc\ragem5t to give ! _w ! electric   
telegraph1--to %[ !m t ^! m5 w5t ?r\gh  
exp]i5ces diff]+ only 9 degree & n 9 k9d
 f ^? :i* *>act]ize e a*ievem5t1 no     
matt] h[ small1 s long z x is dom9at$ by
 a unit>y purpose2 to make ! inevitable 

sl\ghs ( despond no less morasses1      
p]haps1 b to make _! conque/ add a      
p]man5t increm5t to gr[? & developm5t3  
?is is ! task ( our drill "w z ,i view  
x4 ,z ! prophecy ( ,isaiah has x3       
,precept mu/ be ^u precept2 precept ^u  
precept2 l9e ^u l9e2 l9e ^u l9e2 "h a   
little & !re a little4 ,& if we c succe$
 9 giv+ our pupils ?is vision1--if we c 
reveal ! deep] mean+ ( /ruggle & ef=t & 
self-d5ial & sacrifice %9+ out ?r\gh !  
little details ( ! day's "w1--we are    
ourselves a*iev+ some?+ t is ri*ly wor? 
:ile2 = ! highe/ triumph ( ! tea*]'s art
 is to get 8 pupils to see1 9 ! small & 
seem+ly trivial affairs ( ev]yday life1 
! op]ation ( fundam5tal & et]nal        
pr9ciples4  ,,footnotes3  ,footnote #ag3
 ,an address be=e ! ,kansas ,/ate       
,tea*]s' ,association1 ,topeka1 ,octob] 
#bj1 #aiaj4  ,footnote #ah3 ,w4,f4      
,book1 ,j\rnal ( ,educational           
,psy*ology1 vol4 i1 #aiaj1 p4 #aie4     
,,xii  ,,! ,,ideal ,,tea*]#ai   ,i wi%  
to discuss ) y briefly a v commonplace &

 (t-repeat$ !me1--a !me t has be5 h&l$ &
 h&l$ until its once-glori\s raim5t is  
n[ q ?readb>e2 a !me s full ( pitfalls &
 dang]s = "o :o w\ld attempt its        
discussion t ,i h hesitat$ long be=e    
mak+ a *oice4 ,i "k ( no o!r !me t l5ds 
itself s readily to a sup]ficial        
treatm5t--( no !me ^u :i* "o c\ld f9d s 
easily at h& all ( ! prov]bs &          
platitudes & maxims t "o might desire4  
,& s ,i _c be expect$ to say any?+ ^u   
?is topic t has n be5 said be=e 9 a f>  
bett] mann]4 ,b1 aft] all1 v few ( our  
?\ghts--ev5 ( ^? t we consid] to be !   
mo/ orig9al & wor? :ile--are really new 
to ! _w4 ,mo/ ( our ?\ghts h be5 ?\ght  
be=e4 ,!y are l dolls t are pass$ on f  
age to age to be dress$ up & decorat$ to
 suit ! ta/e or ! fa%ion or ! fancy (   
ea* succe$+ g5]ation4 ,b ev5 a new dress
 may add a t\* ( newness to an old doll2
 & a new phrase or a new sett+ may1 = a 
mom5t1 rejuv5ate an old tru?4  ,! topic 
t ,i wi% to treat is ?is1 ,! ,ideal     
,tea*]4 ,& ,i may z well />t out by say+

 t ! ideal tea*] is & always mu/ be a   
figm5t ( ! imag9ation4 ,?is is !        
ess5tial feature ( any ideal4 ,! ideal  
man1 = example1 mu/ possess an inf9ite  
numb] ( sup]lative *>act]i/ics4 ,we take
 ?is virtue f "o1 & t f ano!r1 & s on   
indef9itely until we h con/ruct$ 9      
imag9ation a p>agon1 ! c\nt]p>t ( :i*   
c\ld nev] exi/ on e>?4 ,he w\ld h all ! 
virtues ( all ! h]oes2 b he w\ld lack   
all _! defects & all _! inadequacies4   
,he w\ld h ! mann]s ( a ,*e/]field1 !   
c\rage ( a ,w9kelri$1 ! imag9ation ( a  
,dante1 ! eloqu5ce ( a ,cic]o1 ! wit ( a
 ,voltaire1 ! intuitions ( a ,%akespe>e1
 ! magnetism ( a ,napoleon1 ! patriotism
 ( a ,wa%+ton1 ! loyalty ( a ,bism>ck1 !
 humanity ( a ,l9coln1 & a hundr$ o!r   
qualities1 ea* ! c\nt]p>t ( "s          
sup]lative quality1 drawn f ! hi/oric   
figure t repres5t$ t quality 9 ri*e/    
measure4  ,& s x is ) ! ideal tea*]3 he 
w\ld comb9e1 9 ! "r proportion1 all ( ! 
good qualities ( all ( ! good tea*]s t  
we h ev] kn[n or he>d (4 ,! ideal tea*] 

is & always mu/ be a creature1 n ( fle% 
& blood1 b ( ! imag9ation1 a *ild ( !   
bra94 ,& p]haps x is well t ?is is true2
 =1 if he exi/$ 9 ! fle%1 x w\ld n take 
v _m ( him to put ! re/ ( u out (       
bus9ess4 ,! rel5tless law ( comp5sation1
 :i* rules t unusual gr[? 9 "o direction
 mu/ always be c\nt]balanc$ by defici5t 
gr[? 9 ano!r direction1 is ! sav+       
pr9ciple ( human society4 ,t a man %\ld 
be sup]latively good 9 "o s+le l9e (    
ef=t is ! dem& ( mod]n life4 ,x is a    
platitude to say t ?is is ! age ( !     
speciali/4 ,b specialism1 :ile x always 
means a ga9 to society1 also always     
means a loss to ! individual4 ,d>w91 at 
! age ( =ty1 sudd5ly awoke to ! fact t  
he 0 a man ( "o idea4 ,tw5ty ye>s be=e1 
he _h be5 a y\? ( ! mo/ v>i$ & div]se   
int]e/s4 ,he _h enjoy$ music1 he _h f\nd
 delight 9 ! ma/]pieces ( imag9ative    
lit]ature1 he _h felt a ke5 int]e/ 9 !  
drama1 9 poetry1 9 ! f9e arts4 ,b at =ty
 ,d>w9 q by accid5t discov]$ t ^! ?+s _h
 n attract$ him = ye>s1--t e increm5t ( 

8 "t & en]gy 0 conc5trat$ 9 a con/antly 
increas+ measure ^u ! unravel+ ( t great
 problem to :i* he _h set himself4 ,& he
 lam5t$ bitt]ly ! loss ( ^! o!r int]e/s2
 he wond]$ :y he _h be5 s ?\ghtless z to
 let !m slip f 8 grasp4 ,x 0 ! same old 
/ory ( human progress2 ! sacrifice ( !  
individual to ! race4 ,= ,d>w9's loss 0 
! _w's ga91 & if he _h n limit$ himself 
to "o l9e ( ef=t1 & giv5 himself up to t
 "w to ! exclusion ( ev]y?+ else1 ! _w  
might /ill be wait+ = ! ,orig9 (        
,species1 & ! revolution 9 human ?\ght &
 human life :i* foll[$ 9 ! wake ( t     
great book4 ,c>lyle def9$ g5ius z an    
inf9ite capacity = tak+ pa9s4 ,george   
,eliot *>act]iz$ x z an inf9ite capacity
 = receiv+ discipl9e4 ,b to make !      
def9ition complete1 we ne$ ! =mulation (
 ,goe!1 :o id5tifi$ g5ius ) ! p[] (     
conc5tration3 ,:o w\ld be great mu/     
limit 8 ambitions2 9 conc5tration is %[n
 ! ,ma/]4  ,& s ! great m5 ( hi/ory1 f !
 v fact ( _! g5ius1 are apt n to        
correspond ) :at our ideal ( greatness  

dem&s4 ,inde$1 our ideal is (t5 m ne>ly 
realiz$ 9 m5 :o fall f> %ort ( g5ius4   
,:5 ,i /udi$ *emi/ry1 ! in/ructor burn$ 
a bit ( diamond to prove to u t !       
diamond 01 aft] all1 only c>bon 9 an    
allotropic =m4 ,!re seems to be a simil>
 allotropy work+ 9 human nature4 ,"s m5 
seem to h all ! con/itu5ts ( g5ius1 b !y
 nev] rea* v f> above ! plane ( !       
commonplace4 ,!y are l !                
diamond1--except t !y are m l ! *>coal4 
,i wi% to describe to y a tea*] :o 0 n a
 g5ius1 & yet :o possess$ c]ta9         
qualities t ,i %\ld ab/ract &           
appropriate if ,i 7 to con/ruct 9 my    
imag9ation an ideal tea*]4 ,i fir/ met  
?is man five ye>s ago out 9 ! m\nta9    
c\ntry4 ,i c recall ! occasion ) ! mo/  
vivid di/9ctness4 ,x 0 a sp>kl+ morn+1 9
 middle ,may4 ,! valley 0 j beg9n+ to   
gre5 a little "u ! influ5ce ( ! l5g!n+  
days1 b on ! surr\nd+ m\nta9s ! sn[ l9e 
/ill hung l[4 ,i _h j settl$ d[n to my  
morn+'s "w :5 ^w 0 br\ght t a visitor   
wi%$ to see me1 & a mom5t lat] he 0 %[n 

into ! (fice4 ,he 0 tall & /raight1 )   
squ>e %\ld]s & a deep *e/4 ,8 hair 0    
gray1 & a r long :ite be>d add$ to !    
effect ( age1 b detract$ n an iota f !  
evid5ces ( /r5g? & vigor4 ,he _h ! look 
( a ,we/]n]1--( a man :o _h liv$ mu* ( 8
 life 9 ! op54 ,!re 0 a rugg$ness ab\t  
him1 a /urdy /r5g? t told ( _m a day's  
toil along ! trail1 & _m a night's sleep
 "u ! />s4  ,9 a few words he /at$ !    
purpose ( 8 visit4 ,he simply wi%$ to d 
:at half a hundr$ o!rs 9 ! c\rse ( ! ye>
 _h ent]$ t (fice = ! purpose ( do+4 ,he
 wi%$ to enroll z a /ud5t 9 ! college & 
to prep>e himself = a tea*]4 ,?is 0 n   
ord9>ily a />tl+ reque/1 b hi!rto x _h  
be5 made only by ^? :o 7 j />t+ out on !
 highroad ( life4 ,"h 0 a man advanc$ 9 
ye>s4 ,he told me t he 0 sixty-five1 &  
sixty-five 9 t c\ntry meant old age2 = !
 region _h b rec5tly be5 settl$1 & mo/ (
 ! p 7 ei!r "y or middle-ag$4 ,! only   
old m5 9 ! c\ntry 7 ! few surviv+       
pione]s1--m5 :o _h come 9 away back 9 ! 
e>ly days ( ! m9+ fev]1 long be=e !     

adv5t ( ! railroad4 ,!y _h trekk$ across
 ! pla9s f ,omaha1 & up ?r\gh ! m\nta9\s
 passes ( ! ,oregon trail2 or1 a little 
lat]1 !y _h come by /eamboat f ,/4 ,l\is
 up ! twelve-hundr$-mile /ret* ( !      
,miss\ri until _! progress _h be5 /opp$ 
by ! ,great ,falls 9 ! v foo?ills ( !   
,rockies4 ,:at h]oes 7 ^! graybe>ds ( ! 
m\nta9s6 ,:at possibilities 9 kn[+ !m1 (
 li/5+ to ! rec\nt+ ( tales ( ! e>ly    
days1--( runn+ fights ) ! ,indians on ! 
pla9s1 ( ambu%m5ts by desp]adoes 9 !    
m\nta9 passes1 ( ! lurid life ( ! e>ly  
m9+ camps1 & ! desp]ate de$s ( !        
,vigilantes6 ,& "h1 be=e me1 0 a man ( t
 type4 ,y c\ld read ! ma9 facts ( 8     
hi/ory 9 ! v l9es ( 8 face4 ,& ?is      
man--"o ( t small b& :om ! :ole c\ntry  
unit$ to honor--?is man want$ to become 
a /ud5t1--to sit among adolesc5t boys & 
girls1 li/5+ to ! lectures & discussions
 ( in/ructors :o 7 babes 9 arms :5 he 0 
a man ( middle life4  ,b !re 0 no d\bt (
 8 det]m9ation4 ,) ! eag]ness ( a boy1  
he outl9$ 8 plan to me2 & 9 do+ ?is1 he 

told me ! /ory ( 8 life1--j ! b>e/ facts
 to let me "k t he 0 n a man to d ?+s   
half-he>t$ly1 or to drop a project until
 he _h c>ri$ x ?r\gh ei!r to a          
successful issue1 or to indisputable    
defeat4  ,& :at a life t man _h liv$6   
,he _h be5 a y\? ( promise1 ke5 (       
intellig5ce & quick ( wit4 ,he _h sp5t  
two ye>s at a college 9 ! ,middle ,we/  
back 9 ! e>ly sixties4 ,he _h left 8    
c\rse uncomplet$ to ent] ! army1 & he _h
 foll[$ ! =tunes ( w> ?r\gh ! latt] "p (
 ! great rebellion4 ,at ! close ( ! w>  
he w5t ,we/4 ,he f>m$ 9 ,kansas until ! 
dr\ght & ! gras%opp]s urg$ him on4 ,he  
jo9$ ! fir/ survey+ p>ty t pick$ out !  
l9e ( ! transcont95tal railroad t 0 to  
foll[ ! s\!rn r\te along ! old ,santa   
,fe trail4 ,he c>ri$ ! *a9 & work$ !    
transit across ! ,rockies1 across !     
des]t1 across ! ,si]ras1 until1 ) 8     
companions1 he _h--      l$ ! iron      
/allions d[n to dr9k   ,?r\gh ! canons  
to ! wat]s ( ! ,we/4  ,& :5 ?is task 0  
accompli%$1 he foll[$ ! lure ( ! gold   

?r\gh ! ,cali=nia plac]s2 ea/w>d aga9   
ov] ! m\nta9s to ! boom+ ,nevada camp1  
:]e ! ,com/ock lode 0 already turn+ out 
! weal? t 0 to build a half-doz5        
colossal =tunes4 ,he prospect$ ?r\gh ?is
 c\ntry1 ) v>y+ success1 liv+ ! life ( !
 camps1--ri* 9 its exp]i5ces1 vivid 9   
its color+1 call+ =? e item ( en]gy &   
c\rage & h>dihood t a man c\ld comm&4   
,!n ^w came by t my/]i\s wireless &     
keyless telegraphy ( ! m\nta9s & !      
des]t1--^w t back to ! ea/w>d1 ore      
deposits ( untold weal? _h be5 discov]$4
 ,s ea/w>d once m1 ) ! /amp$e ( ! m9]s1 
he turn$ 8 face4 ,he 0 successful at !  
outset 9 ?is new region4 ,he quickly    
accumulat$ a =tune2 he lo/ x & amass$   
ano!r2 lo/ t & /ill ga9$ a ?ird4 ,five  
successive =tunes he made successively1 
& successively he lo/ !m4 ,b dur+ ?is "t
 he _h become a man ( p[] & influ5ce 9 !
 community4 ,he m>ri$ & rais$ a family &
 saw 8 *ildr5 com=tably settl$4  ,b :5 8
 la/ =tune 0 swept away1 ! old ,w&]lu/  
aga9 claim$ its own4 ,h\ses & l&s &     

mortgages & mills & m9es _h slipp$ f 8  
grasp4 ,b x matt]$ little4 ,he _h only  
himself to c>e =1 &1 ) pick & pan /rapp$
 to 8 saddleb[1 he set 8 face we/w>d4   
,along ! ridges ( ! high ,rockies1 ?r\gh
 ,wyom+ & ,montana1 he w&]$1 ev] on !   
look\t = ! gl9t ( gold 9 ! :ite qu>tz4  
,little by little he mov$ we/w>d1 pick+ 
up a suffici5t liv+1 until he f\nd      
himself "o w9t] %ut 9 by ! sn[s 9 a     
remote valley on ! upp] wat]s ( !       
,gallat9 ,riv]4 ,he /opp$ "o night at a 
lonely ran* h\se4 ,9 ! c\rse ( ! ev5+ 8 
ho/ told him ( a cata/rophe t _h befall5
 ! widely scatt]$ inhabitants ( t remote
 valley4 ,! tea*] ( ! di/rict s*ool _h  
fall5 sick1 & !re 0 little likelihood ( 
_! gett+ ano!r until spr+4  ,t is a true
 cata/rophe to ! ran*]s ( ! high valleys
 cut (f f e l9e ( communication ) ! out]
 _w4 ,= ! opportunities ( education are 
highly valu$ 9 t "p ( ! ,we/4 ,!y are   
reckon$ ) bread & horses & cattle &     
%eep1 z among ! necessities ( life4 ,!  
*ildr5 7 cry+ = s*ool1 & _! p>5ts c\ld n

 satisfy t peculi> k9d ( hung]4 ,b "h 0 
! relief4 ,?is w&]] :o _h arriv$ 9 _!   
mid/ 0 a man ( p>ts4 ,he 0 lett]$2 he 0 
educat$4 ,w\ld he d !m ! favor ( tea*+  
_! *ildr5 until ! sn[ _h melt$ away f ! 
ridges1 & 8 cayuse c\ld pick ! trail    
?r\gh ! canons8  ,n[ s*ool-keep+ 0 f>!/ 
f ?is man's ?\ghts4 ,b ! ne$s ( little  
*ildr5 7 v ne> to 8 he>t4 ,he accept$ ! 
(f]1 & ent]$ ! log s*oolh\se z ! di/rict
 s*oolma/]1 :ile a h&ful ( pupils1      
numb]+ all ! *ildr5 ( ! community :o    
c\ld ride a bron*o1 came five1 t51 & ev5
 fifte5 miles daily1 ?r\gh ! w9t]'s sn[s
 & /orms & cruel cold1 to pick up !     
crumbs ( le>n+ t _h la9 s long unt\*$4  
,:at happ5$ 9 t lonely little s*ool1 f> 
(f on ! ,gallat9 b5*1 ,i nev] rightly   
discov]$4 ,b :5 spr+ op5$ up1 ! ma/]    
sold 8 cayuse & 8 pick & 8 rifle & ! o!r
 implem5ts ( 8 trade4 ,) ! e>n+s ( !    
w9t] he made 8 way to ! s*ool t ! /ate  
_h e/abli%$ = ! tra9+ ( tea*]s2 & ,i    
c\nt x z "o ( ! privileges ( my life t  
,i 0 ! fir/ (ficial ( t s*ool to li/5 to

 8 /ory & to welcome him to ! vocation t
 he _h *os5 to foll[4  ,& yet1 :5 ,i    
look$ at 8 face1 drawn into l9es ( /r5g?
 by ye>s ( battle ) ! elem5ts2 :5 ,i    
look$ at ! cle>1 blue eyes1 t told ( a  
f> clean] life ?an is liv$ by "o 9 a    
?\s& ( ^? t hold ! fronti]s (           
civilization2 :5 ,i caught an expression
 ab\t ! m\? t told ( an innate humanity 
f> beyond ! p[] ( worldly losses or     
mis=tunes to cru% & subdue1 ,i c\ld n   
keep f my lips ! words t gave sub/ance  
to my ?\ght2 & ! ?\ght 0 ?is3 t x 7 f>  
bett] if we :o 7 suppos$ to be compet5t 
to ! task ( education %\ld sit rev]5tly 
at ! feet ( ?is man1 ?an t we %\ld      
presume to in/ruct him4 ,= k may come f 
books1 & ev5 y\? may possess x1 b wisdom
 comes only f exp]i5ce1 & ?is man _h t  
wisdom 9 f> great] measure ?an we (     
books & laboratories & classrooms c\ld  
ev] hope to h x4 ,he _h liv$ ye>s :ile  
we 7 liv+ days4  ,i ?\ght ( a le>n$     
s*ol> :o1 ?r\gh pati5t labor 9 amass+   
facts1 _h demon/rat$ ! influ5ce ( !     

fronti] 9 ! developm5t ( our national   
ideals2 :o _h po9t$ out h[1 at ea*      
successive /age ( ,am]ican hi/ory1 !    
h]oes ( ! fronti]1 pu%+ f>!r & f>!r into
 ! wild]ness1 conqu]+ fir/ ! l[ coa/al  
pla9 ( ! ,atlantic seabo>d1 !n ! =e/$   
foo?ills & ridges ( ! ,appala*ians1 _h  
f9ally p5etrat$ into ! ,mississippi     
,valley1 &1 subdu+ t1 _h foll[$ on      
we/w>d to ! prairies1 & !n to ! great   
pla9s1 & !n cle> across ! great divide1 
! alkali des]ts1 & ! ,si]ras1 to        
,cali=nia & ! ,pacific ,coa/2 h[ ^!     
fronti]sm51 at e /age ( our hi/ory1 _h  
s5t back wave aft] wave ( /r5g? &       
virility to keep alive ! /urdy ideals ( 
toil & ef=t & indep5d5ce1--ideals t w\ld
 c\nt]act ! mell[+ & s(t5+ & deg5]at+   
influ5ces ( ! ho?\se civilization t grew
 up s rapidly 9 ! successive regions t  
!y left beh9d4 ,turn]'s !ory t mo/ ( :at
 is typical & unique 9 ,am]ican         
in/itutions & ideals owes its exi/5ce to
 ! backset ( ! fronti] life f\nd a liv+ 
exempl> 9 ! man :o /ood be=e me on t    

,may morn+4  ,b he w\ld n be disc\rag$ f
 8 purpose4 ,he _h made up 8 m9d to     
complete ! c\rse t ! s*ool (f]$2 to take
 up ! ?read ( 8 education at ! po9t :]e 
he _h dropp$ x m ?an =ty ye>s be=e4 ,he 
_h made up 8 m9d1 & x 0 easy to see t he
 0 n a man to be det]r$ f a set purpose4
  ,i %all n hide ! fact t "s ( u 7      
skeptical ( ! outcome4 ,t a man (       
sixty-five %\ld h a ?ir/ = le>n+ 0 n    
rem>kable4 ,b t a man ^: life _h be5    
sp5t 9 sc5es ( excitem5t1 :o _h be5     
associat$ ) de$s & ev5ts t /ir ! blood  
:5 we read ( !m to-day1 a man :o _h liv$
 almo/ e mom5t ( 8 life 9 ! op51--t su* 
a man c\ld settle d[n to ! unev5tful    
life ( a /ud5t & a tea*]1 c\ld %ut      
himself up )9 ! f\r walls ( a classroom1
 c\ld f9d any?+ to inspire & hold him 9 
! dull pres5tation ( facts or ! dry     
elucidation ( !ories1--?is seem$ to be a
 miracle n to be expect$ 9 ?is reali/ic 
age4 ,b1 miracle or n1 ! ?+ actually    
happ5$4 ,he rema9$ ne>ly f\r ye>s 9 !   
s*ool1 e>n+ 8 liv+ by "w t he did 9 !   

int]vals ( /udy1 & do+ x s well t1 :5 he
 graduat$1 he _h n only 8 education & ! 
diploma :i* /ood = x1 b also a bank     
acc\nt4  ,he liv$ 9 a little cab9 by    
himself1 = he wi%$ to be :]e he w\ld n  
di/urb o!rs :5 he sang or :i/l$ ov] 8 "w
 9 ! small h\rs ( ! night4 ,b 8 meals he
 took at ! college dormitory1 :]e he    
presid$ at a table ( "y wom5 /ud5ts4    
,nev] 0 a man m popul> ) ! ladies ?an   
?is wea!r-beat5 patri>* ) ! girls ( 8   
table4 ,no matt] h[ gloomy ! day might  
be1 "o c\ld always f9d sun%9e f t qu>t]4
 ,no matt] h[ griev\s ! tr\bles ( "w1   
!re 0 always a bit ( *e]ful optimism f a
 man :o _h ta/$ almo/ e joy & sorr[ t   
life _h to (f]4 ,if "o 7 9 a blue funk (
 dejection because ( failure 9 a class1 
he w\ld l5d ! sympa?y t came f 8 own ri*
 exp]i5ce 9 failures1--n only pa/ b     
pres5t1 = "s ?+s t come easy at sixte5  
come h>d at sixty-five1 & ?is man :o    
w\ld accept no favors _h to fight 8 way 
?r\gh flunks & goose-eggs l ! y\ng]     
memb]s ( ! class4 ,& ev5 ) x all s      

complete an embodim5t ( hope & c\rage & 
:olesome light-he>t$ness w\ld be h>d to 
f9d4 ,he 0 an optimi/ because he _h     
le>n$ long s9ce t any?+ b optimism is a 
crime2 & le>n+ ?is 9 e>ly life1 optimism
 _h become a deeply seat$ & in]adicable 
prejudice 9 8 m9d4 ,he c\ld n h be5     
gloomy if he _h tri$4  ,& s ?is man     
f\ght 8 way ?r\gh sci5ce & ma!matics &  
philosophy1 sl[ly b surely1 j z he _h   
f\ght in* by in* & l9k by l9k1 across ! 
,arizona des]t ye>s be=e4 ,x 0 a mu*    
h>d] fight1 = all ! =ce ( lifelong      
habit1 ?an :i* !re is none o!r s p[]ful1
 0 aga9/ him f ! />t4 ,& n[ came ! human
 temptation to be (f on ! old trail1 to 
saddle 8 horse & get a pick & a pan &   
make (f across ! we/]n range to ! gold5 
l& t always lies j "u ! sunset4 ,h[ (t5 
t turbul5t ,w&]lu/ seiz$ him1 ,i c only 
conjecture4 ,b ,i "k ! _s ( ! w&]] 0    
always /rong )9 him4 ,he c\ld say1 )    
,kipl+'s ,tramp ,royal3    ,x's l a     
book1 ,i ?9k1 ?is bloom9' _w1   ,:i* y c
 read & c>e = j s long1   ,b pres5tly y 

feel t y w die   ,unless y get ! page   
y're read+ done1   ,an' turn            
ano!r--likely n s good2   ,b :at y're   
aft] is to turn !m all4  ,& ,i knew t he
 f\ght t temptation ov] & ov] aga92 = t 
little exp]i5ce out on ! ,gallat9 b5* _h
 only p>tially turn$ 8 life f ! *annels 
( w&]+1 al?\gh x _h b]eft him ( ! old   
desire to seek = gold4 ,(t5 he outl9$ to
 me a well-=mulat$ plan2 p]haps he _h to
 tell "s "o1 le/ ! fev] %\ld take too   
/rong a hold ^u him1 & =ce 8 surr5d]4 ,8
 plan 0 ?is3 ,he w\ld tea* a t]m "h &   
!re1 gradually work+ 8 way we/w>d1      
always t[>d ! remote corn]s ( ! e>? into
 :i* 8 rov+ in/9ct seem$ un]r+ly to lead
 him4 ,alaska1 ,hawaii1 & ! ,philipp9es 
seem$ easy en\gh to access2 surely1 he  
?\ght1 tea*]s mu/ be ne$$ 9 all ^?      
regions4 ,& :5 he %\ld h turn$ ^! pages1
 he might h ma/]$ 8 vocation 9 a degree 
suffici5t to w>rant 8 attempt+ an ali5  
soil4 ,!n he w\ld sail away into ! ,s\? 
,seas1 ) ,new ,zeal& & ,au/ralia z a    
base4 ,& gradually mov+ we/w>d ?r\gh    

,engli%-speak+ settlem5ts & colonies he 
w\ld f9ally complete ! circuit ( !      
globe4  ,& ! full fruition ( t plan     
might h =m$ a fitt+ climax to my tale1 7
 ,i tell+ x = ! sake ( its romance2 b my
 purpose dem&s a diff]5t conclusion4 ,my
 h]o is n[ pr9cipal ( s*ools 9 a little 
city ( ! m\nta9s1--a city s t9y t its "n
 w\ld be unkn[n to mo/ ( y4 ,& ,i h he>d
 vague rumors t he is ris+ rapidly 9 8  
pr(ession & t ! community he s]ves w n  
li/5 to any?+ b a p]man5t t5ure ( 8     
(fice4 ,all ( :i* seems to indicate to  
me t he has ab&on$1 = ! :ile at lea/1 8 
int5tion to turn q all ! pages ( ! _w's 
great book1 & is cont5t to live true to 
! ideal t 0 born 9 ! log s*oolh\se--!   
conviction t ! true life is ! life (    
s]vice1 & t ! love ( w&]+ & ! lure (    
gold are only sir5 calls t lead "o      
always t[>d1 b nev] to1 ! promis$ l& (  
dreams t seems to lie j ov] ! we/]n     
range :]e ! p9k sunset /&s %>p aga9/ !  
purple %ad[s4  ,! end+ ( my /ory is     
prosaic1 b ev]y?+ 9 ?is _w is prosaic1  

unless y view x ei!r 9 ! p]spective ( "t
 or space1 or 9 ! contra/s t br+ out !  
high lights & deep5 ! %ad[s4  ,b if ,i h
 left my h]o happily m>ri$ to 8         
pr(ession1 ! c\rt%ip & w9n+ ( :i* =m$ ! 
!me ( my tale1 ,i may be p]mitt$ to     
indulge 9 a v little moraliz+ ( a r m   
explicit sort ?an ,i h yet attempt$4  ,x
 is a simple matt] to con/ruct 9        
imag9ation an ideal tea*]4 ,mix )       
immortal y\? & ab\nd+ heal?1 a maximal  
degree ( k & a maximal degree (         
exp]i5ce1 add p]fect tact1 ! _s ( true  
s]vice1 ! mo/ p]fect pati5ce1 & ! mo/   
/eadfa/ p]si/5ce2 place 9 ! crucible (  
"s good normal s*ool2 /ir 9 tw5ty weeks 
( /&>d psy*ology1 t5 weeks ( g5]al      
me?od1 & v>y+ am\nts ( pat5t comp\nds   
kn[n z special me?ods1 all w>rant$ pure 
& )\t drugs or poison2 sweet5 ) a little
 music1 t\gh5 ) fifte5 weeks ( logic1   
br+ to a sl[ boil 9 ! practice s*ool1 &1
 :ile /ill sizzl+1 turn loose on a cold 
_w4 ,! =mula is simple & complete1 b l  
_m ano!r good recipe1 a compet5t cook   

might f9d x h>d to foll[ :5 %e is %ort (
 butt] & mu/ %amefully skimp on ! eggs4 
,n[ ! man ^: hi/ory ,i h rec\nt$        
repres5ts ! mo/ priceless qualities (   
?is =mula4 ,9 ! fir/ place he possess$ t
 quality ! key to :i* ! philosoph]s (   
all ages h s\ght 9 va91--he _h solv$ !  
problem ( et]nal y\?4 ,at ! age (       
sixty-five 8 en?usiasm 0 ! en?usiasm (  
an adolesc5t4 ,8 en]gy 0 ! en]gy ( an   
adolesc5t4 ,despite 8 gray hair & :ite  
be>d1 8 m9d 0 p]5nially "y4 ,& t is !   
only type ( m9d t ought to be conc]n$ ) 
! "w ( education4 ,i sometimes ?9k t "o 
( ! advantages ( a practice s*ool lies 9
 ! fact t ! tea*]s :o h direct *>ge ( ! 
pupils--:atev] may be _! limitations--h 
at lea/ ! virtue ( y\?1 ! virtue ( be+  
"y4 ,if !y c\ld only le>n f my h]o ! art
 ( keep+ "y1 ( keep+ ! m9d fre% &       
vigor\s & op5 to :atev] is good & true1 
no matt] h[ novel a =m x may take1 !y   
might1 l him1 pres]ve _! y\?            
indef9itely4 ,& ,i ?9k t 8 life gives u 
"o clew to ! secret1--to keep z close z 

we c to nature1 = nature is always "y2  
to s+ & to :i/le :5 we w\ld r weep2 to  
*e] & com=t :5 we w\ld r cru% & di%e>t52
 (t5 to d>e some?+ j = ! sake ( d>+1 =  
to be "y is to d>e2 & always to wond]1 =
 t is ! prime symptom ( y\?1 & :5 a man 
ceases to wond]1 age & decrepitude are  
wait+ = him ar\nd ! next corn]4  ,x is !
 privilege ( ! tea*+ craft to repres5t m
 adequately ?an any o!r call+ !         
conditions = rema9+ "y4 ,!re is "t =    
liv+ out-(-doors1 :i* "s ( u1 alas6 d n 
d4 ,& y\?1 ) its high hope & l(ty       
ambition1 ) its resolute d>+ & its naive
 wond]1 surr\nds u on e side4 ,& yet h[ 
rapidly "s ( u age6 ,h[ quickly life    
seems to lose its ze/6 ,h[ completely   
are we bl9d to ! opportunities t are on 
e h&6  ,& closely relat$ to ?is virtue (
 be+ always "y1 9 fact gr[+ out ( x1 !  
ideal tea*] w h1 z my h]o _h1 ! gift (  
gladness1--t joy ( liv+ :i* takes life =
 grant$ & proposes to make ! mo/ ( e    
mom5t ( consci\sness t x br+s4  ,&      
f9ally1 to balance ^! qualities1 to keep

 !m 9 lea%1 ! ideal tea*] %\ld possess t
 _s ( s]vice1 t conviction t ! life (   
s]vice is ! only life wor? :ile--t      
conviction = :i* my h]o /ruggl$ s long &
 aga9/ su* trem5d\s odds4 ,! _s ( s]vice
 mu/ always be ! corn]/one ( ! tea*+    
craft4 ,to "k t any life :i* does n     
provide ! opportunities = s]vice is n   
wor? ! liv+1 & t any life1 h[ev] humble1
 t does provide ^! opportunities is ri* 
beyond ! rea* ( e>?ly rew>ds1--?is is ! 
fir/ lesson t ! tyro 9 s*oolcraft mu/   
le>n1 be he sixte5 or sixty-five4  ,& j 
z y\? & hope & ! gift ( gladness are !  
et]nal v]ities on "o side ( ! picture1 s
 ! _s ( s]vice1 ! _s ( sacrifice1 is !  
et]nal v]ity t =ms _! true complem5t2   
)\t ^: comp5sation1 hope 7 b idle       
dream+1 & laught] a holl[ mock]y4 ,&    
self-d5ial1 :i* is ! keynote ( s]vice1  
is ! great sob]+1 ju/ify+1 et]nal factor
 t symbolizes humanity m p]fectly ?an   
any?+ else4 ,9 ! introduction to        
,romola1 ,george ,eliot pictures a _s ( 
! pa/ :o returns to e>? f\r hundr$ ye>s 

aft] 8 dea?1 & looks d[n ^u 8 native    
city ( ,flor5ce4 ,& ,i c conclude ) no  
bett] words ?an ^? 9 :i* ,george ,eliot 
voices h] advice to t %ade3       ,g n  
d[n1 good ,_s3 = ! *anges are great & ! 
spee*      ( ! ,flor5t9es w\ld s\nd z a 
riddle 9 y\r e>s4 ,or1 if y      g1 m+le
 ) no politicians on ! m>mi1 or else:]e2
 ask no      que/ions ab\t trade 9      
,calim>a2 confuse y\rself ) no          
inquiries into s*ol>%ip1 (ficial or     
mona/ic4 ,only look at !      sunlight &
 %ad[s on ! gr& walls t 7 built solidly 
&      h endur$ 9 _! gr&eur2 look at !  
faces ( ! little      *ildr51 mak+ ano!r
 sunlight amid ! %ad[s ( age2 look1 if  
y w1 into ! *ur*es & he> ! same *ants1  
see ! same      images z ( old--! images
 ( will+ angui% = a great end1      (   
b5efic5t love & asc5d+ glory1 see       
upturn$ liv+ faces1      & lips mov+ to 
! old pray]s = help4 ,^! ?+s h n        
*ang$4 ,! sunlight & ! %ad[s br+ _! old 
beauty &      wak5 ! old he>t-/ra9s at  
morn+1 noon1 & ev5-tide2 !      little  

*ildr5 are /ill ! symbol ( ! et]nal     
m>riage      betwe5 love & duty2 & m5   
/ill ye>n = ! reign ( peace      &      
righte\sness--/ill own t life to be !   
be/ :i* is a      consci\s volunt>y     
sacrifice4  ,,footnotes3  ,footnote #ai3
 ,an address to ! graduat+ class ( !    
,oswego1 ,new ,york1 ,/ate ,normal      
,s*ool1 ,febru>y1 #aijh4