to be a place in which the child should really live, and get a life-experience in which he should delight and find meaning for its own sake. But then we hear this inquiry: how, upon this basis, shall the child get the needed information; how shall he undergo the required discipline? Yes, it has come to this, that with many, if not most, people the normal processes of life appear to be incompatible with getting information and discipline. So I have tried to indicate, in a highly general and inadequate way (for only the school itself, in its daily operation, could give a detailed and worthy representation), how the problem works itself out -- how it is possible to lay hold upon the rudimentary instincts of human nature, and, by supplying a proper medium, so control their expression as not only to facilitate and enrich the growth of the individual child, but also to supply the results, and far more, of technical information and discipline that have been the ideals of education in the past.
But although I have selected this especial way of approach (as a concession to the question almost universally raised), I am not willing to leave the matter in this more or less negative and explanatory condition. Life is the great thing after all; the life of the child at its time and in its measure, no less than the life of the adult. Strange would it be, indeed, if intelligent and serious attention to what the child now needs and is capable of in the way of a rich, valuable, and expanded life should somehow conflict with the needs and possibilities of later, adult life. "Let us live with our children," certainly means, first of all, that our children shall live -- not that they shall be hampered and stunted by being forced into all kinds of conditions, the most remote consideration of which is relevancy to the present life of the child. If we seek the kingdom of heaven, educationally, all other things shall be added unto us -- which, being interpreted, is that if we identify ourselves with the real instincts and needs of childhood, and ask only after its fullest assertion and growth, the discipline and information and culture of adult life shall all come in their due season.
Speaking of culture reminds me that in a way I have been speaking only of the outside of the child's activity -- only of the outward expression of his impulses toward saying, making, finding out, and creating. The real child, it hardly need be said, lives in the world of imaginative values, and ideas which find only imperfect outward embodiment. We hear much nowadays about the cultivation of the child's " imagination." Then we undo much of our own talk and work; by a belief that the imagination is some special part of the child, that finds its satisfaction in some one particular direction -- generally speaking, that of the unreal and make-believe, of the myth and made-up story. Why are we so hard of heart and so slow to believe? The imagination is the medium in which the child lives. To him there is everywhere and in everything that occupies his mind and activity at all, a surplusage of value and significance. The question of the relation of the school to the child's life is at bottom simply this: shall we ignore this native setting and tendency, dealing not with the living child at all, but with the dead image we have erected, or shall we give it play and satisfaction? If we once believe in life and in the life of the child, then will all the occupations and uses spoken of, then will all history and science, become instruments of appeal and materials of culture to his imagination, and through that to the richness and the orderliness of his life. Where we now see only the outward doing and the outward product, there, behind all visible results, is the re-adjustment of mental attitude, the enlarged and sympathetic vision, the sense of growing power, and the willing ability to identify both insight and capacity with the interests of the world and man. Unless culture be a superficial polish, a veneering of mahogany over common wood, it surely is this -- the growth of the imagination in flexibility, in scope, and in sympathy, till the life which the individual lives is informed with the life of nature and of society. When nature and society can live in the schoolroom, when the forms and tools of learning are subordinated to the substance of experience, then shall there be an opportunity for this identification, and culture shall be the democratic password.
Chapter 3:
Waste in Education
The subject announced for today was "Waste in Education." I should like first to state briefly its relation to the two preceding lectures. The first dealt with the school in its social aspects, and the necessary re-adjustments that have to be made to render it effective in present social conditions. The second dealt with the school in relation to the growth of individual children. Now the third deals with the school as itself an institution, both in relation to society and to its down members -- the children. It deals with the question of organization, because all waste is the result of the lack of it, the motive lying behind organization being promotion of economy and efficiency. This question is not one of the waste of money or the waste of things. These matters count; but the primary waste is that of human life, the life of the children while they are at|| school, and afterward because of inadequate and perverted preparation.
So, when we speak of organization, we are not to think simply of the externals; of that which goes by the name "school system" -- the school board, the superintendent, and the building, the engaging and promotion of teachers, etc. These things enter in, but the fundamental organization is that of the school itself as a community of individuals, in its relations to other forms of social life. All waste is due to isolation. Organization is nothing but getting things into connection with one another, so that they work easily, flexibly, and fully. Therefore in speaking of this question of waste in education, I desire to call your attention to the isolation of the various parts of the school system, to the lack of unity in the aims of education, to the lack of coherence in its studies and methods.
I have made a chart (I) which, while I speak of the isolations of the school system itself, may perhaps appeal to the eye and save a little time in verbal explanations. A paradoxical friend of mine says there is nothing so obscure as an illustration, and it is quite possible that my attempt to illustrate my point will simply prove the truth of his statement.
The blocks represent the various elements in the school system, and are intended to indicate roughly the length of time given to each division and also the overlapping, both in time and subjects studied, of the individual parts of the sys- tem. With each block is given the historical conditions in which it arose and its ruling ideal.
The school system, upon the whole, has grown from the top down. During the middle ages it was essentially a cluster of professional schools -- especially law and theology. Our present university comes down to us from the middle ages. I will not say that at present it is a mediaeval institution, but it had its roots in the middle ages, and it has not outlived all mediaeval traditions regarding learning.
The kindergarten, rising with the present century, was a union of the nursery and of the philosophy of Schelling; a wedding of the plays and games which the mother carried on with her children, to Schelling's highly romantic and symbolic philosophy. The elements that came from the actual study of child life -- the continuation of the nursery -- have remained a life-bringing force in all education; the Schellingesque factors made an obstruction between it and the rest of the school system, brought about isolations.
The line drawn over the top indicates that there is a certain interaction between the kindergarten and the primary school; for, so far as the primary school remained in spirit foreign to the natural interests of child life, it was isolated from the kindergarten, so that it is a problem, at present, to introduce kindergarten methods into the primary school; the problem of the so-called connecting class. The difficulty is that the two are not one from the start. To get a connection the teacher has had to climb over the wall instead of entering in at the gate.
On the side of aims, the ideal of the kindergarten was the moral development of the children, rather than instruction or discipline; an ideal sometimes emphasized to the point of sentimentality. The primary school grew practically out of the popular movement of the sixteenth
