The Indianapolis journal., 1896-11-24
A PEDAGOGICAL CREED.
High Ideals Of n Former Superintend-
ent of Indianap polls Schools.
Prof. l., H. Jones. in New York School

Prof. L., H. Jones. in New York School
You ask me to write my pedagogical
creed 1 do not know that it differs much
from the general belief of the average su-
perintendent of schools. However, there
are some things which 1 do firmly believe
| in reference to the philosophy of education
so here pen them.
1 believe that the true basis for all meth
ods Of procedure in education is compre-
hensive knowledge of man-as child, youth
and adult; individual and a meMber
of society; as being with history and
destiny. No abstract psychology, nor any
mere child study, will lay basis sufficient
ly broad, though both of them are included
in proper knowledge of man. Even the.
knowledge of man as a person, without re-
gard to social and rational characteristics.
will not suffice; all phases Of the human
being must receive consideration.
Having found mans natural characters
tics and having discovered his possible de-
velopment, we are in condition to deter
mine our ideals of character and SET up
our ends of education. This concludes our
first line of investigation and gives us our
primary set of beliefs.
| 1 believe that the next most necessary
education is the nature of the various ideas
which constitute the different branches of
| learning. and which must constitute the
means of development of the human being
who by appropriate activities learns them
| The teacher needs to know, at least in a
| general way. the precise use which each
| branch of learning is best adapted TO serve
! in the proper education of the young
Following the studies here indicated, be-
| lieve ii is profitable to study methods, l. e.,
| the rationale of the steps by which the hu-
man being under guidance appropriates and
assimilates these branches or learning so as
| to secure his best, completeSt and most
/ harmonious development.
In a similar way it is necessary to study
what lines of conduct must be taught. e.,
what discipline must be enforced to the
| end of the highest development of charac-
| ter. L believe that along the lines here so
| imperfectly sketched a theory of education
| may. be discovered which will stand the
! tests required of science; and which will
| furnish the necessary rules required for the
| guidance of teachers in the proper prosecu-
| / believe that some people are born with
so much tact and grace that they teach
well by instinct and that some of the best
! work done in primary schools is done by
| such people. But / have noticed that such
people, after a little experience. unless they
set themselves seriously to work to learn
| the science of education become formal
and artificial and lifeless in their teaching,
SO that | firmly believe that the only safe
while they teach, and to seek through ali
! the days of their teaching life for the bet
ter ways of teaching.
ly and used formally are of little real
worth. but that methods wrought out by
close observation, generous reading, and
profound thinking, and applied under
| high ideal and deep feeling of RESPONSE
| bilty. are full of life and worth
But l believe further that even a good
method. in order to accomplish its best
work in the school room. must be wrought
out by man or woman of high ideals of
character and achievement. The teacher
must believe i'm a theory of education which
| ennobles those in whom it is realized. l be-
| lieve that is the best education which
| teaches us how we-society-are all joined
| together a whole. for better for worse
for richer or poorer, in sickness and in
health; that when one member suffereth
| the others suffer likewise by a humani-
tartan sympathy: that the criminal is one
who finds himself in a state of maladjust-
ment to the social whole; fighting the hope
ciety
I believe we should teach the child to
| spell correctly, to read readily, to write
| legibly and to calculate accurately. i be-
lieve in teaching the child the dignity Of la
Dor through well-arranged course of
manual training. But these are the mere
beginnings of education. and by confinng
ourselves to these we are denying to our
really denying them as yet the rights guar
anteed them by the Declaration of Inde-
pendence: the right to life-which is not
| LltIt tAlSltHCt-tO HDtity-W0lCn is nOl
mere freedom from physical bondage-to
the pursuit of happiness-which does not
consist chiefly in the getting of money or
| the gratifying of the animal propensitieS.
| L believe in preparing the child by a very
| practical drill in the elements of educa ation
to earn an honest living: but / believe also
in teaching him TO recognize what is honest
and pure and sweet and wholesome in life.
believe in teaching him that work is hon.
if inspired and controlled by sound prn-
ciple. Indeed. to live up to a high standard
of life in a civilization still holding many
of the crudities and evils of savage life re-
uuires that each of us shall daily do many
things which in themselves are not only not
pleasurable but are positively distasteful
life and character and human worth and
dignity which will enable them to stand
the glorious end be achieved. In and of it.
self much of our daily work is necessarily
drudgery' while mncn ih,,it, Ti IL requires that
petty annOyanceS. and to do disagreea BILE
things. 1t is impossible that we shall feel
anv real interest in these things by reason
of any qualification of any power of ours
by any attribute Of theirs. There Is there
fore. no motive to do these things unless
one can be found elsewhere. but so related
| to these acts as to constitute for the time
being valid vicarious interest.
This is a true ideal of the joyful service
We can do. The end not only iustifies the
means, but glorifes IL well. The con-
tinued contemplation of the joyful condi-
tions 10 be achieved by work for the sery.
i've of loved ones gives a pleasure akin tc
realization. gliding at last into the glory OF
acutal achievement. Happy is he in life
who can so live and think and feel that the
| effulgent glory of his ideal life Is thrown
backward till II lights up all the pathway
! of his actual life. His ideal becomes the
magnetic pole of his life and conduct. H
will work and drudge ten hours per day II
need be that he may found his ideal famil,
life and keep IL sweet and pure under ths
shadow of his own vine and fig tree. VI
properly educated he will march will
steady step-to the lannon's mouth at tn.
| call of his patriotic ideal counting life ane
. limbs as mere incidents i'm the series o.
; movements by which civil and religion.
liberty are established. He will counsel to