St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1896-02-20
MULTIPLIED INDEFINITELY.

MULTIPLIED INDEFINITELY.
Man, himself, may be studied. as to his
body, from the standpoint of the physiolo-
gist, Of the physician. Of the employer of
the cannibal. AS to his mind-the study Of
man classes him with any one Of a hundred
sciences, form insanity to theology; and
there are still unreckoned sociology and all
the other studies which treat of his relations
with other men. No one of these considered
alone represents round truth. For the most
part, the classifieations are arbitrary, were
made when the world of knowledge was
vastly smaller than 1t is today. and do not
even fairly REPRESENT existing conditions.
and the child who studies them as separate
and distinct branches of knowledge, which
will fit him for separate and distinct activi-
ties in life, does not get truthful impress
sion.
Dr. Harris tells us that there are five CO.
ordinate branches of human learning and
that it Is important that all of these receive
attention in a scheme of education. No
doubt But it is more important that the
essential unity of these coordinate branches
be also recognized for these five depart
ments are not to be conceived of parallel
lines. extending into inffnity and nowhere
touching; they rather the radii of
sphere united at the center in a vital union
from which comes all the worth of each for
each is enriched with the richness of all the
others.
From the above it will be seen that true
correlation is neither artificial nor mechani-
cal; 1t cannot be fully shown even in the
best course of study. Primarily. it must
exist subjective in the mind of the teach
er. IF he grasp the essential unties of
things. it may. to degree. be made objec-
tive and apparent in the course of study. and
still more so in the teachers INTERPRETATION
of it. but it is more important that the teach
er be in himself correlation of knowledge
than that course Of study exhibit It. IF
teaching is vital relation between teacher
and pupil. and the end of teaching is the
DEVELOPMENT of the pupil as Prof Tomkips
puts II. ''the union between the pupils real
and ideal self" then the essential thing. so
far as knowledge is concerned, is that it
shall be correlated in. and with, the pupils
mind.
If these things are true. as believe them
TO be, the first thing which must do Is
to train the teachers. They must be filed
| with a sense of the Importance of correIa-
ton as principle. 1t must became sub
1eetive in them This means better edu
wider grasp of the truth. But 1t Is not
| necessary to wait until we have a more
hiehIv educated BODY Of teachers in the
country before we besin. The verv act Of
wisely correlated course of study Is in itself
liberal education.
In irving to introduce some nf the ideas
here expressed I have met with this diff
entity The teachers themselves trained in
the old wav. at first failed TO comprehend the
relations the grasp Of which Is necessary to
success in life. But while I have some
tinnas been DISCOURAGED because Of this in
abi1tv Of teachers to understand the real
purpose Of correlation. have been still more
ENCOURAGED bv the aaeerness and enthusiast r,
with which thew have tried tn seize fhe
snirjtual Thought and nv the self-sacrifcino
devotion with which thew have endeavnre6
TO AT themselves for higher work until 7
have became ashamed Of nv lack Of faith
The old courses OF study were deadenine
to teachers we'll TO nupi1s: tha new are
inspiring to both. Teachers feel that thew
themselves growing while leading. ft,eir
| pupjls TO the shrine Of truth The improve
ment Of the teachers both in spirit and in
mower. has been of the most marked ef-
| fncts OF Improvement IN the courses Of study
No one can devote his energies first to com
nrehepdino and then TO impartine the broad
ideas fnniied in a truly correlated course of
study without growing in breadth and power
from the effort.
MEAT OF THE PROBLEM.
Upon the superintendent falls the task of
preparing this course Of study, which shall
furnish material for growth and stimulus to
effort to both teacher and pupil. and here we
come to the meat of the problem. for even
the most thorough students of correlation do
not all agree as to what it means and as
to how it is to be made effective In schools
We are as yet seeking for truth and need
to be very honest with ourselves and to keep
all our windows open. But few things seem
to me reasonably clear.
The first thing which one preparing a course
tinction between form and content This
study must include both coordination and