Evening journal., 1902-09-06
Theory and Practice of the Moaern
School Marin

/ hNt WIN VI lilt hloA utt1 VI iLt lel III
and naturally it came under discus
sion.
Under such circumstances, it is the
part of wisdom to be discreet If one
wishes to keep conversation from lag
ging. it is best to ascertain the hobby
Of the other person and then await re-
suits. That other person is certain to
launch out on the theme dear to him
or her. and to declare in the end that
YOU are a most entertaining person.
So l deftly led the conversation up
to the subject of education by a faw
general remarks. and was delighted to
see the thread taken up eagerly. But
was not prepared for what followed.
Now how would you define educa-
tion?" asked the young teacher.
We'll education" / stammered,
education is that which teaches peo-
pie to do things"
She smiled Dityingly at my attempt
and shook her head. Now there was
once a time when l am certain my
answer would not have been far from
right. but l could not protest, so l
said | would try again.
Education" said /, 'is the science
by which human knowledge is gained.
That it appeared, was nearer correct,
but it didn't satisfy. so l acknowledged
that l uidn't know what it was, having
never been educated. and never having
had the benefit of her excellent instruc-
ton.
She ignored my compliment, and pro-
ceeded to enlighten me.
Education is the process by which
the soul is led into its heritage" said
she: 1T is that subtle process by which
our entail and spiritual natures are
led into an acceptance of the verities
and taught to be factors in the process
of creation"
] meel1ly said that l guessed that was
right, although l wasn't certain
whether that embraced reading, writing
and figuring. and l said so.
The look Of scorn on her face was
superb. and l soon learned that these
things were no longer taught, save as
incidentals. and for their effect on dis
ciDline. we don't teach a child to
solve problem any more" she said,
hut we train the mind in originality
and self-reliance so that when any
problem is presented. its mastery is
easv"
This appeared plausible, but could
not figure out Just how this would ap-
ply to spelling, grammar and a few
other subjects; but have learned that
in the presence Of a master. it is al
ways good policy for the novice to keep
silent. so / simply smiled.
Then | determined. since the oppor-
tunitv offered to push my educational
opportunities further. so l asked about
the matter OF discipline. Il should
think" said l. that the most unpleas-
ant mart of your work would be the
maintenance of discipline. 1t must be
unpleasant for YOU to be compelled to
chastise the little ones."i
cannot describe the look Of horror
that came on her face. "Chastise the
little onesl" she cried. MAIN the
bodies of young and tender children
because they show ingenuity or origin
alityl No: that cruel and barbarous
age is passed. and now we win them by
love. and this is our only weaponl'
could not refrain from saying thai
I regretted that I had not been borr
some thirty years later. that l might
have sat under her teaching and beer
the object of her undying affection.
But. ignoring me. she explained thai
she meant the word "love" in an i'm
personal sense: her affection was ths
same for all children. since they hal
been made what they We're and onb
perverted teaching could turn then
from the course mapped out by nature
I realized that we were getting into
dedD water here. but I had the teTnerity
to remark that had always supposed
that there could be no such thing as
impersonal love; that the degree of af
fection implied in that word mus
center in some particular object, anC
be the result Of specific. not genera
causes. / said with some spirit; nov
YOU can't really love an army, or {
whole Sunday school,; your affection
must be expressed by a milder word
For instance. I am an individual, ye
am a part of this nation. II con
tains many millions OF people. Yol
can't love them all: but you could low
me-"
/ expected her to smile. or to say
that she couldn't. but she did nothing
of the sort. which shows that on
teachers are less frivolous than thos'
which flourished in a former day.
was given to understand that tn
new educational theory required low
3 for the mass-for humanity in genera
but that it drew the line at 1t centerin
in an individual. 1t was too sacred
thing to apply to one weak sepcimei
3 of the race. when all we're hungerin
for il.
: So that being settled as a genera
principle. l determined to inquire int
the particulars Of the application c
the theory: DO you love all your pJ
pills alike?" l asked.
Certainly" she replied.
rs that fact. or mere theory?"
asked.
'@rhe fact" said She
rThen the little boy whs steals fro
his mates. and who lies about it. WI
hasn't single admirable trait. is Il
recipient Of your lover" said l.
why shouldn't he be?" she asked
his need is greater"
hadn't anything more to say, and
I. determined that the new teaching,