Newark post., 1912-08-07

AS to the influence of the priests
and clergymen upon education
which Mr.. Washburn SO graph
/ ically sets forth. we must of
course believe that he refers to
/ them as a body, not as indivld-
uals. We might. however. cite a
number of individual contribu-
tons to science from that source
Copernicus was IA priest, SO also
was Wendell. Admitting that the
clergy have been slow to accept
the theory of evolution which has
wrought such tremendous changes
in mans work all over the world
| fail to see any justice in Mr.
Washburn s attack upon their po-
sition in education. If he will
read any good history of peda-
gogy-Compayre's for instance.
which cannot be accused of hav-
ing IA theological bias-he will see
the invaluable part played in the
evolution of educational ideals by
priests and clergymen. Even Her
bert Spencer whose attitude of
aversion toward the influence of
religions beliefs is many times eX-
pressed in his earlier writings, was
later forced by the application Of
his own scientific methods Of in
vestigation. to believe in. their
beneficial results upon states of
society. Commencing on page 544
of his autobiography he sets forth
in several pages his reasons for
his changed attitude Of mind. II
is manfestly too long to quote
here, but I heartily recommend il
to all who share Mr.. Washburn S
belief in the adverse influence OF
the clergy 1t is doubtful if the
majoriy Of religious teachers are
intent on suppressing facts that
do not support their theories.
The majority Of these men are
good men and like the rest of us.
Mr.. Washburn included. are rather
more intent on searching for facts
that support their theories We
must grant them sincerity in their
statements Of their views. remem-
bering that Truth is a many facet.
ed gem. one more quotation from
Spencer last work is applicable
here: 1T is for each to utter that
which he sincerely believe to be
true. and. adding his unit of in
fuence to all other units. leave the
results to work themselves out. .
Many of the recent furious at
tacks upon the curricula OF high
schools present to me the appear
ance of a charge made too far
from the enemy,s S ranks to be sue
cessful. Were competent and
trained teachers. versed in psy-
cholosy and in pedagogical
knowledge. placed in charge Of
primary classes. many of the ques-
tions now vexing intermediate
and academic grades would be
easy of solution. Long hours. large
classes. unscientitic methods OF
approaching the child S conscious
ness and sense perceptions. all
waste many precious years. Nine.
Montessori. the Italian doctor
through her study of defective
children. has found the method by
which to develop the faculties also
of normal children. At school
conducted by Miss George. at
. Tarrvtown. \. Y. the Montessori
method is being tried this year for
the first time in this country and
has been 50 far successful beyond
expectation. One thing which
Nine. Montessori impresses on the
teachers whom she instructs. is
that children should early be
taught. that not he who is served
by others is most worthy OF re-
spect but he who can serve him
self. Her method Of instruction
is based on physical and psychical
laws and while strongly individ-
ualistic. yet inculcates the best
spirit of collectivism The lessons
in deftness. carefulness, neatnesS
and orderliness learned through
sense perception. are registered IL
brain and muscle. thus becoming
almost automatic. The acquire
ment of the knowledge Of reading
writing and numbers, follow and
are interviewer with this manual
work and become just as indelibly
a portion of the child's being, a:
does the ability to carry glass OF
bowl Of water without spilling it
The views of DR.. Boris Sidis
whose son entered Harvard at tn,
age of fourteen. are well known
and follow along this same path
Far be it from me to assume t.