The sun. [volume] (New York [N.Y.]) 1916-1920, 1919-02-02

has had educational experience abroad
as cell, suggests that the setting aside Of
tods aud preJudiccs and centrirp EFFORTS
on the fourioid Development Of the child
physical. mental. moral and soctai-
may, m due and natural course, lead TO
the production Of citi=en uho rH Be
patriotic through all sided ftness.1
TT with the assertion of our immortal
Declaration of independence We so
often and so sincerely affirm--that
every citizen Of our great republic is en-
titled to life, liberty and tho pursuit of
happiness" we do not fail to forget the
pledge that our torefathers made to that
end. namely, their lives. their fortunes
and their sacred honor, It will indeed be
easy to grasp the Interpretation of citi-
zenship both as q privilege and a duty
II Is obviously u duty In so far as the
State contributes towtrd our welfare and
10 responsible for our protection; con-
versely duty In so far as the individual
10 reciprocally obligated 10 the State.
Into 1t we grow up naturally. inevitably,
a. we do into our other relations In life,
and as our response is cordial and intel
slgent or mechanical and unappreciative
IN exactly the same proportion may our
unit value OF loyalty and national ef-
hciency be measured. But citizenship Is
not relationship between the individual
ana the State in which the conditions OF
that relationship are constant They
are. on the other hand, progressive The
mutual obligations implied are ever in
creasing. and in order properly TO benefit
from the advantages OF the institution
and effectively TO discharge our respon-
abilities to the same We need earnestly
TO see to 1t that we ourselves and the
children or to-day are intelligently pre-
pared for such a task and such an op-
portunity. Patriotism ts the greatest
VI incentives toward good citizen
ship, but patriotism Is an emotion.
while citizenship is the product of train
Ing and environment. And il is. briefly,
with such training and such an envir-
onment now for the coming generation
that this discussion has to do.
1t seems TO me impossible to dissociate
the good citizen" from good citizen
ship" What makes for one must in con-
sequence contribute to the other. The
t1rst environment OF the child Is the
home, and then perhaps with stronger
because broader influence comes the
school. ] do not mean 10 weigh the par
tcular conditions OF training which the
state might go so far as 20 recommend
for the early years at home, TO argue the
educational value with citizenship in
view OF some subjects presented this
way. others that way IN the schools, nor
10 discuss the aesthetic, athletic or 80
cial sides of school activities in their
general relations l mean, on the con-
trAry, to take a more casual point OF
view. a NEUTRALITY-SUSPICIOUS. perspective,
TO discover II possible some stumbling
blocks in our paths as teachers. some
particular symptoms which augur
poorly for good itizensh!p among our
pupils and some plan whereby the clay
within our hands may in years to come
b OF worthier National service.
IN the first place, let me enumerate
some of our stumbling blocks as teach
ers: Are We not possessed of hobbies
detrimental to the genuine progress OF
our pupils? Do we not. frankly, find
ourselves at times a tribe jealous OF
some successful co-laborer? May we
not SAVIOR of the pedantry OF depart
iuents OF education in our universities
or the narrow convent.onalities Of our
normal schools? Have We not the VII
lage point Of view instead OF the ma
tionel, which includes the international,
perspective? Furthermore, are we At
physically, mentally. morally. socially
Tin the broadest meaning OF that word)
their progress toward efficiency? To
do this it takes not only willingness
and strength. but enthusiasm to do II
well, and II II Is the need of the COM
pensation or the unfitness for other
tasks which holds US i'll fitted to the
lob" let US pray to Almighty God
for inspiration that we may be "a light
TO tighten the Gentiles," or else for i'm
mediate deliverance into some more con-
genial sphere of occupation.
Personally believe that Federal con-
troll OF our public schools Ito say moth
ing of Federal supervision OF our
private schools) might do much to
eliminate ineffect,veness in our educa-
t!cnal systems. II certainly would hep
toward the disposal Of the ghastly
mischief wrought by politics. It would
standardiZe curricula, II could present
still wider opportunities for the develop
nent of the body and mind and soul
OF the child. / believe also that as we
approached them very gently very
tsctfully, very modestly. we could coax
or lure or even require our divisions
OF pedagogy TO become human. This
achievement would influence our teach
ers TO be, so that they in turn would
lay less stress on the professional side
OF their vocation and more Importance
TO the spiritual side. Their work. In
fcal functionings but enthusiastic, in
spired art making. it is quite true. a
greater tax upon nerve force. yet
yielding results beyond the dreams OF
academic avarice. But, above all,
should wish TO have the teachers ex-
perience and interest pass beyond the
school room and the town and the
county and the State to survey the
nation as an integral part of the world,
commercial, scientific and social. And
this survey, periodically Interpreted
should be given to the pupils from time
TO time not as sight OF world events
ouch as we may see any evening on
the movie screen, but rather as a
vision OF what the United States has
contributed and what it must continue
TO contribute to the welfare OF world
civilization, and that through this reve-
lation each child under that teacher
care may grasp In some way It's
privileges. duties and opportunities, i'm
mediate and future, as a citizen OF the
Stars and Stripes.
These then are the ways--or some OF
them-in which teachers may arouse
themselves spiritually, as it were, and
carry with them their boys and girls to
higher conceptions OF and nobler aspir-
atoms for citizenship Means and
methods of the teacher per Sc, are quite
secondary and futile subject for debate.
II would. however, be fortunate should
the STATE see fit TO permit the EXCISE
of the teachers individuality as TO
means. holding her responsible for re-
suits, and as TO method It is neither
the inductive nor the deductive. but
the productive that counts, So
much for the teacher, though the
points have been but briefly touched
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