XIII. Education
I
Next to the clerk in holy orders, the fellow with the worst job in the world is the schoolmaster. Both are underpaid, both fall steadily in authority and dignity, and both wear out their hearts trying to perform the impossible. How much the world asks of them, and how little they can actually deliver! The clergyman’s business is to save the human race from hell: if he saves one-eighth of one per cent., even within the limits of his narrow flock, he does magnificently. The school-master’s is to spread the enlightenment, to make the great masses of the plain people intelligent—and intelligence is precisely the thing that the great masses of the plain people are congenitally and eternally incapable of.
Is it any wonder that the poor birch-man, facing this labor that would have staggered Sisyphus Æolusohn, seeks refuge from its essential impossibility in a Chinese maze of empty technic? The ghost of Pestalozzi, once bearing a torch and beckoning toward the heights, now leads down stairways into black and forbidding dungeons. Especially in America, where all that is bombastic and mystical is most esteemed, the art of pedagogics becomes a sort of puerile magic, a thing of preposterous secrets, a grotesque compound of false premises and illogical conclusions. Every year sees a craze for some new solution of the teaching enigma, at once simple and infallible—manual training, playground work, song and doggerel lessons, the Montessori method, the Gary system—an endless series of flamboyant arcanums. The worst extravagances of privat dozent experimental psychology are gravely seized upon; the uplift pours in its ineffable principles and discoveries; mathematical formulæ are worked out for every emergency; there is no sure cure so idiotic that some superintendent of schools will not swallow it.
A couple of days spent examining the literature of the New Thought in pedagogy are enough to make the judicious weep. Its aim seems to be to reduce the whole teaching process to a sort of automatic reaction, to discover some master formula that will not only take the place of competence and resourcefulness in the teacher but that will also create an artificial receptivity in the child. The merciless application of this formula (which changes every four days) now seems to be the chief end and aim of pedagogy. Teaching becomes a thing in itself, separable from and superior to the thing taught. Its mastery is a special business, a transcendental art and mystery, to be acquired in the laboratory. A teacher well grounded in this mystery, and hence privy to every detail of the new technic (which changes, of course, with the formula), can teach anything to any child, just as a sound dentist can pull any tooth out of any jaw.
All this, I need not point out, is in sharp contrast to the old theory of teaching. By that theory mere technic was simplified and subordinated. All that it demanded of the teacher told off to teach, say, geography, was that he master the facts in the geography book and provide himself with a stout rattan. Thus equipped, he was ready for a test of his natural pedagogical genius. First he exposed the facts in the book, then he gilded them with whatever appearance of interest and importance he could conjure up, and then he tested the extent of their transference to the minds of his pupils. Those pupils who had ingested them got apples; those who had failed got fanned with the rattan. Followed the second round, and the same test again, with a second noting of results. And then the third, and fourth, and the fifth, and so on until the last and least pupil had been stuffed to his subnormal and perhaps moronic brim.
I was myself grounded in the underlying delusions of what is called knowledge by this austere process, and despite the eloquence of those who support newer ideas, I lean heavily in favor of it, and regret to hear that it is no more. It was crude, it was rough, and it was often not a little cruel, but it at least had two capital advantages over all the systems that have succeeded it. In the first place, its machinery was simple; even the stupidest child could understand it; it hooked up cause and effect with the utmost clarity. And in the second place, it tested the teacher as and how he ought to be tested—that is, for his actual capacity to teach, not for his mere technical virtuosity. There was, in fact, no technic for him to master, and hence none for him to hide behind. He could not conceal a hopeless inability to impart knowledge beneath a correct professional method.
That ability to impart knowledge, it seems to me, has very little to do with technical method. It may operate at full function without any technical method at all, and contrariwise, the most elaborate of technical methods, whether out of Switzerland, Italy or Gary, Ind., cannot make it operate when it is not actually present. And what does it consist of? It consists, first, of a natural talent for dealing with children, for getting into their minds, for putting things in a way that they can comprehend. And it consists, secondly, of a deep belief in the interest and importance of the thing taught, a concern about it amounting to a sort of passion. A man who knows a subject thoroughly, a man so soaked in it that he eats it, sleeps it and dreams it—this man can always teach it with success, no matter how little he knows of technical pedagogy. That is because there is enthusiasm in him, and because enthusiasm is almost as contagious as fear or the barber’s itch. An enthusiast is willing to go to any trouble to impart the glad news bubbling within him. He thinks that it is important and valuable for to know; given the slightest glow of interest in a pupil to start with, he will fan that glow to a flame. No hollow formalism cripples him and slows him down. He drags his best pupils along as fast as they can go, and he is so full of the thing that he never tires of expounding its elements to the dullest.
This passion, so unordered and yet so potent, explains the capacity for teaching that one frequently observes in scientific men of high attainments in their specialties—for example, Huxley, Ostwald, Karl Ludwig, Virchow, Billroth, Jowett, William G. Sumner, Halsted and Osier—men who knew nothing whatever about the so-called science of pedagogy, and would have derided its alleged principles if they had heard them stated. It explains, too, the failure of the general run of high-school and college teachers—men who are undoubtedly competent, by the professional standards of pedagogy, but who nevertheless contrive only to make intolerable bores of the things they presume to teach. No intelligent student ever learns much from the average drover of undergraduates; what he actually carries away has come out of his textbooks, or is the fruit of his own reading and inquiry. But when he passes to the graduate school, and comes among men who really understand the subjects they teach, and, what is more, who really love them, his store of knowledge increases rapidly, and in a very short while, if he has any intelligence at all, he learns to think in terms of the thing he is studying.
So far, so good. But an objection still remains, the which may be couched in the following terms: that in the average college or high school, and especially in the elementary school, most of the subjects taught are so bald and uninspiring that it is difficult to imagine them arousing the passion I have been describing—in brief, that only an ass could be enthusiastic about them. In witness, think of the four elementals: reading, penmanship, arithmetic and spelling. This objection, at first blush, seems salient and dismaying, but only a brief inspection is needed to show that it is really of very small validity. It is made up of a false assumption and a false inference. The false inference is that there is any sound reason for prohibiting teaching by asses, if only the asses know how to do it, and do it well. The false assumption is that there are no asses in our schools and colleges to-day. The facts stand in almost complete antithesis to these notions. The truth is that the average schoolmaster, on all the lower levels, is and always must be essentially an ass, for how can one imagine an intelligent man engaging in so puerile an avocation? And, the truth is that it is precisely his inherent asininity, and not his technical equipment as a pedagogue, that is responsible for whatever modest success he now shows.
I here attempt no heavy jocosity, but mean exactly what I say. Consider, for example, penmanship. A decent handwriting, it must be obvious, is useful to all men, and particularly to the lower orders of men. It is one of the few things capable of acquirement in school that actually helps them to make a living. Well, how is it taught to-day? It is taught, in the main, by schoolmarms so enmeshed in a complex and unintelligible technic that, even supposing them able to write clearly themselves, they find it quite impossible to teach their pupils. Every few years sees a radical overhauling of the whole business. First the vertical hand is to make it easy; then certain curves are the favorite magic; then there is a return to slants and shadings. No department of pedagogy sees a more hideous cavorting of quacks. In none is the natural talent and enthusiasm of the teacher more depressingly crippled. And the result? The result is that our American school children write abominably—that a clerk or stenographer with a simple, legible hand becomes almost as scarce as one with Greek.
Go back, now, to the old days. Penmanship was then taught, not mechanically and ineffectively, by unsound and shifting formulæ, but by passionate penmen with curly patent-leather hair and far-away eyes—in brief, by the unforgettable professors of our youth, with their flourishes, their heavy down-strokes and their lovely birds-with-letters-in-their-bills. You remember them, of course. Asses all! Preposterous popinjays and numskulls! Pathetic idiots! But they loved penmanship, they believed in the glory and beauty of penmanship, they were fanatics, devotees, almost martyrs of penmanship—and so they got some touch of that passion into their pupils. Not enough, perhaps, to make more flourishers and bird-blazoners, but enough to make sound penmen. Look at your old writing book; observe the excellent legibility, the clear strokes of your “Time is money.” Then look at your child’s.
Such idiots, despite the rise of “scientific” pedagogy, have not died out in the world. I believe that our schools are full of them, both in pantaloons and in skirts. There are fanatics who love and venerate spelling as a tom-cat loves and venerates catnip. There are grammatomaniacs; schoolmarms who would rather parse than eat; specialists in an objective case that doesn’t exist in English; strange beings, otherwise sane and even intelligent and comely, who suffer under a split infinitive as you or I would suffer under gastro-enteritis. There are geography cranks, able to bound Mesopotamia and Beluchistan. There are zealots for long division, experts in the multiplication table, lunatic worshipers of the binomial theorem. But the system has them in its grip. It combats their natural enthusiasm diligently and mercilessly. It tries to convert them into mere technicians, clumsy machines. It orders them to teach, not by the process of emotional osmosis which worked in the days gone by, but by formulæ that are as baffling to the pupil as they are paralyzing to the teacher. Imagine what would happen to one of them who stepped to the blackboard, seized a piece of chalk, and engrossed a bird that held the class spell-bound—a bird with a thousand flowing feathers, wings bursting with parabolas and epicycloids, and long ribbons streaming from its bill! Imagine the fate of one who began “Honesty is the best policy” with an H as florid and—to a child—as beautiful as the initial of a mediæval manuscript! Such a teacher would be cashiered and handed over to the secular arm; the very enchantment of the assembled infantry would be held as damning proof against him. And yet it is just such teachers that we should try to discover and develop. Pedagogy needs their enthusiasm, their naïve belief in their own grotesque talents, their capacity for communicating their childish passion to the childish.
But this would mean exposing the children of the Republic to contact with monomaniacs, half-wits, defectives? Well, what of it? The vast majority of them are already exposed to contact with half-wits in their own homes; they are taught the word of God by half-wits on Sundays; they will grow up into Knights of Pythias, Odd Fellows, Red Men and other such half-wits in the days to come. Moreover, as I have hinted, they are already face to face with half-wits in the actual schools, at least in three cases out of four. The problem before us is not to dispose of this fact, but to utilize it. We cannot hope to fill the schools with persons of high intelligence, for persons of high intelligence simply refuse to spend their lives teaching such banal things as spelling and arithmetic. Among the teachers male we may safely assume that 95 per cent. are of low mentality, else they would depart for more appetizing pastures. And even among the teachers female the best are inevitably weeded out by marriage, and only the worst (with a few romantic exceptions) survive. The task before us, as I say, is not to make a vain denial of this cerebral inferiority of the pedagogue, nor to try to combat and disguise it by concocting a mass of technical hocus-pocus, but to search out and put to use the value lying concealed in it. For even stupidity, it must be plain, has its uses in the world, and some of them are uses that intelligence cannot meet. One would not tell off a Galileo or a Pasteur to drive an ash-cart or an Ignatius Loyola to be a stockbroker, or a Brahms to lead the orchestra in a Broadway cabaret. By the same token, one would not ask a Herbert Spencer or a Duns Scotus to instruct sucklings. Such men would not only be wasted at the job; they would also be incompetent. The business of dealing with children, in fact, demands a certain childishness of mind. The best teacher, until one comes to adult pupils, is not the one who knows most, but the one who is most capable of reducing knowledge to that simple compound of the obvious and the wonderful which slips easiest into the infantile comprehension. A man of high intelligence, perhaps, may accomplish the thing by a conscious intellectual feat. But it is vastly easier to the man (or woman) whose habits of mind are naturally on the plane of a child’s. The best teacher of children, in brief, is one who is essentially child-like.
I go so far with this notion that I view the movement to introduce female bachelors of arts into the primary schools with the utmost alarm. A knowledge of Bergsonism, the Greek aorist, sex hygiene and the dramas of Percy MacKaye is not only no help to the teaching of spelling, it is a positive handicap to the teaching of spelling, for it corrupts and blows up that naïve belief in the glory and portentousness of spelling which is at the bottom of all successful teaching of it. If I had my way, indeed, I should expose all candidates for berths in the infant grades to the Binet-Simon test, and reject all those who revealed the mentality of more than fifteen years. Plenty would still pass. Moreover, they would be secure against contamination by the new technic of pedagogy. Its vast wave of pseudo-psychology would curl and break against the hard barrier of their innocent and passionate intellects—as it probably does, in fact, even now. They would know nothing of cognition, perception, attention, the subconscious and all the other half-fabulous fowl of the pedagogic aviary. But they would see in reading, writing and arithmetic the gaudy charms of profound and esoteric knowledge, and they would teach these ancient branches, now so abominably in decay, with passionate gusto, and irresistible effectiveness, and a gigantic success.