Part 19 (1/2)
If, in addition to a close watch of the school life, the teacher finds energy to study the home life of her pupils, even to visit them in their homes, so as to become acquainted with their parents and their home conditions, she can gather many more suggestions for the application of school knowledge. If she then makes mention of such uses at fitting times, and also as a part of examinations calls upon pupils to report on uses actually made of facts learned, she can both secure much real use of knowledge acquired at school and at the same time cultivate responsibility for its further use.
CHAPTER IX.
PROVISION FOR A TENTATIVE RATHEE THAN A FIXED ATt.i.tUDE TOWARD KNOWLEDGE, AS A SEVENTH FACTOR IN STUDY.
A fixed att.i.tude toward facts and conclusions is harmful in several ways. The following incidents suggest how greatly it interferes with the usefulness of knowledge.
_Reasons why a fixed att.i.tude toward ideas is undesirable.
1. It interferes with the usefulness of knowledge._
A certain man living in one of the suburbs of Greater New York was commissioned by his wife to buy some flannel for her at one of the large department stores in the city. She knew exactly what she wanted, for she had already purchased some of the goods at this store. So she gave her husband a sample, with the explicit directions, emphasized, that the new piece should be of exactly the same quality, with white edges, and one yard wide.
On arriving at the right counter, the man delivered his sample and gave his order. But, after some searching, the clerk said, ”The exact thing that you want has all been sold; but I have here just the right piece,” throwing down a bolt, ”except that it is slightly coa.r.s.er.
Could you take that?” Recalling his wife's instructions, the man replied, ”No,” somewhat doubtfully.
After more searching the clerk said, ”Well, I have here a piece of just the desired quality, and one yard wide, only it has red edges.
Could you not use that?” and he threw another bolt down on the counter. Again, remembering the emphasis on the directions received, the man responded weakly, ”No, I think not.”
Finally, after further search, the clerk produced a third bolt, with the remark, ”This will probably suit you. It is the exact quality that you want, and has white edges. The only objection is that it is not quite a yard wide. Can you not take it?” When for a third time the hesitating response came, ”I think not,” the clerk turned away with an expression of disgust for his customer, mingled with sorrow and pity.
Although the man had done his best, he did not feel sure of his wife's approval on his return home. When she asked for his purchase he stated that he had failed to make it, and explained the circ.u.mstances.
”Well,” she replied, ”but why didn't you use your own judgment and take one of the other pieces?” To which he responded, ”I understood that I was not expected to use any judgment. You strongly emphasized the fact that you wanted material exactly like the sample, with white edges and just one yard wide. You told me nothing about what was to be made out of the goods. How, then, was I in a position to do anything more than to follow your exact directions?” That ended the discussion; but the need of less fixedness in instructions given was strongly impressed upon the husband, and a similar need in the following of instructions was equally impressed upon the wife. They were thus agreed as to the desirableness of some adaptability in one's ideas.
A certain cla.s.s of girls was learning to make French cream candy, and the recipe for the same, namely,
1 cup of sugar, 1/3 cup of water, 1 salt-spoon of cream of tartar.
was placed on the board for them to follow. After reading the recipe and listening to some directions from the teacher, including special emphasis on accuracy of measurements, the cla.s.s set to work and produced some candy that even the visitors were glad to eat.
The recipe seemed so simple that one of the visitors a few days later proposed to his little daughter that they make some French cream candy at home. They measured out a cup of sugar and one-third of a cup of water; but there was a halt when it was discovered that there was no salt-spoon in the house. The man's wife came to their rescue, however, by giving them some idea of the size of such a spoon. Then it was found that they had no cream of tartar. On further consultation with the wife it was learned for the first time that the object of cream of tartar was to prevent too quick granulation, and that probably some other acid-like substance, such as vinegar or lemon juice, might do just as well. So a small amount of vinegar was used instead, and reasonably good candy was produced.
In a later attempt the exact amount of water necessary to a cup of sugar had been forgotten, and too much water was used; but by boiling the mixture longer, excellent candy was made. As a result of these experiments it was found that only enough water was needed to dissolve the sugar, and that any one of several other things would do as well as cream of tartar to prevent granulation. Without this knowledge there would be many a family which, either on account of bad memory of proportions or of want of certain materials, could make no use of the recipe. Such knowledge secured some adaptability or flexibility in the directions, thereby greatly extending their use.
One of the common objections to preparing lesson plans for teaching is that they can seldom be followed. More than that, it is declared, children have such a disappointing way of doing and saying the unexpected, that a carefully memorized lesson plan is likely to hinder the teacher in adapting herself to her pupils, and on that account may do more harm than good.
These objections contain much truth; and if preparing a lesson plan means mapping out only one fixed procedure, they may be entirely valid. That is not, however, what such preparation should signify. One of the princ.i.p.al objects of making one plan is to think out others, that may be followed or not as occasion demands. That kind of preparation, instead of tying a teacher's hands, keeps her superior to any fixed course and gives freedom to deal skillfully with almost any kind of response.
These examples may be sufficient to show that a fixed att.i.tude toward directions and plans, or toward knowledge in general, is a serious barrier to its application. The conditions are always changing, and one's ideas must be capable of corresponding modification if their full use is to be enjoyed.
_2. It is opposed to progress._
Our att.i.tude toward knowledge is intimately related also to the progress that we make; a fixed state of mind precludes reflection about one's course by precluding a feeling of its need. Men frequently show blindness to new truth. Boss politicians count upon from eighty to eighty-five per cent of all voters ”standing pat” and voting according to party, no matter what facts may be discovered against one candidate and in favor of another. This fact is what gives the bosses their security. It was thought to be a wonderful sign of progress a few years ago when sixty thousand out of six hundred thousand voters in a certain election in Ma.s.sachusetts ignored party lines and voted according to the merits of the candidate. One reason that we have so many mediaeval educational inst.i.tutions is that persons in control have so many fixed ideas. There are few colleges and universities to- day, for instance, in which courses that prepare young women for home- keeping, such as domestic science and domestic art, receive credit toward a degree. Progressive changes in any line are conditioned upon sensitiveness toward changing circ.u.mstances and new ideas, and a fixed att.i.tude is directly opposed to such responsiveness.
_3. It is opposed to peace and happiness._
History is full of instances of the extent to which intolerance resulting from fixed convictions may carry people. Innumerable murders and many wars, entailing untold suffering, have found their princ.i.p.al cause in religious bigotry. Educational and political bigotry are likewise sources of much bad feeling and unhappiness. Family disputes, as between father and son, are in large measure due to too great fixedness of views and opinions; and much of the discontent of old age is found in the inability of old people to abandon their old-fas.h.i.+oned notions, so as to adjust themselves to new conditions and enjoy them.
A fixed att.i.tude toward ideas is, therefore, far from an unmixed virtue; it seriously limits the usefulness of knowledge; it greatly checks progress; and it strongly opposes peace and happiness.