Popular Science Monthly/Volume 22/February 1883/Editor's Table
|←Correspondence||Popular Science Monthly Volume 22 February 1883 (1883)
WE hear much of the bad effects of machine politics, but it is questionable if the evils of machine education are not far worse. By machine education, we mean the rigid, mechanical, law-established routine applied to great multitudes of children of all conceivable sorts who are got together in large establishments and Machine education is of the very lowest sort, and the best that can he said of it is, that it is barely better than nothing at all. The worst difficulty is, that it is not capable of improvement. The method itself is radically false, so that the improvements of it but make it worse. At the same time it borrows influence from its enormous extension and the authority by which it is en- forced. The education-factories run in series, each has a complex grading, and the different institutions are intimately belted with each other, and all driven by the motive power of legislation. As might be expected, the whole system is run with a view to popular effect, which is necessarily fatal to the best results.
If the reader will refresh his memory in regard to the first principles of men- tal cultivation by reading the article, found elsewhere in our pages, entitled "Brain-Power in Education," he will get a clear idea of what must be the necessary outcome of educational me- chanics. In the work of the school there are two modes of dealing with the brain; it can be stored with infor- mation, or strengthened in its functional operations. True education consists in the development of brain-power in ac- cordance with the laws of its activity, and is simply and always a discipline in spontaneous self-exertion. In the at- tainment of this object the engineer of the educational machine has very little to do. The office of the teacher is im- portant, but it consists in encouraging, inciting, and arousing the pupil to put forth his own efforts, and when this is most effectually done the result is not of that conspicuous kind that is suit- able to make a showy impression at a public parade. No method has yet been devised for exhibiting such results that is not full of rank injustice and that does not put a premium upon in- ferior work.
But it is wholly different when the
object is simply to store the brain. This is an easy process, depending upon external appliances and mechanical ar- rangements, and is capable of being so organized and driven that a shallow and vicious system shall win the highest public applause. As the article re- ferred to explains, it is impossible to get indexes of the hardest brain-work that are fitted to astonish gaping outsiders; but, when it is a question of merely stuffing with acquisitions, nothing is easier than to invent methods by which the results may be strikingly displayed. Hence the marking system which pro- fesses to indicate degrees of proficiency and educational results, and which gives so much business to teachers, examin- ers, inspectors, and superintendents, and enables them to report to boards of control, to parents, and to the public the wonderful success of the institution. This is machine education in its per- fection, and the worst of it is, that it excludes the possibility of rational edu- cation. The two things are incom- patible, for that which can be shown with effect is sure to take precedence of that wldch can not be exhibited, and brain-storing will proceed at the ex- pense of the self-activity by which men- tal power is alone acquired. The sub- jects, moreover, that are most favorable to storing will take the lead and come to be fundamental in machine educa- tion. The whole mechanism of the public-school system is now impelled by law in this bad direction. The higher schools react upon the lower, to stimulate the method. Competition for promotion fires the vanity of the pu- pils, and parental influence conspires to heighten the result.
A new confirmation of this bad state of things has been recently elicited by the New York "Mail and Express," which has started a little inquest of its own into the working of the public schools. A reporter was sent to question the different teachers and officials on va- rious points, and the information he obtained is useful as illustrating tlie vigorous action of our educational ma- chinery upon one hundred and twenty- five thousand pupils. The Superintend- ent of the Schools of New York said to the reporter:
"My assistants are instructed to visit the schools, and in their examina- tions to find out what the children know and how well they know it. They examine in nothing but the branches pre- scribed by law to be taught, and in each grade only in the work allotted by law to that grade." Again he says: "In my last annual report you will find that, out of twenty-six hundred and ninety classes examined, eighteen hundred and twenty-seven were marked 'Excellent,' and eight hundred and nineteen ' Good,' and only forty-four as 'Not commend- able.' " This is of course the kind of result that officials are interested in making, as it naturally brings public commendation, more ample appropri- ations, and larger salaries. By the very nature of the case, therefore, they will be disposed to favor all those injurious agencies whicb co-operate to heighten the effect. To illustrate how despotic- ally this bad system works, and how completely all who act under it are but parts of it, listen again to the New York Superintendent: "It is my business to stand between teacher and examiner, principal and teacher, teacher and schol- ar, parent and teacher, and protect all in their rights. But as to permitting teachers or principals to dictate what questions shall be asked or how they shall be asked, and what marks shall be given that would be equivalent to resigning my office and handing over the direction of the schools to them, something which I do not propose to do." Thus in machine education the dictation is of course official those who are in closest relation with indi- vidual requirements being allowed no discretion.
President Hunter, of the Normal Col- lege, applauds the subjects and courses
of study which lend themselves to the smooth w r orking of the machinery by numerical percentage scales of profi- ciency, on which pupils are promoted from grade to grade, and from lower to higher institutions; but he does not deny that the marking system has some faults; he says: "That some of the pu- pils of the higher grammar-grades are overworked in preparing for the col- lege, is undeniable; but the fault lies not in the course of study which the board has prescribed, nor in the meth- ods pursued in working out that course, but in the ambition of parents to have their children rapidly advanced, and in the desire of the pupils themselves to obtain high marks."
But where, by the working of the great machine itself, the pupils are set to racing for the Normal College, and to racing for the College of the City ot New York, what else can be expected? The honors are but a premium for over- driving in the direction of such acqui- sitions as make the best show in ex- amination, and win the highest per- centage of marks.
President Hunter al-=o naively ob- serves: "Many of the evils complained of in the present system would be rem- edied by allowing each teacher half an hour a day to show the pupils how to study." Verily, verily, the machine must be in perfection where this is im- possible.
Mr. Commissioner Crawford admits that the New York schools were once quite imperfect, but that "now there are, generally speaking, no poor schools. There is a general uniformity of excel- lence. There is a greater unity, greater harmony, a higher level in teaching power. Then supervision was not so minute as at present. Now we have, perhaps, too much supervision, but the committee have endeavored in this re- port, and the superintendent is all the while trying, to ease up the machine." The ideal of education here implied, that of unity, uniformity, and harmony in the external working of the system, shows how completely the State ma- chine has superseded the older method by which the teachers had some liberty to adapt themselves to the fundamental though ever-varying requirements of individual pupils. It is the character- istic of machine education that in its working the individual disappears.
No doubt we are talking treason against the State, and blasphemy against a popular idol; nevertheless, there are many who hold that in edu- cation, as in politics, the sooner the machine is "smashed" the better. If practice in chess and whist would give a better education than the machine, it is time to protest. Our most thought- ful educators are revolting against the predominant method, which, having been adopted by the State as best suit- ed for official management, is extend- ing throughout the nation. But many, as we said, are striking out, and de- manding a good deal more liberty in school management. They condemn the pernicious mechanics of the schools just in proportion to its perfection. Colonel Parker, for example, is one of those who demand more freedom in the play of educational agencies, and more attention to the kind of work that is least available for display. lie is re- cently represented as saying that "uni- formity in schools is death"; he does not believe in "per cents," he would not have them in schools under any circum- stances: "Here is a child who is not so quick mentally as another; he studies as hard and labors as faithfully as the others, but, not being able to advance so rapidly, he is marked fifty per cent, while others walk off waving their ninety-five per cent in triumph. It is discouraging to the moderately dull child, and wrong. If a child is exam- ined and asked the name of a river, and can not answer, off goes five per cent."
The difficulty of machine education is, that under it pupils are not taught
to think for themselves. It can not edu- cate the judgment, or prepare the mind to meet emergencies through the prac- tice of self-reliance. As remarked by a teacher, "The public-school scholars are excellent in the line of their drill, but, take them one inch outside of it, and they are lost."
BICYCLES AND CIVILIZATION.
We give space to a long communi- cation on the bicycle controversy at Stockbridge, replying to our article upon the subject two months ago. The writer makes many explanations, and indulges freely in sarcastic personali- ties; but the reader who cares to com- pare his letter with what we said will probably observe that the facts of the case remain substantially as we stated them, while everybody can judge as to the correctness of the conclusions drawn from them. To the local par- ticulars of the Stockbridge war we can give no more attention, but will say a few further words on the general aspect of the subject.
We assumed in our former article that large bicycles run upon the side- walks are objectionable. The sidewalks are a portion of the highway reserved for pedestrians, made smooth and hard to facilitate walking, and protected from exposure to accidents by street vehicles. A new wheeled vehicle is introduced of a peculiar character, but which be- longs, if anywhere, to that part of the street which is usually devoted to vehi- cles. Thus far these new vehicles are only in a very small degree subservient to any use or necessity, public or private, but are run mainly for the pleasure of their riders. These are mostly boys seeking their amusement, and, as the machine is somewhat expensive, only a comparatively few boys are able to pos- sess them. Probably there were not more than half a dozen boys with large bicycles in Stockbridge. They take to the sidewalk because they are objected to in the street, and because the wheeling is nicer. They run swiftly, and when under high motion can not be quickly stopped. That their move- ments are disagreeable to pedestrians is inevitable. They are sources of con- stant anxiety and apprehension to them. Accidents have occurred with them, and they are continually liable to occur. The sidewalk belongs to the community, and is indispensable to the daily uses and ne- cessities of all classes of people. Every- body has the right to walk there with- out molestation or the apprehension of molestation. Nothing should be per- mitted there which will awaken the dread of danger and compel the pedes- trian to be constantly on the lookout to protect himself. Our correspondent says that they can be easily avoided, but how can a bicycle coming noiselessly from behind be avoided? They have India-rubber tires, and people have no eyes in the backs of their heads. But it is by no means a question what people with their senses about them can do if they give all their attention to personal security. The instinct of self-preser- vation does, of course, save the mass of people from being run down by bicyc- les when exposed to them. But is it right to introduce an extra exposure of this kind on a public sidewalk that will keep the sense of personal solicitude against danger constantly uppermost in consciousness? Besides, all people are not vigilant in such matters; many are heedless and stupid, and others ab- stracted or absent-minded. Then, again, there are the children, the aged and infirm, the invalids, the deaf, the crip- ples, the blind, and the half-blind, and these constitute a very large proportion of those who use the sidewalks, and have a right to use them without an- noyance. To all these people the large bicycles ridden by sporting boys are a constant source of fear and dread, a pest of the pathway, and an undoubted nui- sance.
We are here speaking of the rights
of pedestrians on a common-sense view of the case. But our correspond- ent says, "It will be admitted that bicyclists, like other domestic animals, have some rights, which, once defined, are as much entitled to protection as the wider liberty allowed pedestrians." Admitted, of course, the only question being on the definition. We have con- tended negatively that the riders of large bicycles have no right upon the sidewalks, any more than equestrians, but this is not a denial of all rights. What, then, do the bicyclists themselves maintain? They assert that the bi- cycle is a wheeled carriage, and its rights simply the common rights of carriages upon the street. The repre- sentatives of the bicycle associations in New York claim that their right is to the use of the highway, and they ex- plicitly disclaim any right to the use of the sidewalk.
W. R. Pitman, captain of the Ixion Bicycle Club, on being asked his opin- ion as to the propriety of bicycles being ridden on the sidewalks of small vil- lages, said emphatically that "bicycles had no business on sidewalks anywhere; that the sidewalks were meant for foot- passengers and not for carriages, which the bicyclers claim their machines to be."
Dr. N. M. Beckwith, captain of the Citizens' Bicycle Club, said that in his opinion bicyclers had no right to side- walks at all, and remarked that the bi- cyclers wished to have their machines regarded as carriages, and claimed all the rights and privileges given to car- riages, and in so doing they certainly could not also wish to be looked upon as foot-passengers.
Charles A. Reed, captain of the Co- lumbia College Bicycle Club, said that he thought bicycles had no right on sidewalks or foot-paths except when the road was utterly impassable to them, and that a bicycle could certainly be ridden wherever a light buggy could be driven. Extensive dealers have expressed themselves to similar effect. The Bi- cycle Union of Great Britain, in its rec- ommendations regarding road - riding, said, "It is desirable that a rider should at all times keep to the left-hand side of the road, even if no vehicle be in sight, and riding on the footway should never be resorted to." (Pope's "Man- ual," p. 128.)
The circumstances in which it is ad- missible for bicycles to deviate into the foot-path are thus stated in "The American Bicycle," p. 122: "As to riding on foot-paths and sidewalks, it may be said that bicyclers, like travel- ers generally, have not only a right to travel in the highway, but they have a right to a passage along the high- way, notwithstanding obstructions; and, if the middle of the road be impass- able for their . carriage, the side may be taken; and, if the whole roadway including foot-paths be impassable, they even have a right to turn out upon the abutting close, and pass over pri- vate land around the obstruction, pro- vided they can do so without commit- ting irreparable or very incommensurate damage. So that if, in suburban streets or country roads, the carriage-track is in so bad a condition as to be difficult or impossible of passage by a bicycle, and the foot-path can be taken without imminent risk to foot-passers at the time, it is justifiable for the bicycler to take it." The bicycle authorities are thus in full agreement with common sense.
And now about the impeachment of "the good name of Stockbridge." That lovely village, through its consti- tuted authorities, and after due deliber- ation, decreed that such a nuisance as bicycles upon the sidewalks shall be tol- erated. Is it not fair to take this fact as a measure of its moral status, and its grade in the scale of social progress? We were taught many years ago, in "Woodbridge's Geography," that com- munities of men are ranked as savage,
barbarous, half-civilized, civilized, and enlightened. Any such classification is misleading which implies a stratifica- tion or a definite gradation of socie- ties, so that one shall belong altogether at the bottom, and another at the top. The thing is much more mixed. There are savage streaks running through civ- ilization, and enlightenment often co- exists with barbarism. Society does not improve in all things alike. Every advanced community retains vestiges of its primitive lower condition. We gave Stockbridge credit for a large complement of virtues and excellences, but Stockbridge has proved herself to be no exception to the common law which gives rise to social anomalies. It has plenty of culture, intelligence, refinement, and religion; but, in com- mon with many other highly cultivated communities, it betrays elements which are characteristic of the inferior grades of society. The ideal virtue of any com- munity, its highest attainment, is justice. There is knowledge enough. People know well enough what is right, but in the undeveloped character conscience does not rule the actions. That is to he a matter of future evolution; and, meantime, we are concerned with the relative attainments of different socie- ties in this respect. The sense of jus- tice is so dull in Stockbridge that it is measured by the selfishness of a small group of boys. What those boys want for their personal gratification must be conceded, no matter what inconvenience to others stands in the way. What the standard of justice is among boys is pret- ty generally understood. The moral sentiments are the last to ripen in the growth of character, and the immature man has about him a good deal of the barbarian. Boys are thoughtless, self- ish, uncompassionate, and often cruel. They delight to worry the cats, to stone the dogs, to plague their sisters, and fight each other. College practices and outbreaks often indicate the imma- turity of youthful moral sense. The boys taught the forms of civility, and that it is good manners to defer to others, hut unless morally precocious they are not gentle men. That they should be indif- ferent at annoying and distressing peo- ple on the sidewalk with their bicycles is but natural. But as boys they are more than inconsiderate, and, if they did not run down old women, would enjoy scaring them. "We, however, find little fault with the Stockbridge boys. But they need discipline in the recogni- tion of mutual rights as well as indulg- ence for their pastimes, and the com- munity which allows them to pursue their gratifications at the expense of the comfort of their neighbors is in that respect and to that degree well not in the highest degree civilized.
BAIN ON UNIVERSITY EDUCATION.
The brief history of the higher edu- cation contained in the Eectoral Ad- dress of Dr. Bain at Aberdeen on "The University Ideal," which is herewith printed, will interest all thoughtful readers. It will prove chiefly interest- ing as a compact review of changing university methods daring the rise of modern knowledge, and a statement of the present status of the university in the exigencies of modern life. As re- gards modes of teaching, the type of the university which has grown up within the last hundred years is based upon the principle of the division of labor by which men specially qualified for the work are especially intrusted with the subjects they have mastered. Obvious as this principle is to us, and difficult as it is for us to conceive how the higher education could stand upon any other principle, yet the present method is but the product of centuries of struggle before this policy could be established. It is undoubtedly a result of that general progress of science
which can not be said to have got its initiation in the older university meth- ods. With the division of labor in teaching comes the new aim of the higher schools of learning. "Its watch- word is progress, and there can not be progress without a sincere and single eye to the truth. The fatal sterility of the middle ages, and of our first and second university periods, had to do with the mistake of gagging men's mouths and dictating all their conclu- sions. Things came to be so arranged that contradictory views ran side by side like opposing electric currents, the thick wrappage of ingenious phra- seology arresting the destructive dis- charge. There was, indeed, an elabo- rate and pretentious logic supplied by Aristotle and emended Bacon; what was still wanted was a taste of the logic of freedom."
Dr. Bain insists that the bearing of modern science upon the higher educa- tion creates the demand for three fun- damental elements in any adequate university curriculum, and he main- tains that Aberdeen Universitv holds the leading place in having recognized these elements for the past hundred years. He says: '"Our curriculum is one of the completest in the country, or per- haps anywhere. By the happy thought of the Senatus of Marischal College, in 1753, you have a fundamental class not existing in the other colleges. You have a fair representation of the three great lines of science the abstract, the experimental, and the classifying. "When it is a general education that you are thinking of, every scheme of option is imperfect that does not provide for such three-sided cultivation of our rea- soning powers. A larger quantity of one will no more serve for the absence of the rest than a double covering of one part of the body will enable an- other part to be left bare."