The papers and addresses constituting this volume were prepared for
various occasions. They naturally fall into two groups: papers on
Education, and addresses that come under the broader title of Education
and Life. The subjects of the first group are arranged in a somewhat
logical order, namely: a general view of the field, especially as seen
by Plato; secondary education and its relation to the elementary and
higher; some principles and problems of the elementary and secondary
periods; higher education; the practical bearing of all mental
development.
Some of the leading views presented in this book may be expressed in
the following propositions: While our educational purpose must remain
ideal, all education must be brought in closer touch with the work and
the problems of to-day. For the safety of democracy and the welfare
of society, the social aim in the preparation for citizenship must
be given more prominence. Although methods that make power are the
great need of the schools, mental power without a content of knowledge
means nothing; each field of knowledge has its own peculiar value,
and, therefore, the choice of studies during the period of general
training is not a matter of indifference. Studies belonging to a given
period are also good preparation for higher grades of work—a view
to be more fully considered by the colleges. In the readjustments
of our educational system, the entire time between the first grade
and college graduation must be shortened. Some common-sense concepts
which have always dwelt in human consciousness, properly kept in view,
would often prevent us from wandering in strange pedagogic bypaths. We
have suffered from false interpretation of the doctrines of pleasure,
pursuit of inclination, punishment by natural consequences, and
following lines of least resistance. Evolution and modern psychology,
in their latest interpretations, are reaching a safe philosophy for
school and life. At the close of this century we have almost a new
insight into the doctrine of happiness through work. The heroic,
ethical, and æsthetic elements of character are of prime importance.
We often find some of the best principles of teaching and rules of
life in literature which does not rank as scientific, but contains
half-conscious, incidental expression of deep insight into human
nature, and in some of the writers referred to in the addresses we
find, not only good pedagogics, but fresh hope for both romance and
practical philosophy. For our view of life and for our theory of
education, we are to interpret evolution and judge the purpose of
creation, not by the first struggle of a protozoan for food, but by the
last aspiration of man for Heaven.