WORDS AND THEIR CONTENT
=Initial statement.=--Life and words are so closely interwoven that we
have only to study words with care in order to achieve an apprehension
of life. Indeed, education may be defined as the process of enlarging
the content of words. No two of us speak the same language even though
we use the same words. The schoolboy and the savant speak of education,
using the same word, but the boy has only the faintest conception of the
meaning of the word as used by the savant. We must know the content of
the words that are used before we can understand one another, either in
speaking or in writing. For one man, a word is big with meaning; for
another, the same word is so small as to be well-nigh meaningless. To
the ignorant boor, the word "education" means far less than the three
R's, while to the scholar the word includes languages, ancient and
modern, mathematics through many volumes, sciences that analyze the
dewdrop, determine the weight of the earth and the distances and
movements of the planets, history from the Rosetta Stone to the latest
presidential election, and philosophy from Plato to the scholar of
to-day.
=The word "education."=--And yet both these men spell and pronounce the
word alike. The ignorant man has only the faintest glimmering of the
scholar's meaning of the word when he speaks or writes it. Still the
word is in common use, and people who use it are wont to think that
their conception of its meaning is universal. If the boor could follow
the expansion of the word as it is invested with greater and greater
content, he would, in time, understand Aristotle, Shakespeare,
Gladstone, and Max Müller. And, understanding these men, he would come
to know philosophy, literature, and language, and so would come to
appreciate more fully what education really is. In contemplating the
expansion of the word, one might easily visualize the ever widening
circle produced by throwing a pebble into a pool; but a better
conception would be the expansion of a balloon when it is being
inflated. This comparison enables one to realize that education enlarges
as a sphere rather than as a circle.
=The scholar's concept of the sea.=--The six-year-old can give the
correct spelling of the word _sea_ as readily as the sage, but the sage
has spent a lifetime in putting content into the word. For him, the word
epitomizes his life history. Through its magic leading he retraces his
journeys through physiography and geology, watching the sea wear away
two thousand feet of the Appalachian Mountains and spread the detritus
over vast areas, making the great fertile corn and wheat belt of our
country. He knows that this section produces, annually, such a quantity
of corn as would require for transportation a procession of teams that
would encircle the earth nine times, at the equator, and he interprets
all this as sea. The word leads him, also, through the mazes and
mysteries of meteorology, revealing to him the origin of the rain, the
snow, the dew, and the frost, with all the wonders of evaporation,
condensation, and precipitation.
=Further illustration.=--He can discern the sea in every blade of grass,
in every leaf, and in every flower. In the composition of his own body,
he finds that ninety per cent of it is sea. He finds his heart pumping
the sea through his veins and arteries as a vital part of the life
process; and through the power of capillary attraction, the sea is
coursing through every hair of his head. In the food upon his table, the
meat, the bread, the milk, the vegetables, and the fruits, he finds the
sea. Not his poetry, but his science follows the raindrop from the roof
to the rivulet, on to the river, then to the ocean, then into vapor and
on into rain down into the earth, then up into the tree, out into the
orange, until it finally reappears as a drop of juice upon the rosy lip
of his little six-year-old.
=The child's conception.=--Whether the child ever wins the large
conception of the sea that her father has depends, in part, upon the
father himself, but, in a still larger degree, upon her teacher. If the
teacher thinks of the sea merely as a word to be spelled, or defined, or
parsed, that she may inscribe marks in a grade book or on report cards,
then the child will never know the sea as her father knows it, unless
this knowledge comes to her from sources outside the school. Instead of
becoming a living thing and the source of life, her sea will be a desert
without oasis, or grass, or tree, or bird, or bubbling spring to refresh
and inspire. It would seem a sad commentary upon our teaching if the
child is compelled to gain a right conception of the sea outside the
school and in spite of the school, rather than through and by means of
the school.
=The quest of teacher and child.=--The vitalized teacher knows the sea
as the sage knows it, and can infuse her conception into the
consciousness of the child. She feels it to be her high privilege to
lead the child on in quest of the sea and to find, in this quest,
pulsating life. In this alluring quest, she is putting content into the
word, and thus discovering, by experience, what life is. This is
education. This is the inviting vista that stretches out before the eyes
of the child under the spell and leadership of such a teacher. In their
quest for the meaning of the sea, these companions, the child and the
teacher, will come upon the fields of grain, the orchards, the flocks
and herds, the ships, the trains, and the whole intricate world of
commerce. They will find commerce to be a manifestation of the sea and
moreover a big factor in life. It will mean far more than mere cars to
be counted or cargoes to be estimated in the form of problems for the
class in arithmetic. The cargoes of grain that they see leaving the port
mean food for the hungry in other lands, and the joy and vigor that only
food can give.
=The sea as life.=--At every turn of their ramified journey, these
learners find life and, best of all, are having a rich experience in
life, throughout the journey. They are immersed in life and so are
absorbing life all the while. Wider and wider becomes their conception
of life as exemplified by the sea, and their capacity for life is ever
increasing. Day by day they ascend to higher levels and find their
horizon receding farther and farther. For them, life enlarges until it
embraces all lands, the arts, the sciences, the languages, and all
history. Whether they pursue the sea into the mountains; to the steppes,
plateaus, or pampas; to the palace or the hovel; to the tropics or the
poles,--they find it evermore representing life.
=The word "automobile."=--It would seem to be quite possible to
construct a twelve-year course of study based upon this sort of study of
words and their content with special emphasis upon the content. Since
life is conterminous with the content of the words that constitute one's
vocabulary, it is evident that the content of words becomes of major
importance in the scheme of education. To be able to spell the word
"automobile" will not carry a young man very far in his efforts to
qualify as a chauffeur, important though the spelling may be. As a mere
beginning, the spelling is essential, but it is not enough. Still the
child thinks that his education, so far as this word is concerned, is
complete when he can spell it correctly, and carry home a perfect grade.
No one will employ the young man as a driver until he has put content
into the word, and this requires time and hard work. He must know the
mechanism of the machine, in every detail, and the articulation of all
its parts. He must be able to locate trouble on the instant and be able
to apply the remedy. He must be sensitive to every slightest sound that
indicates imperfect functioning. This, of course, carries far beyond the
mere spelling of the word, but all this is essential to the safety of
his passengers.
=Etymology.=--Etymology has its place, of course, in the study of words,
but it stops short of the goal. It may be well to take the watch apart
in order to make an examination of its parts, but until it is
reconstituted and set going, it is useless as a watch. So with a word.
We may give its etymology and rhapsodize over its parts, but thus
analyzed it is an inert thing and really inane so far as real service is
concerned. If word study does not carry beyond the mere analysis, it is
futile as a real educative process. To be really effective, the word
must be instinct with life and busy in the affairs of life, and not a
mere specimen in a museum. Too often our work in etymology seems to be
considered an end in itself, rather than a means to an end.
=The word in use.=--Arlo Bates says that the word "highly" in the
Gettysburg Speech is the most ornate word in the language in the setting
that Lincoln gave it. The merest tyro can give its etymology, but only
when it was set to work by a master did it gain potency and distinction.
The etymology of the word "fidelity" is reasonably easy, but this
analysis is powerless to cause the child to thrill at the story of
Casabianca, or of Ruth and Naomi, or of Esther, or Antigone, or
Cordelia, or Nathan Hale, or the little Japanese girl who deliberately
bit through her tongue that she might not utter a syllable that would
jeopardize the interests or safety of her father. The word analyzed is a
dead thing; the word in use is a living thing. The word merely analyzed
is apt to be ephemeral; the word in use is abiding and increasingly
significant. As the child puts more and more content into the word, he,
himself, expands at the same rate in the scope and power of his
thinking. Words are the materials out of which he weaves the fabric of
life, and the pattern depends upon the content of his words.
=Illustrations from art.=--The child can spell the word "art" and can
repeat the words of the book by way of a memorized definition, but he
cannot define the word with even a fair degree of intelligence. He
cannot know the meaning of the word until its significance becomes
objectified in his life processes. This requires time, and thought, and
experiences with books, with people, and with galleries. In short, he
must live art before he can define the word; and his living art invests
the word with content. The word will grow just as he grows in his
conception of art. At first, he may denominate as art the simple little
daubs of pictures that he makes with the teacher's hand guiding his
brush. But, later on, as he gains a larger conception, these things will
appear puerile if not silly. The time may come when he can read the
thoughts of the masters as expressed in their masterpieces. Then, and
only then, will he be able to define the word.
=Michael Angelo.=--At the age of fifteen, Michael Angelo wrought the
Mask of the Satyr, which would not be considered a work of art if that
were the only product of his chisel. What he did later was the
fulfillment of the prophecy embodied in the Mask. At the age of eighty,
he produced the Descent from the Cross, which glorifies the Duomo in
Florence. In between these productions, we find his David, his Moses,
the Sistine Ceiling, with many others scarcely less notable. He rose to
a higher and higher conception of art as he lived art more and more
fully, and his execution kept pace with the expansion of his conception.
He gave content to the word both for himself and for the world until now
we associate, in our thinking, art with his name. He himself is now, in
large measure, our definition of art--and that because he lived art.
=The child's conception of truth.=--In his restricted conception, the
boy conceives truth to be the mere absence of peccadillos. He thinks
that his denial of the charge that he was impolite to his sister, or
that he went on a foraging expedition to the pantry, is the whole truth
and, indeed, all there is to truth. It requires a whole lifetime to
realize the full magnitude of his misconception. In the vitalized
school, he finds himself busy all day long trying to find answer to the
question: What is Truth? In the Alps, there is a place called Echo Glen
where a thousand rocks, cliffs, and crags send back to the speaker the
words he utters. So, when this boy asks What is Truth? a thousand voices
in the school and outside the school repeat the question to him: What is
Truth? Abraham Lincoln tried to find the answer as he figured on the bit
of board with a piece of charcoal by the firelight. Later on, he wrote
the Emancipation Proclamation, and in both exercises he was seeking for
the meaning of truth.
=The work of the school.=--Christopher Columbus was doing the same thing
in his quest, and thought no hardship too great if he could only come
upon the answer. Galileo, Huxley, Newton, Tyndall, Humboldt, Darwin,
Edison, and Burbank are only the schoolboys grown large in their search
for the meaning of truth. They have enlarged the content of the word for
us all, and by following their lead we may attain to their answers.
Every school study gives forth a partial answer, and the sum of all
these answers constitutes the answer which the boy is seeking.
Mathematics tells part of the story, but not all of it; science tells
another part, but not all of it; history tells still another part, but
not all of it. Hence, it may be reiterated that one of the prime
functions of the vitalized school is to invest words with the largest
possible content.
QUESTIONS AND EXERCISES
1. To what extent is education the process of enlarging the content of
words?
2. As a concrete illustration of the differences in the content of
words, compare various definitions of education. Choose typical
definitions of education to reflect the ideas of different educational
periods.
3. Suggest other methods than the use of the dictionary for the
enlargement of the pupil's content of words.
4. How may words be vitalized in composition?
5. Should the chief aim of language work in the grades be force,
accuracy, or elegance in the use of language?
6. Add to the author's list of words, other words the content of which
may be expanded by education.
7. How may the vitalized teacher encourage in pupils the formation of
habits of careful diction?
8. How remove unnatural stilted words and expressions from the oral and
written expressions of pupils?