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accurate joints a carpenter used to make by the careful use of his own eyes and hands are now made by machines almost without human intervention. The horseshoe which a blacksmith used to turn by hand on his anvil, and temper in his own little fire with a very accurate appreciation of the changing tints of the hot metal, is now turned out by machinery as one of a hundred thousand, almost without touch of human hand or glance of human eye. The ordinary uniformity of a machine product is due to invariability in the action of the machine, and this invariability is a main object from the point of view of the inventor or the proprietor; but that same invariability makes the tending of the machine of little use in the education of the human being that tends it-child, woman, or man.

The difference between a good workman and a poor one in agriculture, mining, or manufacturing is the difference between the man who possesses well-trained senses and good judgment in using them and the man who does not.

It follows from these considerations that the training of the senses should always have been a prime object in human education, at every stage from primary to professional. That prime object it has never been, and is not to-day. The kind of education the modern world has inherited from ancient times was based chiefly on literature. Its principal materials, beside some elementary mathematics, were sacred and profane writings, both prose and poetry, including descriptive narration, history, philosophy, and religion; but accompanying this tradition of language and literature was another highly useful transmission from ancient times-the study of the fine arts, with the many kinds of skill that are indispensable to artistic creation. Wherever in Europe the cultivation of the fine arts has survived in vigor, there the varied skill of the artist in music, painting, sculpture, and architecture has been a saving element in national education, although it affected strongly only a limited number of persons. The English nation was less influenced by artistic culture than the nations of the Continent. American secondary and higher education copied English models, and were also injuriously affected by the Puritan, Genevan, Scotch-Presbyterian, and Quaker disdain for the fine arts. As a result the programs of secondary schools in the United States allotted only an insignificant portion of school time to the cultivation of the senses through music and drawing; and, until lately, boys and girls in secondary schools did not have their attention directed to the fine arts by any outside or voluntary organizations. As a rule, the young men admitted to American colleges can neither draw nor sing; and they possess no other skill of eye, ear, or hand.

Since the middle of the eighteenth century, a new element in the education of the white race has been developing, slowly for a hundred

years, but rapidly during the past fifty. This new element is physical, chemical, and biological science. Through the study of these subjects the medical profession has been revolutionized, and several new professions of high value have been created, such as that of the chemist, of the engineer-civil, mechanical, electrical, or metallurgical-and of the forester. Through the radical work of great inventors and discoverers and of these new professions, all the large industries and transportation methods of the world, and therefore the commerce of the world, have been so changed that the producers and traders of times preceding 1850 would find, if they should revisit the scenes of their labors, that the processes by which they made their livings had completely disappeared. This prodigious change should have instructed the makers of programs for schools and colleges maintained by nations which were undergoing this great revolution in regard to their means of livelihood; but for the most part professional educators have been, and still are, blind to the necessity of a corresponding reformation or revision of the processes of education.

There is one profession, however, in which the educational processes have been adequately changed, but only within recent years, namely, the profession of medicine. The reason for the comparatively early improvement of medical education is that the medical art has always depended, for such measure of success as it attained, on the physician's power of accurate observation and his faculty of reasoning cautiously and soundly on the testimony which his senses gave him. From remotest times the successful physician has been by nature a naturalist. He saw and heard straight, and his touch gave him trustworthy information. He has still, and must always have, the naturalist's temperament, and he must possess the naturalist's trained senses. The reason that medicine and surgery have within 25 years made such astonishing progress is that the practitioner, possessing the senses and mental habits of the naturalist, has been supplied through the progress of biological, chemical, and physical 'science with wonderful new means of accurate diagnosis. The training the medical student now receives is very largely individual training in the use of his senses; and this training is given by experts in the use of their own eyes, ears, and hands in diagnosis and treatment. The just reasoning follows on the trustworthy observation. What has already been done in medical education needs to be done in all other forms of education, whether for trades or for professions, whether for occupations chiefly manual or for those chiefly mental.

The great increase of urban population at the expense of rural which has taken place during the past 60 years, with the accompanying growth of factories and the crowding together of the working people and their families, has resulted, so far as schools and col

leges are concerned, in placing more children and youths than formerly under the influence of systematic education and keeping them there for a longer period; but this improvement has been accompanied by a decline in the amount and quality of the sense training which children and adolescents have received. In cities and large towns the trade which a boy chooses, or is assigned to, no longer demands for admission a prolonged apprenticeship. Machinery turns out an ample product, without the need of much skilled labor. The general result is an inadequate training of the senses of the rising generation for accurate and quick observation.

In recent years, on account of the complexities, urgencies, and numerous accidents of urban life, there has been a striking revelation of the untrustworthiness of human testimony, not because witnesses intended to deceive, but because they were unable to see, hear, or describe accurately what really happened in their presence. This inability to see, hear, and describe correctly is not at all confined to uneducated people. On the contrary, it is often found in men and women whose education has been prolonged and thorough, but never contained any significant element of sense training. Many highly educated American ministers, lawyers, and teachers have never received any scientific training, have never used any instrument of precision, possess no manual skill whatever, and can not draw, sing, or play on a musical instrument. Their entire education has dwelt in the region of language, literature, philosophy, and history, with a brief excursion into the field of mathematics. Many an elderly professional man, looking back on his education and examining his own habits of thought and of expression, perceives that his senses were never trained to act with precision; that his habits of thought permit vagueness, obscurity, and inaccuracy, and that his spoken or written statement lacks that measured, cautious, candid, simple quality which the scientific spirit fosters and inculcates.

A survey of the programs of the existing American secondary schools-public, private, and endowed-would show that, as a rule, they pay little attention to the training of the senses, and provide small opportunities for acquiring any skill of eye, ear, or hand, or any acquaintance with the accurate recording and cautious reasoning which modern science prescribes. The general result of such a survey would be that the secondary schools are giving not more than one-tenth to one-sixth of their force to observational, sense-training subjects. Any school superintendent, teacher, or committee man can verify the results of this analysis in any secondary schools with which he is acquainted.

The changes which ought to be made immediately in the programs of American secondary schools, in order to correct the glaring deficiencies of the present programs, are chiefly the intro

duction of more hand, ear, and eye work, such as drawing, carpentry, turning, music, sewing, and cooking; and the giving of much more time to the sciences of observation-chemistry, physics, biology, and geography, not political, but geological and ethnographical geography. These sciences should be taught in the most concrete manner possible—that is, in laboratories, with ample experimenting done by the individual pupil with his own eyes and hands, and in the field through the pupil's own observation guided by expert leaders. In secondary schools situated in the country the elements of agriculture should have an important place in the program, and the pupils should all work in the school gardens and experimental plats, both individually and in cooperation with others. In city schools a manual training should be given which should prepare a boy for any one of many different trades, not by familiarizing him with the details of actual work in any trade, but by giving him an all-round bodily vigor, a nervous system capable of multiform coordinated efforts, a liking for doing his best in competition with mates, and a widely applicable skill of eye and hand. Again, music should be given a substantial place in the program of every secondary school, in order that all the pupils may learn musical notation, and may get much practice in reading music and in singing. Drawing, both freehand and mechanical, should be given ample time in every secondary school program; because it is an admirable mode of expression which supplements language and is often to be preferred to it, lies at the foundation of excellence in many arts and trades, affords simultaneously good training for both eye and hand, and gives much enjoyment throughout life to the possessor of even a moderate amount of skill.

Drawing and music, like other fine-art studies, were regarded by the Puritan settlers of New England and by all their social and religious kindred as superfluities, which, if not positively evil, were still of wasteful or harmful tendency, and were, therefore, to be kept out of every course of education. By many teachers and educational administrators music and drawing are still regarded as fads or trivial accomplishments not worthy to rank as substantial educational material; whereas they are important features in the outfit of every human being who means to be cultivated, efficient, and rationally happy. In consequence, many native Americans have grown up without musical faculty and without any power to draw or sketch, and so without the high capacity for enjoyment, and for giving joy, which even a moderate acquaintance with these arts imparts. This is a disaster which has much diminished the happiness of the native American stock. It is high time that the American school-urban or rural; mechanical, commercial, or classical; public, private, or endowed-set earnestly to work to repair this great loss and damage.

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Although considerable improvements have been recently made in the programs of American secondary schools, especially within the past 10 years, or since vocational training has been much discussed, multitudes of Americans continue to regard the sense-training subjects as fads and superfluities. They say, let the public elementary schools teach thoroughly reading, writing, spelling, and arithmetic, and let natural science, drawing, music, domestic arts and crafts, and manual training severely alone. Let the secondary schools teach thoroughly English, Latin, American history, and mathematics, with a dash of economics and civics, and cease to encumber their programs with bits of the new sciences and the new sociology. This doctrine is dangerously conservative; for it would restrict the rising generations to memory studies, and give them no real acquaintance with the sciences and arts which within a hundred years have revolutionized all the industries of the white race, modified profoundly all the political and ethical conceptions of the freedom-loving peoples, and added wonderfully to the productive capacity of Europe and America.

If anyone asks how it can be possible that these new subjects, all time-consuming, should be introduced into the existing secondary schools of the United States, the answer-adequate, though not easy to put into practice-is, first, that the memory subjects and the mathematics should be somewhat reduced as regards number of assigned periods in the week; secondly, that afternoon hours should be utilized, or, in other words, that the school day should be lengthened; and thirdly, that the long summer vacation should be reduced. It is worse than absurd to turn city children into the streets for more than two months every summer. Since the new subjects all require bodily as well as mental exertion, they can be added to the memory subjects without any risk to the health of the children, provided that the shops, laboratories, and exercising rooms be kept cool and well ventilated. In rural schools a good part of the new work in sowing, planting, cultivating the ground, and harvesting must be done out-of-doors. The observational, manual, and scientific subjects often awaken in a boy or young man for the first time an intellectual interest and a zeal in work which memory studies have never stirred. Hand-and-eye-work often develops a power of concentrated attention which bookwork had failed to produce, but which can be transferred to bookwork when once created. All the new subjects require vigorous and constant use of the memory, and give much practice in exact recording, and in drawing only the limited and legitimate inference from the recorded facts.

The suggested changes in American school programs will not make public school life harder or more fatiguing for the pupils. On

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