the standpoint of the adult; the new, that of the child. From the former, the whole mass of heterogeneous facts composing the knowledge to be acquired is viewed as having been classified, labeled, and stored in books. From this conception, what method of acquiring knowledge can be more direct than the memorizing of books? By a cheerful optimism this system crams the child with words, and trusts that somehow he will grasp the ideas for himself and will have his powers cultivated in the process. In exceptional cases these objects are accomplished; but the average child is left in a condition of permanent mental dyspepsia and torpor. The new education conceives the child as looking forward into the phenomena of Nature and life, curious and eager to know realities first, then to express his knowledge, and delighted with the exercise of his powers. To bring the child into contact with facts, to guide him in classifying and labeling these facts for himself, becomes the teacher's first and chief duty, in obedience to the sound principle that development of powers is gained by their exercise only. From this point of view education is conceived of as a natural process extending from the cradle to the grave, with Nature as the chief teacher, and the mother as the first assistant, whose work is carried on by the schools and the experiences of life. In this natural process of education, ideas come before expressions, whether the idea be the child's first conception of color and form or the profoundest abstraction of a philosopher; and its principles are therefore applicable to education in all grades from the kindergarten to the university.[1]
As to the correctness of this conception of education and the general means of realizing it, there is substantial unanimity among school men; but, as to details of courses of study and methods of presenting subjects, diversity of opinion necessarily exists. Here, as in other fields, practice lags far behind theory To the Oswego school belongs the honor of having developed in great detail courses of study and methods of teaching that have received the indorsement of educational reformers and of teachers in hundreds of schoolrooms as being capable of realizing in large measure the true educational ideal. Here also were devised simple and efficient means for giving teachers the training required for the new kind of work. To all who know how broad and how difficult to bridge is the chasm between educational theory and practice, these achievements will seem of no small importance. In this connection. Prof. Hermann Krüsi, for twenty-five years the teacher of the history and philosophy of education, geometry, French, and German; Miss Matilda S. Cooper, for the same period teacher
- ↑ For an interesting application, see Sheldon's General History, and Sheldon-Barnes's United States History, by Oswego graduates.
