The Vitalized School Part 4

=The democratic teacher.=--Democracy is learned not from books but from the democratic spirit that obtains in the school. If the teacher is surcharged with democracy, her radiating spirit sends out currents into the life of each pupil, and the spirit of democracy thus generated in them fuses them into h.o.m.ogeneity. Thus they become democratic by living in the atmosphere of democracy, as the boy grew into the likeness of the Great Stone Face.

QUESTIONS AND EXERCISES

1. How may elementary teachers inculcate the principles of true democracy?

2. By what means may public schools a.s.sist in the transformation of illiterate foreigners into "intelligent American citizens"?

3. What are some of the weaknesses of democracy which the public school may remedy? the press? public officials? the people?

4. Are such affairs as are described in the beginning of the chapter peculiar to democracies? Why or why not?

5. How may school discipline recognize democratic principles, thereby laying the foundation of respect for law and order by our future citizens?

6. What qualities of citizens are inconsistent with a high level of democracy?

7. Discuss the extent to which the management of the cla.s.sroom should be democratic.

8. How may the monarchical government of a school fit pupils for a democracy? How may it unfit them?

9. In what ways may the following inst.i.tutions raise the level of democracy: centralized schools? vocational schools? junior high schools?

moonlight schools? evening schools?

CHAPTER VIII

PATRIOTISM

=Patriotism as a working principle.=--The vitalized school generates and fosters patriotism, not merely as a sentiment, but more particularly as a working principle. Patriotism has in it a modic.u.m of sentiment, to be sure, as do religion, education, the home, and civilization; but sentiment alone does not const.i.tute real or true patriotism. The man who shouts for the flag but pursues a course of conduct that brings discredit upon the name of his country, belies the sentiment that his shouting would seem to express. The truly patriotic man feels that he owes to his country and his race his whole self,--his mind, his time, and his best efforts,--and the payment of this obligation spells life to him. Thus he inevitably interprets patriotism in terms of industry, economy, thrift, and the full conservation of time and energy, that he may render a good account of his stewards.h.i.+p to his country.

=Spelling as patriotism.=--With this broad conception in mind the teacher elevates patriotism to the rank of a motive and proceeds to organize all the school activities in consonance with this conception.

Actuated by this high motive the pupils, in time, come to look upon correct spelling not only as a comfort and a convenience, but also as a form of patriotism in that it is an exponent of intelligent observation and as such wins respect and commendation from people at home and people abroad. Or, to put the case negatively, if we were all deficient in the matter of spelling, the people of other lands would hold us up to ridicule because of this defect; but if we are expert in the art of spelling, they have greater respect for us and for our schools. Hence, such a simple matter as spelling tends to invest the flag of our country with better and fuller significance. Thus spelling becomes woven into the life processes, not as a mere task of the school, but as a privilege vouchsafed to every one who yearns to see his country win distinction.

=Patriotism a determining motive.=--In like manner the teacher runs the entire gamut of school studies and shows how each one may become a manifestation of patriotism. If she has her pupils exchange letters with pupils in the schools of other countries, they see, at once, that their spelling, their writing, and their composition will all be carefully a.s.sessed in the formation of an estimate of ourselves and our schools.

It is evident, therefore, that the pupils will give forth their best efforts in all these lines that the country they represent may appear to the best advantage. In such an exercise the motive of patriotism will far outweigh in importance the motive of grades. Besides, the letters are written to real people about real life, and, hence, life and patriotism become synonymous in their thinking, and all their school work becomes more vital because of their patriotism.

=History.=--In the study of history, the pupils readily discover that the men and women who have given distinction to their respective countries have done so, in the main, by reason of their attainments in science, in letters, and in statesmans.h.i.+p. They are led to think of Goethals in the field of applied mathematics; of Burbank in the realm of botany; of Edison in physics; of Scott and Burns in literature; of Max Muller in philology; of Schliemann in archaeology; of Was.h.i.+ngton and Lincoln in the realm of statesmans.h.i.+p; and of Florence Nightingale and Clara Barton in philanthropy. They discover that France deemed it an honor to have Erasmus as her guest so long as he found it agreeable to live in that country, and that many countries vied with one another in claiming Homer as their own. Phillips Brooks was a patriot, not alone because of his profession of love for his country, but because of what he did that added l.u.s.ter to the name of his country.

=Efficiency.=--The study of physiology and hygiene affords a wide field for the contemplation and practice of patriotic endeavor. The care of the body is a patriotic exercise in that it promotes health and vigor, and these underlie efficiency. Anything short of efficiency is unpatriotic because it amounts to a subtraction from the possible best that may be done to advance the interests of society. The s.h.i.+ftless man is not a patriot, nor yet the man who enervates his body by practices that render him less than efficient. The intemperate man may shout l.u.s.tily at sight of the flag, but his noise only proclaims his lack of real patriotism. An honest day's work would redound far more to the glory of his country than his noisy protestations. Seeing that behind every deliberate action there lies a motive, the higher the motive the more n.o.ble will be the action. If, then, we can achieve temperance through the motive of patriotism, society will be the beneficiary, not only of temperance itself, but also of many concomitant benefits.

=Temperance.=--Temperance may be induced, of course, through the motives of economy, good health, and the like, but the motive of patriotism includes all these and, therefore, stands at the summit. Waste, in whatever form, is evermore unpatriotic. Conservation is patriotism, whether of natural resources, human life, human energy, or time. The intemperate man wastes his substance, his energies, his opportunities, his self-respect, and his moral fiber. Very often, too, he becomes a charge upon society and abrogates the right of his family to live comfortably and agreeably. Hence, he must be accounted unpatriotic. If all men in our country were such as he, our land would be derided by the other nations of the world. He brings his country into disrepute instead of glorifying it because he does less than his full share in contributing to its well-being. He renders himself less than a typical American and brings reproach upon his country instead of honor.

=Sanitation.=--One of the chief variants of the general subject of physiology and hygiene is sanitation, and this, even yet, affords a field for aggressive and constructive patriotism. Grime and crime go hand in hand; but, as a people, we have been somewhat slow in our recognition of this patent truth. Patriotism as well as charity should begin at home, and the man who professes a love for his country should make that part of his country which he calls his home so sanitary and so attractive that it will attest the sincerity of his profession. If he loves his country sincerely, he must love his back yard, and what he really loves he will care for. It does him no credit to have the flag floating above a home that proclaims his s.h.i.+ftlessness. His feeling for sanitation, attractiveness, and right conditions as touching his own home surroundings will expand until it includes his neighborhood, his county, his State, and his entire country.

=A typical patriot.=--A typical patriot is the busy, intelligent, frugal, cultured housewife whose home is her kingdom and who uses her powers to make that kingdom glorious. She regrets neither the time nor the effort that is required to make her home clean, artistic, and comfortable. She places upon it the stamp of her character, industry, and good taste. She supplies it with things that delight the senses and point the way to culture. To such a home the crude and the bizarre are a profanation. She administers her home as a sacred trust in the interests of her family and never for exhibition purposes. Her home is an expression of herself, and her children will carry into life the standards that she inculcates through the agency of the home. Life is better for the family and for the community because her home is what it is, and, in consequence, her patriotism is far-reaching in its influence. If all homes were such as this, our country would be exploited as representing the highest plane of civilization the world has yet attained. The vitalized teacher is constantly striving to have this standard of home and home life become the standard of her pupils.

=Mulberry Bend.=--In striking contrast with this home are conditions in Mulberry Bend, New York, as described by a writer thoroughly conversant with conditions as they were until recently--conditions, however, now much bettered: "These alleys, running from nowhere to nowhere, alongside cellars where the light never enters and where nothing can live but beast-men and beast-women and rats; behind foul rookeries where skulk the murderer and the abandoned tramp; beside hideous plague-spots where the stench is overpowering--Bottle Alley, where the rag-pickers pile their bags of stinking stuff, and the Whyo Roost where evil-visaged beings prowl about, hunting for prey; dozens of alleys winding in and out and intersecting, so that the beast may slay his prey, and hide in the jungle, and be safe; these foul alleys--who shall picture them, or explore their depths, or describe their wretchedness and their hideousness?... Upon the doorsteps weary mothers are nursing little babies who will never know the meaning of innocent childhood, but will be versed in the immoral lore of the Underworld before they learn their alphabet. Ragged children covered with filth play about the pushcarts and the horses in the street, while their mothers chatter in greasy doorways, or shout from upper windows into the hordes below, or clatter about creaky floors, preparing the foul mess of tainted edibles which const.i.tutes a meal."

With many other phases of this gruesome picture this author deals, and then concludes with the following: "But in the rookeries which, like their inmates, skulk and hide out of sight in the crowded street; in these ramshackle structures which line the back alleys, and there breed their human vermin amid dirt and rags--in these there is no direct sunlight throughout the long year. Rookeries close to the front windows, shutting out light and air, and rookeries close to the rear windows, and rookeries close to each side, and never a breath of fresh air to ventilate one of these holes wherein men and women and children wallow in dirt, and live and fight and drink and die, and finally give way to others of their kind." So long as such conditions as these continue in our country, sanitation as a manifestation of patriotism will not have done its perfect work, and the stars and stripes of our flag will lack somewhat of their rightful l.u.s.ter.

=Patriotism in daily life.=--When the influences of hygiene and of home economics, taught as life processes and not merely as prerequisites for graduation, by teachers who regard them as forms of patriotism,--when these influences have percolated to every nook and cranny of our national life,--to the homes, the streets and alleys, the farms, the shops, the factories, and the mines, such conditions as these will disappear, and we as a nation shall then have a clearer warrant for our profession of patriotic interest in and devotion to the welfare of our country as a whole. But so long as we can look upon insanitary conditions without a shudder; so long as we permit dirt to breed disease and crime; so long as we make our streams the dumping places for debris; so long as we tolerate ugliness where beauty should obtain; and so long as our homes and our farms betray the spirit of s.h.i.+ftlessness,--so long shall we have occasion to blush when we look at our flag and confess our dereliction of our high privilege of patriotism.

=The American restaurant.=--Perhaps no single detail of the customs that obtain in our country impresses a cultivated foreigner more unfavorably than the regime in our popular restaurants. The noise, the rattle and clatter and bang, the raucous calling of orders, and the hurry and confusion give him the impression that we are content to have feeding places where we might have eating places. He regards all that he sees and hears as being less than proper decorum, less than a high standard of intelligence, less than refined cultivation, and less than agencies that contribute to the graces of life. He marvels that we have not yet attained the conception that partaking of food amounts to a gracious and delightful ceremony rather than a gastronomic orgy. His surprise is not limited to the people who administer these establishments, but extends to the people who patronize them. He marvels that the patrons do not seek out places where there is quiet, and serenity, and pleasing decorum. He returns to his own land wondering if the noisy restaurant is typical of American civilization. He may not know that the study of domestic science in our schools has not had time to attain its full fruition in the way of inculcating a lofty conception of life in the dining room.

=Thrift as patriotism.=--Another important phase of patriotism is thrift; and here, again, we have come short of realizing our possibilities. There are far too many people who have failed to lay in store against times of emergency, far too many who care only for to-day with slight regard for to-morrow. Moreover, there are far too many who, despite sound bodies, are dependents, contributing nothing to the resources of society, but constantly preying upon those resources. There are in our country not fewer than one hundred thousand tramps, and by some the number has been estimated at a half-million. If this vast army of dependents could be transferred to the ranks of producers, tilling our fields, harvesting our crops, constructing our highways of travel, redeeming our waste places, and beautifying our streams, life would be far more agreeable both for them and for the rest of our people. They would become self-supporting and so would win self-respect; they would subtract their number from the number of those who live at public expense; and they would make contributions to the general store. They would thus relieve society of the incubus of their dependence, and largely increase the number of our people who are self-supporting.

=Some contrasts.=--We are making some progress in the line of thrift through our school savings and postal savings, but we have not yet attained to a national conception of thrift as an element of patriotism.

This is one of the large yet inspiring privileges of the vitalized school. Thrift is so intimately identified with life that they naturally combine in our thinking, and we have only to reach the conception that our mode of life is the measure of our patriotism in order to realize that thrift and patriotism are in large measure identical. The industrious, frugal, thrifty man is patriotic; the unthrifty, lazy, s.h.i.+ftless man is unpatriotic. The one enn.o.bles and honors his country; the other dishonors and degrades his country.

=Conclusion.=--If the foregoing conclusions are valid, and to every thoughtful person they must seem well-nigh axiomatic, then the school has a wide field of usefulness in the way of inculcating a loftier and broader conception of patriotism. The teacher who worthily fills her place in the vitalized school will give the boys and girls in her care such a conception of patriotism as will give direction, potency, and significance to every school activity and lift these activities out of the realm of drudgery into the realm of privilege. Her pupils will be made to feel that what they are doing for themselves, their school, and their homes, they are doing for the honor and glory of their country.

QUESTIONS AND EXERCISES

1. In what ways and to what extent should patriotism affect conduct?

2. Indicate methods in which patriotism may be used as an incentive to excel in the different branches of study.

3. What branches of study should have for their sole function to stimulate the growth of patriotism? Discuss methods and give instances.

4. Distinguish from patriotism each of the following counterfeits: sectionalism; partisans.h.i.+p; nationalism; and jingoism. Should teachers try to eradicate or sublimate these sentiments? How?

5. What should be the att.i.tude of the teacher of history toward Commodore Decatur's toast: "My country, may she always be in the right; but right or wrong, my country"?

6. Cite recent history to prove that temperance and sanitation are necessary for the realization of national victories and the perpetuation of the common welfare.

7. Is the "Golden Rule" a vital principle of patriotism? Why?

8. How are culture and refinement related to patriotism? thrift?

9. Make a list of songs, poems, novels, paintings, and orations that are characterized by lofty patriotic sentiments. Name some that are usually regarded as patriotic but which are tainted with inferior sentiments.

10. Discuss the adaptability of these to the different periods of youthful development and the methods whereby their appeal may be made most effective.

CHAPTER IX

WORK AND LIFE

=Tom Sawyer.=--Tom Sawyer was one of the most effective teachers that has figured in the pages of the books; and yet we still regard Mark Twain as merely the prince of humorists. He was that, of course, but much more; and some day we shall read his books in quest of pedagogical wisdom and shall not be disappointed. It will be recalled that Tom Sawyer sat on the top of a barrel and munched apples while his boy companions whitewashed the fence in his stead. Tom achieved this triumph because he knew how to emanc.i.p.ate work from the plane of drudgery and exalt it to the plane of a privilege. Indeed, it loomed so large as a privilege that the other boys were eager to barter the treasures of their pockets in exchange for this privilege. And never did a fence receive such a whitewas.h.i.+ng! There wasn't fence enough and, therefore, the process must needs be repeated again and again. The best part of the entire episode was that everybody was happy, Tom included. Tom was happy in seeing his plan work, and the other boys were happy because they were doing work that Tom had caused them to become eager to do.

=Work as a privilege.=--To make work seem a privilege is a worthy task for the school to set before itself, and if it but achieves this it will prove itself worth all it costs. At first thought, it seems a stupendous task, and so it is. But Tom Sawyer accomplished it in an easy, natural way, with no parade or bombast. He had habit and tradition to contend against, just as the school has, but he overbore these obstacles and won the contest. Some of those boys, before that morning, may have thought it ign.o.ble to perform menial tasks; but Tom soon overcame that feeling and led them to feel that only an artist can whitewash a fence properly.

Some of them may have been interpreting life as having a good time, but, under the tutorage of Tom, they soon came to feel that having a good time means whitewas.h.i.+ng a fence.