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ing would be pleasanter and more effective. Newcomb tells us the psychological truth that attention to anything makes the heart grow fonder of it. If my teachers had made me stick to arithmetic I would love it now." "Something in that," interpolated Papa Rose. "The law required madam here to cleave to me and often I think I discover evidences of real affection for that reason." "Like arithmetic, you are a naturally attractive subject," was the rejoinder of our Lady Alice.

"Arithmetic is a habit-forming pursuit," resumed the doctor. "Accordingly, if it is to reach the effect for which it is put into the course, the teacher of it should know the rules of habit formation. There are hundreds of habits possible of attention in connection with it, but it is a waste and a confusion to spread over too many. Select the best way of adding and proving and stick to that. Habits are fixed by practice. Practice is drill. The recent flabby concept of teaching without drill is going into the discard. Arithmetic is a habit-former. Literature is not. Drill belongs to one; it deadens the other.

"In several places, Mr. Newcomb hits so exactly my arithmetical weakness that I could guess he was a poor arithmetic worker at one time and has reformed himself. That makes me like him. For instance, he speaks of the dreary experience of doing a lot of work that comes out wrong. The lack of the satisfaction of work well done makes drill without insistence on correct results a demoralizing process. Do you get that? There are thousands of well-meaning young girls, with real affection for children, doing them daily harm by letting them fuss with figures instead of holding them to each sum until the satisfaction of triumph comes to each child. Here we are coming to that mastery theory which Mr. Signpost expounded to us last month with Henry Morrison's book as a text. Our Mr. Newcomb relates mastery to what he calls the law of effect. Practice doesn't make perfect. Practice can make imperfect if it is mere mussing with figures and setting down any answer

that seems to result. Practice makes perfect only when the results are those which are desired. Desire and satisfaction make drill effective. If you observe those principles you'll be a real teacher of arithmetic, or woodwork, or music, or Latin, won't you? I think so. This is motivation, isn't it? Certainly.

"You mustn't have arithmetic lessons too long. Boredom and fatigue are very bad for it. When you see that the children are really getting satiated, stop and sing a bit. Then go into geography.

"Mr. Newcomb makes the reasoning which is developed by arithmetic very real. He shows in interesting detail how to train reasoning. The exercise of telling how to work problems is interesting and valuable. Knowing whether the answer should be in dollars or horses is good training. You can do lots of it without performing the computations. Whether reasoning arithmetically helps you to reason in other fields depends largely upon the intent to make it extend beyond the mathematical area. Dr. Johnson carried a pocket arithmetic with him. to give him mental gymnastics. Any teacher who gets the children to generalize, who frequently tells them of conditions in which what they are learning will apply; any teacher who makes the arithmetic tie up to actual life, who correlates it with other subjects, will get the knowledge and skill of it broken out of a confining envelope and distributed through the mental cosmos of the children. But you must beware of babying. Doing their work for them is one of the big wastes. Encourage, and praise, and coax them to work, but don't release them from it. Train them to tackle. Let them spend considerable time on a problem before asking for help. Quit that hectic effort to cover the lesson. Concentrate on giving them practice in independent thinking. They're all different. Let 'em be doing different things at the same time; John curing his mindwandering; Annie conquering her laziness; Louise, who is going to be a teacher, helping you do individual training. Psychology and common sense have established that some

children work more intensely and more surely than others. Quit trying to teach a whole class as if it were composed of forty of that myth called 'the average child.' This fallacy is the cause of much school failure.

“There, now, I've given you the spirit of Newcomb's book. It contains the history of arithmetic, the psychology, the correlations, the recitation, chapters on addition, proof, all the fundamental processes, devices, percentage, geometry, algebra, measurements, everything. This is a practical, solid, interesting, encouraging book for the everyday teacher. It intends the rescue of an inevitable subject from the damage of poor handling. It intends its restoration to its natural place among the favorite pursuits of the human mind. I'll say it accomplishes its purpose admirably."

Then came the turn of our dignified upstanding Homer Allen, head of the large high school. He goes by the name of "The General."

"The other day I heard a bright Chicago woman win the enthusiastic approval of a large assembly of Chicago teachers by illustrating how geography should be taught to create neighborly interest and affection for other peoples. Then I read the report of William Owen's committee which shows that we are teaching history with the purpose of cultivating contempt, suspicion, and hatred of other peoples. I have a book1 whose author has made an extended study of French, English, American, and German school books, for the purpose of telling us how much they are doing to promote peace and friendship in the world. It is little enough. 'Education,' truly says Doctor Scott, the author, 'has been acclaimed as one of our greatest blessings. It operates as one of the most persistent menaces to the peace of the world.' The bulk of the volume consists of remarkably readable extracts from foreign schoolbooks. The French schools are marked by a tendency

"The Menace of Nationalism in Education.-JONATHAN FRENCH SCOTT. The Macmillan Co., New York, 223 pages. $1.60

to stir the imagination of their youth against ancient enemies. 'Napoleon III defended British interests; a hundred thousand Frenchmen perished at Sebastopol for Albion; England got all she could from the Versailles treaty and is trying to invalidate those clauses of it which might help France.' M. Brossolette's article for the guidance of his fellow teachers quotes Roosevelt: 'When you deal with England, take a big stick.' The French school is allowed to develop abiding prejudice against England. Rivalry with Germany is stimulated by school, by press, by pulpit, by the government. The masses of people in no country would risk war for mining concessions but the choice is never presented to them in its true light. Their sporting blood, their fighting spirit, is appealed to. I well remember the excitement in an American school when the newspapers ran scare heads announcing President Cleveland's statement regarding Venezuela. The children were like a pack of barking dogs. 'Hurrah,' they shouted, 'we're going to have a war with England!' The public is worked up in oil disputes into regarding war as a kind of sporting event with loaded weapons. It is amazing how easy it is to turn a quarrel of speculators into a matter of national honor. Each nation wants its team to win. Strong men will weep when the second baseman in a crisis fumbles the ball. A whole nation will go into tantrums of rage because its corporations are thwarted in foreign lands. The latest world calamity was a case of contagious insanity, abandonment of reason. No nation wanted war; all risked it in a gambling spirit. There is no evidence to prove that Germany deliberately unchained her army to dominate the world on even a part of Europe. As more disclosures are made the responsibility cannot be placed on Germany alone, or on her and her allies. It belongs on all the Great Powers. In the French reading books the unauthenticated reports of German atrocities are played up like the news of yellow journals: 'What had they done, these poor little children with their ears and hands cut off? Ah!

Wicked Germans, the children of France will long curse you in their hearts!' However they may try to rationalize it, the authors of these textbooks are teaching hate. They foster the hope of another war. The authors of school histories are avoiding the principles of historical criticism which demand search for truth, weighing of evidence, and caution in judgment. On the contrary, they use rumor, conjecture, unsubstantiated statement, the propaganda stuff used during the war itself to arouse the nation to fury. For all this teaching there is no justification. The animus of it is to develop the morale thought necessary to win the next war. Not that France wants another war, but that she fears it. Fear is the cause of militarism. Teaching hostility is supposed to make a nation stronger. 'Vain and useless,' exclaims M. Prudhommeaux, 'to sustain this remembrance of the past instead of working to construct the future!' But in other French texts, Doctor Scott finds an intelligent effort to inspire the youth to better views. He sees an effort in some Gallic school books to inculcate a reasonable, modest, balanced patriotism with neighborly consideration, 'Patriotism,' says one French author, Barni, 'to be a virtue must be regulated by justice and a love of humanity. Patriotism easily becomes narrow, jealous, selfish, unjust, exclusive, hostile, barbarous. As such, patriotism is a vice. The true patriot wishes to make his country worthy of respect. This is better than boasting. This is better than criticizing other nations.' True patriotism considers the fault and weakness of one's own country and countrymen. Dheilly, in his Civic Construction and Morale for higher elementary schools, has a chapter on the League of Nations. 'It aims,' he says, 'to create a new conscience in a new world, to proclaim a common humanity. The League will live if the people maintain a loyal human spirit. We must educate and fortify the human conscience.' 'Imagine,' says Doctor Scott, 'the effect on a pupil going from a civics class where he is taught the importance of national friendliness, national mod

esty-imagine him going into a class in history to be inoculated with boastful conceit, disparagement of other nations, and hostility toward them.'

"Seventy thousand elementary school teachers in France vigorously oppose the hatred and revenge_propaganda. 'Hate war' is their slogan. They ask the Minister of Public Instruction to eliminate every textbook inciting to hatred among the nations. They ask that the Great War be taught impartially. They ask that the League of Nations demand of each of the countries composing it a copy of every textbook in history, geography, and literature published. They ask that the League's Committee for Intellectual Coöperation aid in preparing international school programs. They call for international congresses of education to propose how to teach peace.

"In Germany it is the primary teachers who oppose the teaching of international enmity. In their numbers are the opponents of the doctrines of the Hohenzollerns. In the high schools and universities the majority of the instructors are monarchists. Herr Heinish, Minister of Education in 1918, instructed the teachers in no wise to preach hatred and revenge. preach hatred and revenge. "There must be no playing with the idea even when our enemies fail to do us justice.' A decree of 1920 cuts out the teaching of wars and dynasties and substitutes civics. Martial poems were ordered treated from a pacifist standpoint. Teachers were guarded against giving the children an exaggerated opinion of the virtues of the German people. Other nations were to be treated with greater fairness. Haenisch ordered the removal of certain evidences of past national greatness. Portraits of Bismarck, Moltke, Hindenburg, were taken from the walls. This edict caused criticism. The minister wrote: 'Only the Kaiser and the Crown Prince need come out.' But you can't, over night, wean a nation from its historic pap. The German Republic was too weak to carry out its decrees. The old exaltation of Germany, the old criticism of other nations, the old hatred of France and of England, is taught

in the German schools. Doctor Scott gives pages of highly interesting extracts from the school books showing Germany as the poor shorn lamb among wolves and deliberately working up an appetite for another catastrophe. She is like the child Winship says he found crying.

"What is the matter, Lena?'
"Ellen broke my dolly.'
"How did she do that?'

"I hit her on the head with it.' "Doctor Scott treats engagingly of British patriotism as taught in the schools. Rule Britannia is as jingoistic as the boasts of 'big injuns.' The bombardment of Copenhagen is a national disgrace. So is the opium war, and the war of 1812. English textbooks boast; they criticize. Others aim to tell the truth, to encourage fairness, tolerance, and peace. World War topics are garbled and falsified. Anti-German feelings are stimulated. But there is less vituperation than in the French and in the German manuals. So he says.

"Scott has compiled a decidedly valuable book. He traveled in search of material in France, Germany, and England. He studied the collections of the pedagogical libraries in Paris, Leipzig, and London. Then he repaired to his home in Littlehampton, Sussex, and composed this very readable book. It is not done for teachers, but I feel sure that every school man and woman would be immensely profited by it; for it is all upon the large purpose of teaching, namely a better world. It is a calm and searching study of the Great Error, the most formidable present threat against such civilization as we have already evolved."

The Bibliologoi were more than commonly attentive during the "General's" review. The usual badinage following their book talks was absent.

"I'd like to have some one who has given thought to it," said Carolina, "say why it is that the traits that make a man contemptible-boasting, conceit, meddlesomeness, criticizing others, quarrelsomeness, blood-lust, covetousness, rapacity-continue

as national traits unmitigated, and are a mark of countries the majority of whose citizens are personally free of such defects."

"I'll venture," said Papa Rose, "that they do not persist unmitigated. They really are less than they were. Blood lust is generally less. Gladiatorial combats have gone. Bear baiting has gone. Bull fighting is less. Cock fighting is no longer respectable. The best thought of the best people was put into laws forbidding these engagements. Consideration for the life, liberty, and happiness of the other fellow, devotion to a more perfect union, to justice, tranquillity, and general welfare, are more generally recognized today as common ends of mankind than in any preceding age, aren't they? But there were thousands of years during which one man's surrender of his own desires so as to benefit the whole tribe made the tribe more able to wrest benefits from other tribes and give him more. That is, individual unselfishness made national selfishness stronger and national selfishness did feed individual selfishness in a roundabout way."

"I see that," said Carolina.

"A generous, modest nation has always run a great risk of extinction," continued Papa Rose. "Accordingly, nations have, for common defence, developed a warlike spirit. Our Fathers put common 'defence,' meaning war, among all its opposites, welfare, liberty, life, and so forth, into our galaxy of national aims.”

"I don't see that you offer any hope," said Henry the Humanist.

"Just as savage man came to see," replied Papa Rose, "that the advantage he thought was gained in killing his personal foe was less than the advantage he would get from law and order, so the savagery of nations will give way to the intelligent outlawry of

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fenders of these barbarisms were in the minority," said Papa Rose. "Newspapers, by and large, are enemies of morality and peace. They are stirrers up of strife. International quarrels are breath in the nostrils of Bennetts and Harmsworths. The pinnacle of desire of a newspaper reporter is the post of war correspondent. Peace among nations will not come through the exhortations of editors but from the persuasion of thinking men."

"And women," piped Carolina, "who will show that even Moltke, a war lord, is mathematically, physically, and morally correct when he says: 'Every nation is more a sufferer than a gainer by every war.'

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"Doctor Scott," concluded the General, "closes with something in that vein: 'The state, in taking control of education, has often been congratulated on freeing the school from religious dogma. Yet under the protecting aegis of government there has developed in school the dogma of nationalism, more baneful, more narrow, more subversive of truth, more cruel, more ignorant, than any restrictions of religion. In normal times it may seem to threaten little. But when the purveyors of war excitement grow active, and militarists begin to parade, an examination of the causes of war clearly reveals the school-fostered dogma of international distrust and hate a tinder to the spark of theretofore sleeping savagery. The world must be taught foresight, to weigh the gains and losses of past wars, to practise self-control. The place of teaching this is the school. The school needs a new course of study, understanding of the truth regarding the right enjoyment of the world and the fullness thereof.""

The Bibliologoi had now come to the end of their bookishness for the day. Under the direction of Old Locality they were directed to the yellow sands for the collection of driftwood. The stevedore set up an unfolding crane of strips of steel on which

were hung two generous pots, one single, for coffee, and one double, for chocolate. The man of manual training produced a sheet-metal contrivance for the toasting of bread. There was an array of folding saucepans soon furnished with sapling handles more than an ell in length whereby one. might, without undue warmth to himself, get heat into a savory abundance of potatoes hashed in cream, to be beautifully flecked with pepper. There were slices of mutton made sizzling hot and speared with a fork to be ensconced upon crisp buttered toast, along with soft lettuce leaves and strips of thin bacon. There were flat, round cakes with shiny sugar dressing atop, like the North Michigan ponds after the first snow. On each our Lady Alice had painted with red sugar a beautiful "B." Then came a shining canister packed in salt and ice, and containing a dazzling white soft solid, said to be milk sherbet. Maybe it was.

But so delicate a harmony of sweet and sour, such gleaming Alps of snowy purity, deserved some poetic name as “La dame blanche," or "Fleur de Neige," or "Alba deliciosa." And there the Bibliologoi sat them down upon their little strips of white and yellow tapestries by the azure water which is Michigan, far from the smoke and the clang. Then did Carolina entune that descendant of the ancient lute, the solace once of black men and a memory of her home by the waters of Yadkin, even the banjo. Oh, say, the charm of woods and water, friendly voices, and gentle folk, is doping the recorder into sentimentality and making him sigh for the long vacation. four weeks ahead of time.

"I wish," said the Lady Alice, "you had argued for the reign of peace, not for the selfish world-wide advantage of it, but for the right, and the truth, and the holiness of it-peace, not as an advantage but as an ideal."

"That's the woman of it," said Papa Rose, not without chivalric approval.

The teacher is not paid the price of education but his labor.-SENECA

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