<*u ,ec'ucati°n for democracy,"
indents traits and ideals wl
, l«tecttve cit
an attempt to develop in
ing, tne "-*„ '"'" lra'ts and ideals which prepare them to be
bear little j~ ?ctlye citizens. Although this function has been enthusi-
av '" wlliCrfbo l ■ shouldered by educators, it owes much of its
nmon in "X,^1 afrit>' in educational circles to a willingness on the
rational te^ ,. °' many parents to relinquish to the school their
r and a lo^t"t,°nal responsibility and authority in regard to the
eern is n0j VeloPment of character and the exercise of discipline.
"METHOD WITHOUT CONTENT"
ls quite evident that vocational training, the utili-
ui l°tl °^ Va"C' Principles °f fbe psychology of learning,
icr of f<,rCj*ssa fos'e™g of desirable traits of character are nec-
.ifi('i,„_ry anc' important considerations of education. But in
'ases the tendency has been to over-emphasize these
tl/°"s'u''>ations at the expense of learning. To consider
ent time- "T'jhot,^"11' "'"cation as the only education; to use psy-
1 at least _-y0cati
il r|oyr08y „as a convenient authority
ur. as a convenient authority for removing content
ucators ll,Jetw6S tne curriculum; to overlook the relationship
This tl>11 I t\CCn ''" c'eve'°Pment of character and the cultivation
" for6 m}n^ through the discipline of mastering factual
K Kma!mn; in short, to seek to obtain the fruits of learn-
y discarding the facts and ideas which arc its roots —
For life," inf<
seen to I'1' j
eies amount to educational nihilism.
ators, p«ff/>n of truths
ich * rf su'ts °f these trends in regard to the training of
' s has been to de-emphasize content courses in favor
eoretical training in methods of creative teaching. But
°TS cannot be taught to be inspiring; their inspira-
psychic reaction which results from the apprehen-
can only be stimulated in them by the
*nSl Pri, ■ • —' v-"" ""iv ur. SLiniuitiiei.1 in infill
', :'g !cl^Sn,S,tl°n °f learninS- °nl>' those persons who d.
n -„. __, c esire to
jte il -?-n so' am' on'y those who are learned possess
( ' "hty or the desire to educate others.
ed modei' a
haracter •" l^s Fobum News, February, 1956
It is possible to equip teachers with information, and
it is possible to instruct them in methods of presenting
that information. It is not possible to ignite them with the
enthusiasm which is the divine gift of the scholar. That
must be left to God.
The upshot of the attempt to teach teachers method
without content is that nothing is taught. By neglecting
learning, we fail to teach students the bare fundamentals,
and we fail to train teachers. In its struggle to be free from
the discipline of facts lies the indictment of modern education. That this error has occurred in an age in which the
word "fact" has all but replaced the word "truth," that
the anti-intellectual trend is the main force in education,
the proper domain of intellectualism — these are ironies
which portend great harm to our culture.
TEACHERS OR BABY SITTERS?
The principle of universal free public education to
which we are dedicated poses a number of problems
which require solution in the near future if we are to continue to adhere to it. Many of these problems are purely
quantitative and are the result of our growing population.
School buildings, furnishings, supplies, and services must
certainly be available in sufficient quantities if education
for all is to continue to be physically possible. These quantitative needs of public education are receiving at the
present time wide publicity, and, since they can be
expressed in numerical terms and supplied by financial
means, they are relatively easy to deal with.
Surpassing the physical problem of mass education,
however, is the problem of maintaining a high quality of
instruction in the face of increasing numbers to be served.
Those who have felt that quality must of necessity suffer