Preface

Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found. This book represents the conviction that the needed steadying and centralizing factor is found in adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific. This scientific attitude of mind might, conceivably, be quite irrelevant to teaching children and youth. But this book also represents the conviction that such is not the case; that the native and unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry, is near, very near, to the attitude of the scientific mind. If these pages assist any to appreciate this kinship and to consider seriously how its recognition in educational practice would make for individual happiness and the reduction of social waste, the book will amply have served its purpose.

Our schools struggle with a growing number of subjects. Each subject, in turn, has its own growing body of material and principles. Teachers face a heavier workload because they now deal with students individually, not just as a group. These advances will lead to confusion unless we find some unifying thread, some principle that simplifies the work. This book expresses the conviction that the needed steadying and unifying factor is a goal: developing the attitude and habit of thought we call scientific. The scientific attitude might conceivably have nothing to do with teaching children and young people. But this book also expresses the conviction that it does. The natural, unspoiled attitude of childhood is marked by eager curiosity, a rich imagination, and a love of learning through experiment. This attitude is very close to that of the scientific mind. These pages may help some readers appreciate the connection. They may also help readers seriously consider how recognizing it in education would increase individual happiness and reduce social waste. If so, the book will have more than served its purpose.

It is hardly necessary to enumerate the authors to whom I am indebted. My fundamental indebtedness is to my wife, by whom the ideas of this book were inspired, and through whose work in connection with the Laboratory School, existing in Chicago between 1896 and 1903, the ideas attained such concreteness as comes from embodiment and testing in practice. It is a pleasure, also, to acknowledge indebtedness to the intelligence and sympathy of those who coöperated as teachers and supervisors in the conduct of that school, and especially to Mrs. Ella Flagg Young, then a colleague in the University, and now Superintendent of the Schools of Chicago.

It is hardly necessary to list the authors to whom I owe a debt. My greatest debt is to my wife, who inspired the ideas in this book. Her work at the Laboratory School gave those ideas the concreteness that comes from putting them into practice and testing them. The school existed in Chicago between 1896 and 1903. I am also pleased to acknowledge the intelligence and sympathy of the teachers and supervisors who helped run the school. I am especially grateful to Mrs. Ella Flagg Young, then a colleague at the University and now Superintendent of the Schools of Chicago.