Part 15 (1/2)

7 The president of at least one Ohio college personally inspects and checks up the work of the professors fro standards, and has them visit one another's classes for friendly criticism and observation He reports i How is his plan applicable in your school?

8 A city high school principal states that it is not his custooing on and that he interferes only if so What do you think of his practice? How is the principle applicable in your school?

9 Do the duties of a superintendent have to do only with curriculu power?

10 What are some of the ways in which you have known superintendents successfully to increase the teaching power of the teachers?

11 What things do we need to know about a child in order to utilize his interests?

12 Distinguish three types of teachers

13 What are the objections to teaching the book?

14 What are the objections to teaching the subject?

15 What are some items of school work upon which so materials suited to the child's interests?

16 Can one teacher utilize all of the interests of a child within a nine-month term? What is the measure of how far she should be expected to do so?

CHAPTER XXI

BEHAVIOR

=Behavior in retrospect=--The caption of this chapter is, as a matter of course, and the study of this subject is, at once, both alluring and illusive No sooner has the student arrived at deductions that seein to loorate his theories and cause hi Such a study affords large scope for introspection, but too few people incline to examine their own behavior in any mental attitude that approaches the scientific The others sees just happen, and that their own behavior is fortuitous They seem not to be able to reason from effect back to cause, or to realize that thereat the present o

=Environment=--In what measure is a man the product of his environment?

To what extent is a man able to influence his environment? These questions start us on a line of inquiry that leads toward the realm of, at least, a hypothetical solution of the problem of behavior After we have reached the conclusion, by means of concrete examples, that many men have influenced their environment, it becomes pertinent, at once, to inquire still further whence these men derived the power thus to modify their environment We may not be able to reach final or satisfactory answers to these questions, but it will, none the less, prove a profitable exercise We need not trench upon the theological doctrine of predestination, but we may, with impunity, speculate upon the possibility of a doctrine of educational predestination

=Queries=--Was Mr George Goethals predestined to becoineer of the Panaht he have become a farmer, a physician, or a poet? Could Julius Caesar have turned back fro, ”The die is cast”?

Could Abraham Lincoln have withheld his pen froro race to continue in slavery? Could any influence have deterred Walter Scott fro ”Kenilworth”? Was Robert Fulton's invention of the steamboat inevitable? Could Christopher Columbus possibly have done otherwise than discover A whatever to do in deter what a man will or will not do?

=Antecedent causes=--Here sits aa musical selection He works in a veritable frenzy, and all else seeh disdains food and sleep in the intensity of his interest Is this particular episode in his life , or does some causative influence lie back of this event somewhere in the years? Did soive him an impulse and an impetus toward this event? Or, in other words, are the activities of his earlier life functioning on the bit of paper before him? If this is an effect, what and where was the cause? In the case of any type of human behavior can we postulate antecedent causes? If a hundredmusical compositions at the same moment, would they offer similar explanations of their behavior?

=Leadershi+p=--As a working hypothesis, it may be averred that ability to influence environ-rod in hand we ree of accuracy, who are leaders and who are o further and discover degrees of leadershi+p, whether se, and, also, the quality of the leadershi+p, whether good or bad, wise or foolish, selfish or altruistic, noisy or serene, and all thedone all this, we are still only on the threshold of our study, for we must reason back from our accumulated facts to their antecedent causes If we score one hty, have we any possible warrant for concluding that the influences in their early life that tend to generate leadershi+p were approxiht?

=Restricted concepts=--This question is certain to encounter incredulity, just as it is certain to raise other questions Both results will be gratifying as showing an awakening of interest, which is the most and the best that the present discussion can possibly hope to accomplish Very many, perhapswith reference to the next exa exa their failure to attain the passing grade of seventy They ask what answer the pupil would give to a certain question if it should appear in the exaet their pupils to surmount that barrier of seventy at pro to turn their backs upon therade e

=Each lesson a prophecy=--And we still call this education It isn't education at all, but the edy of it is that the child is the one to suffer The teacher goes on her complacent way happy in the consciousness that her pupils were promoted and, therefore, she will retain her place on the pay roll It were ical to have the sa his entire school life of twelve years, for, in that case, her interest in him would be continuous rather than te teachers would be even better than that if only every teacher's work could be raduation day, but to the days of mature manhood and womanhood If only every teacher were able to make each lesson a vital prophecy of what the pupil is to be and to do twenty years hence, then that lesson would become a condition precedent to the pupil's future behavior

=Outlook=--Groping about in the twilight of possibilities we speculate in a mild and superficial way as to the extent to which heredity, environly or in co factors in hu we lose interest in the subject and have recourse to the traditional ht of the fact that in our quest for the solution of this proble nearer and nearer to the answer to the perennial question, What is education?

Hence, neither the time nor the effort is wasted that we devote to this study We may not understand heredity; we may find ourselves bewildered by environ all these closely associated with behavior in our thinking we shall be the gainers