Page:American Journal of Sociology Volume 6.djvu/131

 " THE Q UINCY METHOD " 117

had been doubting and studying for years, others who were ready to put themselves into the work with hearty zeal. The teachers forty-two, I think, in number formed a faculty for the study of education. The superintendent led them as best he could, getting from them far more than he gave. The authority he had received he relegated to them, and in return demanded close study, original thought, creation, observation, reformation, and inde- pendence. The teachers' meetings were the central means of movement. The superintendent trudged from school to school, watching the teachers, criticising them personally, holding conferences, and discussing questions. He taught in every class, over and over again, not by any means because he was a model, but because he wished to learn how to teach. It was exhilirat- ing, delightful work, though filled with errors and doubts, crude, unformed, experimental, but withal progressive. He found genius among the teachers. One among the best has gone to her reward ; she was a native of Quincy and a child of truth. There were very few teachers who failed of reelection. They tried, they struggled with the problems ; some failed, but most suc- ceeded. They were ever ready to take and use criticism, ever ready to acknowledge failure and to look for better things. I shall never forget them, that little band of heroes. I see them now, facing the children and the eternal questions.

What has been accomplished ? I should be most happy this day to clear up some common errors that have crept into the general judgment. There never was a Quincy method or a Ouincy system, unless we agree to call the Quincy method a spirit of study, and the Quincy system one of everlasting change. A method in teaching means to most people a certain way of doing things, a way fixed and finished ; something that has a beginning and an end; something rounded, routinish, and efficient; a panacea, like a patent medicine, that may be applied with unfailing results. Method in this sense is the common and awful delusion of the present day. With the artist teacher method is the way he or she reaches an ideal. Therefore, method is entirely personal, ever changing, ever improving. Insight, elimination, improvement, are the elements of upward and onward movements. We, the teachers of Quincy as a faculty, wrestled with the greatest problem ever given to man. The faculty and its meetings brought inspiration, enthusiasm, help, and each teacher applied, in his or her own way, the things found developing personality and, therefore, personal ability.

Those who seek for some special and peculiar method or device in the Quincy movement will never find it. Faith, ideal spirit, explain all that pertains to our success, whatever that success may be. The outcome was what may always be expected under similar circumstances progressive movement. If you ask me to name the best of all in results, I should say, the more humane treatment of little folks. We tried to teach them, " not as children or as pupils, but as human beings." Each child has his own indi- viduality, his stream of thought, his desires, his hopes and fears, his grief