Page:Democracy and Education.djvu/252

Rh of efficient skill irrespective of present purpose always shows itself in devising exercises isolated from a purpose. Laboratory work is made to consist of tasks of accurate measurement with a view to acquiring knowledge of the fundamental units of physics, irrespective of contact with the problems which make these units important; or of operations designed to afford facility in the manipulation of experimental apparatus. The technique is acquired independently of the purposes of discovery and testing which alone give it meaning. Kindergarten employments are calculated to give information regarding cubes, spheres, etc., and to form certain habits of manipulation of material (for everything must always be done "just so"), the absence of more vital purposes being supposedly compensated for by the alleged symbolism of the material used. Manual training is reduced to a series of ordered assignments calculated to secure the mastery of one tool after another and technical ability in the various elements of construction—like the different joints. It is argued that pupils must know how to use tools before they attack actual making,—assuming that pupils cannot learn how in the process of making. Pestalozzi's just insistence upon the active use of the senses, as a substitute for memorizing words, left behind it in practice schemes for "object lessons" intended to acquaint pupils with all the qualities of selected objects. The error is the same: in all these cases it is assumed that before objects can be intelligently used, their properties must be known. In fact, the senses are normally used in the course of intelligent (that is, purposeful) use of things, since the qualities perceived are factors to be reckoned with in accomplishment. Witness the different attitude of a boy in making, say, a kite, with respect to the grain and other properties of wood, the matter of size, angles, and proportion of parts, to the attitude of a pupil who has an object-lesson on a piece of wood, where the sole function of wood and its properties is to serve as subject matter for the lesson.