"I want a chapter of explanation," I told her. "You know my stupidities by heart, and I do not want to show them to Ellador --she thinks me so wise!"She smiled delightedly. "It is beautiful to see," she told me, "this new wonderful love between you. The whole country is interested, you know--how can we help it!"I had not thought of that. We say: "All the world loves a lover,"but to have a couple of million people watching one's courtship--and that a difficult one--was rather embarrassing.
"Tell me about your theory of education," I said. "Make it short and easy. And, to show you what puzzles me, I'll tell you that in our theory great stress is laid on the forced exertion of the child's mind; we think it is good for him to overcome obstacles.""Of course it is," she unexpectedly agreed. "All our children do that--they love to."That puzzled me again. If they loved to do it, how could it be educational?
"Our theory is this," she went on carefully. "Here is a young human being. The mind is as natural a thing as the body, a thing that grows, a thing to use and enjoy. We seek to nourish, to stimulate, to exercise the mind of a child as we do the body.
There are the two main divisions in education--you have those of course?--the things it is necessary to know, and the things it is necessary to do.""To do? Mental exercises, you mean?""Yes. Our general plan is this: In the matter of feeding the mind, of furnishing information, we use our best powers to meet the natural appetite of a healthy young brain; not to overfeed it, to provide such amount and variety of impressions as seem most welcome to each child. That is the easiest part. The other division is in arranging a properly graduated series of exercises which will best develop each mind; the common faculties we all have, and most carefully, the especial faculties some of us have.
You do this also, do you not?"
"In a way," I said rather lamely. "We have not so subtle and highly developed a system as you, not approaching it; but tell me more.
As to the information--how do you manage? It appears that all of you know pretty much everything--is that right?"This she laughingly disclaimed. "By no means. We are, as you soon found out, extremely limited in knowledge. I wish you could realize what a ferment the country is in over the new things you have told us; the passionate eagerness among thousands of us to go to your country and learn--learn--learn! But what we do know is readily divisible into common knowledge and special knowledge. The common knowledge we have long since learned to feed into the minds of our little ones with no waste of time or strength; the special knowledge is open to all, as they desire it. Some of us specialize in one line only. But most take up several --some for their regular work, some to grow with.""To grow with?""Yes. When one settles too close in one kind of work there is a tendency to atrophy in the disused portions of the brain.
We like to keep on learning, always."
"What do you study?"
"As much as we know of the different sciences. We have, within our limits, a good deal of knowledge of anatomy, physiology, nutrition--all that pertains to a full and beautiful personal life.
We have our botany and chemistry, and so on--very rudimentary, but interesting; our own history, with its accumulating psychology.""You put psychology with history--not with personal life?""Of course. It is ours; it is among and between us, and it changes with the succeeding and improving generations. We are at work, slowly and carefully, developing our whole people along these lines.
It is glorious work--splendid! To see the thousands of babies improving, showing stronger clearer minds, sweeter dispositions, higher capacities--don't you find it so in your country?"This I evaded flatly. I remembered the cheerless claim that the human mind was no better than in its earliest period of savagery, only better informed--a statement I had never believed.
"We try most earnestly for two powers," Somel continued.
"The two that seem to us basically necessary for all noble life:
