No fewer than twenty courses of lectures on the theory and
practice of education were given in Columbia College during 1898-99.
Teaching, I take it, is an art founded upon, and intimately associated
with, the science of psychology. Why should we be content with
antiquated and rule-of-thumb methods, instead of going to the root of
the thing, studying its principles, and learning to apply them to the
best advantage?
FOOTNOTES:
[Footnote E: "Affectionate comradeship" rather than "old-fashioned
respect" is exemplified in the following anecdote of young America. A
Professor of Pedagogy in a Western university brings up his children on
the most advanced principles. Among other things, they are encouraged to
sink the antiquated terms "father" and "mother," and call their parents
by their Christian names. On one occasion, the children, playing in the
bathroom, turned on the water and omitted to turn it off again.
Observing it percolating through the ceiling of his study, their father
rushed upstairs to see what was the matter, flung open the bathroom
door, and was greeted by the prime mover in the mischief, a boy of six,
with the remark, "Don't say a word, John--bring the mop!"]
[Footnote F: That is, three hours a week; so, too, in all subsequent
instances.
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