Indian life is studied; the children play at being Indians; make wigwams; grow corn, etc. Geography is studied in the same manner. There is a farm, with the farmer's house; barn; silo. The children make the garden; the animals, etc. Such a system of experimentation and activity continues throughout the grades. For Dewey thinks the child should be given the opportunity of selecting truly educative activities which are most congenial and best adapted to the child's stage of development; which prepare for social responsibilities of adult life; which aid in forming habits of acute observation.30 For example, geography should not be taught merely as a study of boundaries and places, but of the earth as a great field; a place in which we live; a great mine, etc., of which lumbering, manufacturing, and agriculture are merely related. The child can use any of these to trace the development of mankind; can experiment and learn why people in certain communities follow certain methods; they can trace the effects of these methods on social life. Thus the child is brought into contact with realities.31 Dewey thinks that we must conceive of work in wood and metal, of weaving, sewing, and cooking, as methods of life; not as distinct studies; they are agencies for bringing home to the child the primal necessities of community life.32 Language and training of thought imply more than oral and written speech; they imply the use of natural symbols which preserve meaning. Dewey, in his application of educational theories, is more concerned with elementary and high schools than with Universities, as is Newman. We must consider that at the time Newman wrote, the question of elementary education had not become so advanced as it has today. Generally, the old formal system of learning facts was advocated. Newman heartily disapproved of such a system, and, in so far as he 30 Dewey, "How We Think," Part III. 31 Riley, "American Thought in Philosophy," Chapter on Dewey. 32 Dewey, "The School and Society," p. 27. considers elementary education, believes much the same as Dewey. In accordance with Dewey, he realizes that thinking begins in babyhood, and not in school, and that the baby first begins to learn by making a connection between parts; masters the idea of shape and perspective and gradually makes a kaleidoscope into a picture. Later, in elementary studying, the child compares one idea with another; adjusts truth and facts; and forms them into one whole. He, too, believes that this is a way to progress and to arrive at results.38 In composition, he advises students to think, then write, and not to write when they have nothing to say.34 This indicates that a child shouldn't write for the mere exercise or rractise of it, but should be sufficiently interested in something and know enough about it to write. Similarly, in studying Greek or Latin, he believes the child should not learn the mere forms and meanings of words, but should have accurate knowledge of the history or geography concerning it.35 Of course Newman, in contrast to Dewey, gives religion a place in the curriculum. He believes religion should be taught in school, because as the mind is cultivated generally it has need of fuller religious information-not dogma-but a broad knowledge of doctrinal subjects.36 Dewey carries his experimental method into the University, in that he believes that intelligent work may be planned which will result in students amassing information in botany, zoology, etc., as well as methods of experimental inquiry and proof.37 This method is followed in the University of Chicago, in so far as is practicable. Newman considers that a University is a place of teaching universal knowledge. This implies that its object is on the one hand, intellectual, not moral; and on the other, that 33 Newman, "Idea of a University," p. 193. 34 Ibid., p. 361. 35 Ibid., p. 336. 36 Ibid., p. 373-4. 37 Dewey, "How We Think," Part III. it is the diffusion and extension of knowledge, rather than the advancement. If its object were only scientific and philosophical discovery, Newman does not see why a University should have students of religious training. He believes that a University has the office of intellectual education, but that the Church steadies it in the performance of that office,38 and that there is no quarrel between Physicists and Theologists, for the former treats of finite causes; the latter of infinite; the former of facts; the latter, reasons for facts; the former, of laws; the latter, of the Author, Maintainer, and Controller of them.39 Consequently, where Dewey practically bases his ideals and theories of education on science; Newman bases his on religion, or theology, and considers all knowledge subservient to faith. He firmly believes that we must have faith, a firm belief in the sovereignity of truth, and work together in all fields in harmony, for in religion there are mysteries of Revelation; in science, mysteries of Reason.40 Thus we find, that on the whole, these two educators and writers have the same ideas of education. Theirs is an education of the social order-a progressive education. As I have noted, Newman considers the aim to be the raising of the standard of the race; his ideal is to have people educated for "the force, the steadiness, the comprehensiveness and the versatility of intellect, the command over our own powers, the instinctive just estimate of things as they pass before us, which sometimes, indeed is a natural gift, but commonly is not gained without much effort and the exercise of the years. This is the real cultivation of the mind, and I do not deny that the characteristic excellences of a gentleman are included in it."41 Dewey considers the aim to be elevation of the individual, believing that he has a right to an education, in order to expand his own mind, and, in so doing, progress. 38 Newman, "The Idea of a University," Preface, p. x. 39 Ibid., p. 434. 40 Ibid., p. 464-479. 41 Newman, "The Idea of a University," Preface, p. xvi. A second difference in viewpoint, (as has previously been emphasized) is that Newman bases his principles of education on religion, and Dewey bases his on science and evolution. However, as Newman considers theology as a science, there seems to remain no immediate opportunity for a quarrel. Their methods of the practical application of their theories are essentially the same, in that they both believe the ultimate end of knowledge to be the seeking for truth. This necessitates the separation of fact from idea, and calls for experimentation and activity. Dewey, living in a more modern time has simply carried his work into wider spheres than did Newman. Then, too, he is more interested in the subject of education, proper, than was Newman. The latter was interested in education from a religious viewpoint; consequently his interest in the subject was more confined. However, they both believe in making the reason and the will of God prevail; but Dewey stresses reason, and Newman the will of God. Faith We know the sun will rise each morn, I think the world would be more bright. D. MAITLAND BUSHBY. Humboldt, Arizona. How to Apply for a Teaching Position H. W. JAMES, DIRECTOR OF THE SCHOOL OF EDUCATION, N applying for a teaching position, what kind of To determine the best answers to the above questions and other questions concerning the employment of teachers the writer sent out a questionnaire to school administrators asking for their answers. It is obvious that if a large proportion of answers to a certain question are in agreement, for illustration say seventy per cent, the teacher stands the best chance of making a good impression by following the preferences of the seventy per cent. In making this study questionnaires were sent to a few school men in each state in the union, and an intensive study was made of the state of Alabama. The results of the intensive study cr this state compared very closely with the results of the country as a whole. Table I gives in detail the questionnaire which was used. Following each question is the summary of replies of the 189 Alabama school superintendents, and the summary of replies from 68 superintendents of the other 47 states. These 68 superintendents were very evenly distributed among the states, and in no case were there more than two replies from the same state. Another point to be taken into consideration is that in sending the questionnaire to other states than Alabama, only towns were used that had a population between five thousand and fifteen thousand. As above mentioned a study of these findings shows a very close similarity of answers. The fact that this is true would indicate that the conditions portrayed are probably quite |