If this be the aim, the assignment
of subject matter must be reduced, the phenomena studied must be
submitted in the forms of problems, first-hand observations must be
made, and students must be led to see the errors in their observations
and their reasoning. The course which is extensive in subject matter
and which relies on the lecture method sacrifices mental discipline
for information. From the teaching point of view, the result of the
time-honored quarrel between the disciplinists and the utilitarians is
not so important as the adoption of a definite aim, and the
formulation of consistent methods of teaching in order to attain that
aim. Ineffective teaching is not caused by the selection of the one
aim or of the other, but by systems of instruction devoid of any aim
at all.

(_c_) _The appreciative or aesthetic aim._ It is obvious that a subject
may be taught for the power it develops for aesthetic appreciation of
the arts of life. We have here a legitimate aim of coordinate
importance with the two preceding ones; and if we adopt it, the vital
thing in teaching is to allow this appreciative aim to mold all
instructional effort. It is obvious that a college course in aesthetics
must be inspirational, must seek to develop a real appreciation of the
beauty of line, of color and of sound. Such a course must, therefore,
encourage contact with the products of art, rather than promote the
study of texts on the history of any of the arts. So, too, courses in
music or in literature which do not send the student away with an
intense desire to hear, to see, to feel the masterpieces of music or
literature must be judged dismal failures. The formalization of an art
course given to the general student, kills the live material and
leaves the student himself cold.

(_d_) _The aim to teach technique._ An effective college course may
select for its aim the development of the technique of a given
subject. It is obvious that a science course governed by this aim will
emphasize the laboratory method at the expense of information; that a
course in the social sciences will seek to cover less ground but will
develop in the student the power to find facts and use them to
formulate an intelligent conclusion; that a course in biology will
minimize names, classifications and structures, but will emphasize
field and laboratory work and the modes of utilizing the data thus
discovered. We must repeat the statement made before, that no one can