for moral teaching?

19. How may children contribute to the social welfare of the school
community? Of the larger social group outside of the school?

20. How may pupil participation in school government be made significant
in the development of social moral conduct?

* * * * *

XII. TRANSFER OF TRAINING

Formal discipline or transfer of training concerns itself with the
question as to how far training in one subject, along one line,
influences other lines. How far, for instance, training in reasoning in
mathematics helps a child to reason in history, in morals, in household
administration; how far memorizing gems of poetry or dates in history
aids memory when it is applied to learning stenography or botany; how
far giving attention to the gymnasium will insure attention to sermons
and one's social engagements. The question is, How far does the special
training one gets in home and school fit him to react to the environment
of life with its new and complex situations? Put in another way, the
question is what effect upon other bonds does forming this particular
situation response series of bonds have. The practical import of the
question and its answer is tremendous. Most of our present school
system, both in subject matter and method, is built upon the assumption
that one answer is correct--if it is false, much work remains to be done
by the present-day education.

The point of view which was held until recent years is best made clear
by a series of quotations.

"Since the mind is a unit and the faculties are simply phases
or manifestations of its activity, whatever strengthens one
faculty indirectly strengthens all the others. The _verbal_
memory seems to be an exception to this statement, however,
for it may be abnormally cultivated without involving to any
profitable extent the other faculties. But only things that
are rightly perceived and rightly understood can be _rightly_
remembered. Hence whatever develops the acquisitive and
assimilative powers will also strengthen memory; and,
conversely, rightly strengthening the memory necessitates the
developing and training of the other powers." (R.N. Roark,
Method in Education, p. 27.)

"It is as a means of training the faculties of perception and
generalization that the study of such a language as Latin in
comparison with English is so valuable." (