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Updated: May 23, 2025
The higher schools have not commonly given their countenance to a serious advance in the methods or the content of knowledge until the innovations have outlived their youth and much of their usefulness after they have become commonplaces of the intellectual furniture of a new generation which has grown up under, and has had its habits of thought shaped by, the new, extra-scholastic body of knowledge and the new standpoint.
And from this extra-scholastic field of scientific speculation, changes of method and purpose have from time to time been intruded into the scholastic discipline.
All this much of the artificial element in our young English gentleman was made outside the school, and is to be remedied only by extra-scholastic forces. School is only one necessary strand in an enormous body of formative influence. At first that mass of formative influence takes the outline of the home, but it broadens out as the citizen grows until it reaches the limits of his world.
We need an education which shall give its facts in the order of their importance; morals and manners based on these facts; and train our personal powers with careful selection, so that each may best serve the community. At present, in the larger processes of extra-scholastic education, the advantage is still with the boy.
Mr Lupus lived with an elderly sister who kept a bakehouse beside the Ferry Landing, and there in extra-scholastic hours he earned a little money by writing letters for seamen. His love-letters had quite a reputation, and he penned them in a beautiful hand, with flourishes around the capital letters; but in Troy he passed for a person of small account. 'I I beg your pardon, gentlemen!
Such indeed has been the history of priestly and leisure-class learning so long as no considerable body of systematized knowledge had been intruded into the scholastic discipline from an extra-scholastic source.
They are too wide because they ignore the spontaneous activity of the child and the extra-scholastic forces of mind-training, and they are too narrow because they ignore the fact that we do not progress far with our thoughts unless we throw them out into objective existence by means of words, diagrams, models, trial essays.
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