Nature in her many phases should, of course, make up a large part of the entire curriculum (see Chapter XII), but here again the methods of the sexes should differ somewhat after puberty. The poetic and mythic factors and some glimpses of the history of science should be given more promi- nence; the field naturalist rather than the laboratory man of technic should be the ideal especially at first; nature should be taught as God's first revelation, as an Old Testament related to the Bible as a primordial dispensation to a later and clearer and more special one. Reverence and love should be the motive powers, and no aspect should be studied without be- ginning and culminating in interests akin to devotion. Math- ematics should be taught only in its rudiments, and those with special talents or tastes for it should go to agamic schools.
THE PSYCHOLOGY OF ADOLESCENCE Chemistry, too, although not excluded, should have a subordi- nate place. The average girl has little love of sozzling and mussing with the elements, and cooking involves problems in organic chemistry too complex to be understood very pro- foundly, but the rudiments of household chemistry should be taught. Physics, too, should be kept to elementary stages. Meteorology should have a larger, and geology and astronomy increasingly larger places, and are especially valuable because, and largely in proportion as, they are taught out of doors, but the general principles and the untechnical and practical as- pects should be kept in the foreground. With botany more serious work should be done. Plant-lore and the poetic aspect, as in astronomy, should have attention throughout, while Latin nomenclature and microscopic technic should come late if at all, and vulgar names should have precedence over Latin ter- minology. Flowers, gardening, and excursions should never be wanting. Economic and even medical aspects should ap- pear, and prominent and early should come the whole matter of self cross-fertilization and that by insects. The moral value of this subject will never be fully understood till we have what might almost be called a woman's botany, constructed on lines different from any of the text-books I have glanced at. Here much knowledge interesting in itself can be early taught, which will spring up into a world of serviceable insights as adoles- cence develops and the great law of sex unfolds., Zoology should always be taught with plenty of pets, menagerie resources, and with aquaria, aviaries, apiaries, formicaries, etc., as adjuncts. It should start in the environ- ment like everything else. Bird and animal lore, books, and pictures should abound in the early stages, and the very pro- lific chapter of instincts should have ample illustration, while the morphological nomenclature and details of structure should be less essential. Woman has domesticated nearly all the animals, and is so superior to man in insight into their modes of life and psychoses that many of them are almost exemplifications of moral qualities to her even more than to man. The peacock is an embodied expression of pride, the pig of filth, the fox of cunning, the serpent of subtle danger, the eagle of sublimity, the goose of stupidity, and so on through all the range of human qualities, as we have seen.
ADOLESCENT GIRLS AND THEIR EDUCATION 643 At bottom, however, the study of animal life is coming to be more and more a problem of heredity, and its problems should have dominant position and to them the other matter should grade up.
This shades over into and prepares for the study of the primitive man and child so closely related to each other. The myth, custom, belief, domestic practises of savages, vegetative and animal traits in infancy and childhood, the development of which is a priceless boon for the higher education of women, open of themselves a great field of human interest where she needs to know the great results, the striking details, the salient illustrations, the basal principles rather than to be entangled in the details of anthropometry, craniometry, phi- lology, etc.
All this lays the basis for a larger study of modern man, history with the biographical element very prominent through- out, with plenty of stories of heroes of virtue, acts of valor, tales of saintly lives and the personal element more prominent, and specialization in the study of dynasties, wars, authorities, and controversies relegated to a very subordinate place. Soci- ology, undeveloped, rudimentary, and in some places suspected as it is, should have in the curriculum of her higher education a place above political economy. The stories of the great re- forms, and accounts of the constitution of society, of the home, church, state, and school, and philanthropies and ideals, should come to the fore.
Art in all its forms should be opened at least in a propae- deutic way and individual tastes amply and judiciously fed, but there should be no special training in music without some taste and gift, and the aim should be to develop critical and discriminative appreciation and the good taste that sees the vast superiority of all that is good and classic over what is cheap and fustian.
In literature, myth, poetry, and drama should perhaps lead, and the knowledge of the great authors in the vernacular fos- tered. Greek, Hebrew, and perhaps Latin languages should be entirely excluded, not but what they are of great value and have their place, but because a smattering knowledge is bought at too high a price of ignorance of more valuable things. German, French, and Italian should be allowed and provided 644 THE PSYCHOLOGY OF ADOLESCENCE for by native teachers and by conversational methods if de- sired, and in their proper season.
In the studies of the soul of man, generally called the phil- osophic branches, metaphysics and epistemology should have the smallest, and logic the next least place. Psychology should be taught on the genetic basis of animals and children, and one of its tap-roots should be developed from the love of in- fancy and youth, than which nothing in all the world is more worthy. If a woman Descartes ever arises, she will put life before theory, and her watchword will be not cogito, ergo sum, but sum, ergo cogito. The psychology of sentiments and feel- ings and intuitions will take precedence of that of pure intel- lect; ethics will be taught on the basis of the whole series of practical duties and problems, and the theories of the ulti- mate nature of right or the constitution of conscience will have small place.
Domesticity will be taught by example in some ideal home building by a kind of laboratory method. A nursery with all carefully selected appliances and adjuncts, a dining-room, a kitchen, bedroom, closets, cellars, outhouses, building, its material, the grounds, lawn, shrubbery, hothouse, library, and all the other adjuncts of the hearth will be both exemplified and taught. A general course in pedagogy, especially its his- tory and ideals, another in child study, and finally a course in maternity the last year taught broadly, and not without prac- tical details of nursing, should be comprehensive and cul- minating. In its largest sense education might be the heart of all the higher training of young women.
Applied knowledge will thus be brought to a focus in a department of teaching as one of the specialties of motherhood and not as a vocation apart. The training should aim to de- velop power of maternity in soul as well as in body, so that home influence may extend on and up through the plastic years of pubescence, and future generations shall not rebel against these influences until they have wrought their perfect work.
The methods throughout should be objective, with copious illustrations by way of object-lessons, apparatus, charts, pic- tures, diagrams, and lectures, far less book work and recita- tion, only a limited amount of room study, the function of examination reduced to a minimum, and everything as sug- ADOLESCENT GIRLS AND THEIR EDUCATION 645 gestive and germinal as possible. Hints that are not followed up; information not elaborated into a thin pedagogic sillabub or froth; seed that is sown on the waters with no thought of reaping; faith in a God who does not pay at the end of each week, month, or year, but who always pays abundantly some time; training which does not develop hypertrophied memory- pouches that carry, or creative powers that discover and pro- duce— these are lines on which such an institution should de- velop. Specialization has its place, but it always hurts a woman's soul more than a man's, should always come later, and if there is special capacity it should be trained elsewhere. Unconscious education is a power of which we have yet to learn the full ranges.
In most groups in this series of ideal departments there should be at least one healthful, wise, large-souled, honorable, married and attractive man, and, if possible, several of them. His very presence in an institution for young women gives poise, polarizes the soul, and gives wholesome but long-cir- cuited tension at root no doubt sexual, but all unconsciously so. This mentor should not be more father than brother, though he should combine the best of each, but should add another element. He need not be a doctor, clergyman, or even a great scholar, but should be accessible for confidential conferences even though intimate. He should know the soul of the adoles- cent girl and how to prescribe; he should be wise and fruitful in advice, but especially should be to all a source of con- tagion and inspiration for poise and courage even though religious or medical problems be involved. But even if he lack all these latter qualities, though he be so poised that im- pulsive girls can turn their hearts inside out in his presence and perhaps even weep on his shoulder, the presence of such a being, though a complete realization of this ideal could be only remotely approximated, would be the center of an atmosphere most wholesomely tonic.
In these all too meager outlines I have sketched a human- istic and liberal education and have refrained from all details and special curriculization. Many of the above features I believe would be as helpful for boys as girls, but woman has here an opportunity to resume her exalted and supreme posi- tion, to be the first in this higher field, to lead man and pay 646 THE PSYCHOLOGY OF ADOLESCENCE her debt to his educational institutions, by resunmi;; h^i crown. The ideal institutions, however, for the two will always be radically and probably always increasingly di- vergent.
As a psychologist, penetrated with the growing sense of the predominance of the heart over the mere intellect, I be- lieve myself not alone in desiring to make a tender declaration of being more and more passionately in love with woman as I conceive she came from the hand of God. I keenly envy my Catholic friends their Maryolatry. Who ever asked if the holy mother, \vhom the \vise men adored, knew7 the astronomy of the Chaldees or had studied Egyptian or Babylonian, or even whether she knew how to read or wrrite her own tongue, and who has ever thought of caring? We can not conceive that she bemoaned any limitations of her sex, but she has been an object of adoration all these centuries because she glorified womanhood by being more generic, nearer the race, and richer in love, pity, unselfish devotion and intuition than man. The glorified madonna ideal shows us how7 much more whole and holy it is to be a woman than 'to be artist, orator, professor, or expert, and suggests to our own sex that to be a man is larger than to be gentleman, philosopher, general, president, or millionaire.
But with all this love and hunger in my heart, I can not help sharing in the growing fear that modern woman, at least in more ways and places than one, is in danger of declining from her orbit; that she is coming to lack just confidence and pride in her sex as such, and is just now in danger of lapsing to mannish ways, methods, and ideals, until her original di- vinity may become obscured. But if our worship at her shrine is with a love and adoration a little qualified and unsteady, we have a fixed and abiding faith without which we should have no resource against pessimism for the future of our race, that she will ere long evolve a sphere of life and even educa- tion which fits her needs as well as, if not better than, those of man fit his.
Meanwhile, if the eternally womanly seems somewhat less divine, we can turn with unabated faith to the eternally child- like, the best of which in each are so closely related. The ADOLESCENT GIRLS AND THEIR EDUCATION 647 oracles of infancy and childhood will never fail. Distracted as we are in the maze of new sciences, skills, ideals, knowl- edges that we can not fully coordinate by our logic or cur- riculize by our pedagogy; confused between the claims of old and new methods; needing desperately for survival as a nation and a race some clue to thrid the mazes of the manifold modern cultures, we have now at least one source to which we can turn — we have found the only magnet in all the uni- verse that points steadfastly to the undiscovered pole of human destiny. We know what can and will ultimately coordinate in the generic, wrhich is larger than the logical order, all that is worth knowing, teaching, or doing by the best methods, that will save us from misfits and the waste ineffable of premature and belated knowledge, and that is in the interests and line of normal development in the child in our midst that must hence- forth ever lead us; which epitomizes in its development all the stages, human and prehuman; that is the proper object of all that strange new love of everything that is naive, spontaneous, and unsophisticated in human nature. The heart and soul of growing childhood is the criterion by which we judge the larger heart and soul of mature womanhood, and these are ultimately the only guide into the heart of the new education which is to be, when the school becomes what Melanchthon said it must be — a true workshop of the Holy Ghost — and what the new psychology, when it rises to the heights of prophecy, foresees as the true paradise of restored intuitive human nature.
CHAPTER XVIII ETHNIC PSYCHOLOGY AND PEDAGOGY, OR ADOLESCENT RACES AND THEIR TREATMENT Present status of one-third of the race — Analogies with Homeric society — New cosmic consciousness — Value of primitive stirps. I. Extirpation of wild ani- mals, past and present, compared to that of primitive people — Conceit of civili- zation— Beothuks, Tasmanians, Australians, Maori, Samoyeds, II. Hawai- ians and their history and present state. III. Filipinos — Opinions and policy. IV. Africa — Effects of contact with higher races — The Belgian policy — The English course — Traits and tribal organization of representation — Tribes — Slavery — The negro in America — Educational methods. V. American abo- rigines— Eskimos, Patagonians, Aztecs, Huichols, Peruvians, Nicaraguans, Canadian tribes and those of the United States — History — Spanish laws — Views of various writers — Duncan and the Metlakahtlans — Indian education — Indian ethnologists and their work. VI. India — Benefits and evils of British rule from official records — Incommensurability of Orient and Occident — Eura- sians— Leitner's educational experiment — Fielding Hall and the Burmese — The Straits Settlement — Colonial policies past and present — Effects of the world's now being all known and partitioned — What is savagery? — Ascending and decadent races — Curricula of race pedagogy and hygiene — Points of friction between higher and lower races — Race improvement by stirpiculture — Value and need of the higher anthropology for education and as the basis of dealing with undeveloped people. VII. Missionaries — History and present state of mission work — Criticisms of attitude and methods — Education of mis- sionaries— Their work in China and India — The true ideal, aim, and method of propagating Christianity — Need of study and care of lower races as we study childhood and youth — They may succeed us in wielding the resources of the world.
No study of adolescence can be complete without some study of nearly one-third of the human race, occupying- two- fifths of the land surface of the globe, now included in the one hundred and thirty-six colonies and dependencies of the world, that are in a relation of greater or less subjection to a few civilized nations. Nearly all habitable lands are now discovered and their peoples known and partitioned among the powers. This process has gone on with amazing rapidity since the great competitive scramble for land which began in ADOLESCENT RACES AND THEIR TREATMENT &49 1897. Christianity and mission enterprise have long dreamed of universal dominion, and now business and trade, coinage, weights and measures, postal system, fashions and educa- tional methods are taking on cosmic dimensions. Back of politics, and even of history, are looming up far greater ethnological and genetic problems, which give a vastly deepened background and an enlarged horizon to history, all of which is but news of the day compared with the past ages through which heredity has been doing its silent work. All this summons us to larger views, and marks the present and near future as by far the greatest of all the historic periods and opens the most magnificent opportunities ever presented to education and to a new constructive statesmanship. Ideally the two are one and inseparable. As we are gradually putting the child-world into schools of the latest type, so the primitive men and women pf the world are coaxed or constrained to take up the burden of the white man's civilization, and those who can not or will not are following to extinction the larger wild animals about them that resist domestication.
Most savages in most respects are children, or, because of sexual maturity, more properly, adolescents of adult size. Even stirps generally agreed to be decadent often exemplify the symptom of dementia pracox (Chapter VII) magnified to macrobiotic dimensions. Their faults and their virtues are those of childhood and youth. They need the same careful and painstaking study, lavish care, and adjustment to their nature and needs. The inexorable laws of forcing, precocity, severity, and overwork, produce similar results for both. Primitive peoples have the same right to. linger in the para- dise of childhood. To war upon them is to war on children. To commercialize and oppress them with work is child labor on a large scale. Without them our earthly home would be left indeed desolate. They live a life of feeling, emotion, and impulse, and scores of testimonials from those who know them intimately, and who have no predilection for Rousseau- like views, are to the effect that to know a typical savage is to love him. The individual is always merged in the tribe, and only the chief, and often not even he, can give pledges or make bargains. Their condition is very much like that which Homer describes, in which law, literature, religion, science, so 650 THE PSYCHOLOGY OF ADOLESCENCE ethics, art, and all the other elements of culture are not specialized, but implicit in the daily life and mind of each individual. If unspoiled by contact with the advanced wave of civilization, which is too often its refuse, and in which their best is too often unequally matched against our worst, they are mostly virtuous, simple, confiding, affectionate, and peaceful among themselves, curious, light-hearted, amazingly religious and healthful, with bodies in nearly every function superior to ours and frequently models for the artist, and the faults we see are usually those we have made. Even the sixty troglodyte skulls that Horsley measured showed great development, and demonstrated that the art of trephining was well understood and practised. The best of the lower races represent that most precious thing in the world — stocks and breeds of men of new types and varieties, full of new promise and potency for our race, because heredity so outweighs civi- lization and schooling. Such were the Germans who in the days of Tacitus just escaped Roman imperialism; the in- habitants of England in the days of Roman occupation, and even in the time of Alfred the Great; and the Japanese in 1840, when the powers would have divided their land among themselves could they have agreed on terms and shares, and thus robbed the world of modern Japan.
I. Extinctions. — For years the great auk, now known to be the key to many biological problems, was killed by ship- loads, but in 1844 became extinct, only seventy-two specimens existing to-day in all the museums of the world. Every few years we have lists of species and varieties of animal life newly exterminated. In the Smithsonian Museum hangs a copy of the painting by J. H. Moser, called The Still Hunt. It is of a man hidden and secure on a high rock, shooting buffalo, and beneath it is inscribed, " This illustrates the method by which the great Southern bison herd of about five million animals was almost utterly exterminated in five years (i87i-'75), and the Northern herd totally destroyed in 1881- '83." The wild ass, zebu, giraffe, ostrich, seals, all the higher apes — chimpanzee, gibbon, orang, and gorilla — gnus, elands, mountain zebras, and many other forms, have a rapidly nar- rowing habitat, or are in danger of extinction for hides, plumes, ivory, and often for the sole pleasure of killing For ADOLESCENCE ARTS AND THEIR TREATMENT South Africa it was found necessary for the seven great nations most concerned, to form, in May, 1900, a pact against exterminations. Second only to commercial motives is the hunting passion, which in prehistoric times exterminated the mammoth, Irish elk, cave bear, woolly rhinoceros, etc., in the long, hot struggle by which man became the lord of the animal creation. His war for survival against the creatures next below him in the scale of being has been so successful that he has wiped out his own phylogenetic line of ascent, and separated himself from his animal forebears by many a missing link which science can not yet recover. The fact that he can not trace his line of descent is a ghastly monument to the relentlessness with which he has waged this war of extermi- nation. Man is the only known creature that has destroyed his own pedigree. Only the few score of animals which primitive woman Domesticated for food or service can thrive beside him, and his clubrooms and dwellings are still deco- rated with the products of his head-hunting prowess against creatures whom Schelling called our older brothers, and whom all totem-worshiping savages revere as the fathers of all their life and light. Even laws against illegitimate methods and wholesale and useless destruction, which have multiplied so fast in all civilized lands in the last few years, are hard to enforce. Colonel Farrington states that about five thou- sand hunters each year pursue moose and deer in Maine alone, and that close time and protection laws are a farce.
Now all this is in many respects paralleled by the relation between civilized and savage man. Never, perhaps, were lower races being extirpated as weeds in the human garden, both by conscious and organic processes, so rapidly as to-day. In many minds this is inevitable and not without justifica- tion. Pity and sympathy, says Nietzsche, are now a disease, and we are summoned to rise above morals and clear the world's stage for the survival of those who are fittest because strongest. The supreme good, says Guyau, is diffusum sui. The world will soon be overcrowded, and we must begin to take selective agencies into our own hands. Primitive races are either hopelessly decadent and moribund, or at best have demonstrated their inability to domesticate or civilize them- selves. History shows, too, that each of the great races has 652 THE PSYCHOLOGY OF ADOLESCENCE developed upon a basis of a lower one, and our own progress has been so amazing that in it we read our title clear to dominion. If they linger, they must take up our burden of culture and work. This sentiment has found several remark- able expressions in Europe within the last few years, both by soldiers and thinkers. Let us pause to glance at a few illustrations of complete and impending exterminations.
The aborigines of Newfoundland, and especially the Beothuk tribe, afford an illustration of the utter extinction of an ethnic stock of unknown origin and affinities, which some think a branch of the Algonkins or that they had Eskimo blood, who perhaps descended from the cavemen of Europe. They are doubtless the same people, maintaining their organizations unchanged from the time of the voyage of Cabot, who first saw them.1 The Government, says Mr. Hatton, considered that loyalty to England made it imperative to depopulate Newfoundland, and down to about one hundred years ago the subtle policy of the fishing admirals was to destroy all houses, suppress colo- nization, and make all this great island a fishing station. This condi- tion, added to the fact that the whites regarded the natives as vermin, whom their fierce neighbors, the Micmacs, helped to exterminate, re- duced a population estimated at thousands to a single female, named Mary Marsh, captured in 1819, whose vocabulary was carefully re- corded, and with whose death in 1828 the race ceased to exist. Like other lost tribes, they have had no historian and even no Ossian, and are without any representation in literature. They were first disposed to be friendly, and had they been met in the spirit of William Penn, there is every indication that they would have welcomed all the factors of civilization which they could have understood and entered upon a line of development. But they were shot like beasts by ruthless hunts- men, who kept on their gun-stocks tallies of the " heads " of Indians they had killed. The settlers neither knew nor did missionary work, because any degree of civilization would render the natives more for- midable. The pathos of this case is to many greatly heightened by the fact that the entire race died without having heard of Christianity, and that no Beothuk blood runs in anybody's veins, but all cries to us from the ground.