Principles of Correlation

Author(s): Francis W. Parker

Source: The Course of Study, Vol. 1, No. 6 (Feb., 1901), pp. 506-509
Published by: The University of Chicago Press
Stable URL: https://www.jstor.org/stable/991896
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5o6 COURSE OF STUDY

These
These plants
plants
are relatively
are relatively
plastic, and plastic,
took
tookplaceand
place
sufficiently
sufficiently slowlyslowly
to make
to adap-
make adap-
were
were ableable
to make
to the
makenecessary
the adjust-
necessary adjust-
tations
tations possible.
possible.
In many
In many
otherother
places places
arti- arti-
ments
ments as the
as pond
thebecame
ponda became
swamp, anda swamp,
ficial and andand
ficialdrainage
drainage artificial
artificial
removal
removal
of ex- of ex-
the
the swamp
swamp
passedpassed
through its
through
various itsisting
various
isting plant
plantsocieties
societies
havehave
mademade
the changes
the changes
stages
stages until
until
it became
it became
a tillable field.
a tillable
In in
in the
theenvironment
field. environment
In so abrupt
so abrupt
that plants
that plants
many
many of our
of farming
our farming
regions, where
regions,
this could
couldnot
where notmake
make
this thethe
adaptations
adaptations
necessary
necessary
work
work of reclaiming
of reclaiming
was carriedwas
on almost for
forgrowth
carried on growth
almost in in
these
these
newnewconditions,
conditions,
and and
entirely
entirely by these
by natural
these processes,
naturala num- there
there
processes, isislittle
a num- little
remaining
remaining
besides
besides
the struc-
the struc-
ber
ber of of
these
these
readapted
readapted
plants are to
plants
be ture
ture
are and
toandcontour
be contour
of the
of the
land land
to suggest
to suggest
found.
found. The The
changes
changes
in the environment the former conditions.
in the environment

Principles oj f Correlation
Francis W. Parker

I. A fundamental error in education is III. Examination of Correlated Subjects:

INORGANIC
the isolation of subjects on the lines of con- MATTER. Physiography pre-
sents
ventional classification, thus attempting to the knowledge of the earth's struc-
tureone
separate, by teaching, the thought of and surface.

particular subject from the thought Geology

of is the history of the continual
changes in the earth's rock envelope or
other subjects to which it is organically
related. crust. Geology, then, is the history of
The educative value of one subject is Physiography: Physiography presents the
primarily determined by its organic rela- effects and Geology the causes.
tions to all other subjects. It is therefore Mineralogy presents the knowledge of
impossible to appreciate, or even to under-the nature and composition of the rock
stand, any subject without knowing that itcrust or of the material which is constantly
is but a part of the whole, and that each undergoing geological and physiograph-
part penetrates the whole. Each subjectical changes.
has definite relations to all subjects; thus Unity: The present surface (Physiogra-
Physics and Chemistry are the sciences of phy), the changing surface (Geology), the
ever-changing matter, and therefore in- material which changes (Mineralogy).
trinsic to the study of all other sub- Meteorology teaches the action of heat,
jects. The distribution of heat, air, moisture, and air upon and in the earth's
moisture, plant and animal life, over crust; and their distribution over the earth's
the earth's surface, cannot be profitablysurface. Heat, moisture, air, are the
studied without a knowledge of the earth's causes of changes in the rock crust (Geol-
surface. ogy), in the surface of the earth (Physiog-
II. Unity o( Subjects: i. Man and Na-
raphy), and in the composition of rock
ture comprehend all subjects. These two material (Mineralogy).
are one in the Creator and the created. Unity: Causes of changes in the earth's
The essence of the knowledge ofcrust Man (Meteorology),
and the changes (Geol-
Nature is law; and law has its function in ogy), the intrinsic effects of changes
life. Life, then, is the central subject of (Mineralogy), the surface effects of changes
study. (Physiography).

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 CHICAGO INSTITUTE 507

3. Heat
Three Earth Envelopes: i. Rock, and air distribution explains mois-
solid
ture distribution.
and pulverized. 2. Water. 3. Atmosphere.
4. Upon a knowledge of surface forms and
These three envelopes, which interpene-
soils (Mineralogy), and the distribution of heat
trate each other, are constantlyand
changing
moisture (Meteorology), depends the knowl-
under laws. Physics and Chemistry
edge of pre-
the distribution of plants.
5. Upon
sent the causes, and therefore the laws, ofall the foregoing facts (I, 2, 3, 4)
depends the distribution of animal life, includ-
all changes in inorganic matter. It fol-
ing man.
lows that intrinsic knowledge of all inor-
NoTE.-Elementary study has for its purpose
ganic matter depends upon a knowledge
a preparation for the study of distribution.
of Physics and Chemistry. This probably may be accomplished in the
Unity: Changes in the earth's crust Eighth or Ninth Grade. Correlation is abso-
(Geology), in the nature and composition lutely essential to profitable elementary study.
V. The Function of Inorganic Matter is
of rock (Mineralogy), in the resultant
Life: i. Plant Life. Plants depend upon (a) a
changes in surface (Physiography), insurface environment (Physiography); (b) soil
causes of changes (Meteorology); which (Mineralogy); (c) heat (Physics); (d) air (Me-
in turn depend absolutely upon the laws of teorology); (e) drainage-movement of water
Physics and Chemistry. For instance, the in the soil and on the surface (Physics and
Chemistry); (f) fertilizing-changes in soil
movements of the earth's crust may be
(Chemistry).
comprised under (i) volcanic action (Phys- NOTE.-A knowledge of any plant compre-
ics and Chemistry), (2) folding and fault- hends its physiographical, vegetable and animal
ing (Physics), (3) erosion (Physics), (4) environment, climate, soil, the nourishment of
building with eroded material by runningthe plant by moisture, the function of its
water table (Geology), capillary attraction
water and winds (Physics). For instance:
(Physics), evaporation and transpiration.
Changes in composition of rock by heat 2. Animal Life. A knowledge of animal life
and moisture (Physics and Chemistry); comprehends a knowledge of inorganic plant
changes in kinds of rock (Physics and matter under all its classifications, and a knowl-
Chemistry); changes in the earth's surfaceedge of plant life and its relation to other ani-
mals, including man.
(Chemistry and Physics); in moisture and
3. Man's Life. Nature furnishes man with
air (Physics). food, clothing, shelter, luxuries, means of com-
IV. Correlation may be illustrated by munication and transportation, etc.
distribution.
The key to man's evolution is his phys-
One outcome of the study of physiog- ical environment (surface forms, climate, soil,
animal life), and his relations to the rest of
raphy is a knowledge of the distribution
and relation of the surface forms of the
mankind. Life on the plains, in woods and
mountains, the surrounding plants and animals,
earth - mountain ranges, river basins,
enter into and become strong factors in indi-
plains, plateaus, etc. A knowledge of this
vidual and community life. All the sciences
of man have the closest relations to nature-
distribution involves a knowledge of the
architecture of continental and island archaeology, philology, anthropology, and eth-
nology. The philosophy of history can be
structure (Geology), and the material out
understood only by the closest study of man's
of which they are constructed (Miner-
environment. Literature is the study of man
alogy). and nature. Arts and crafts are the expressions
I. A working knowledge of Physiography of man under the influences of nature and
makes a knowledge of the distribution of heat society.
(Mathematical Geography) possible. VI. The Principles of Study: i. How to
2. A knowledge'of surface forms and the dis- study is a question of immense, if not
tribution of heat is the basis of a knowledge of the greatest, importance in education. Man
air distribution.
and nature are the sources of knowledge. They

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508 COURSE OF STUDY

comprehend, therefore, the subjects be

of the
all study.
imaging of Man and Nature; that
2. Attention to educative subjects is study.
is, all study should be concentrated upon
Attention is the holding in mind of images for
their growth.
these subjects. Thoroughness in knowl-
edge consists of strong, correlated images.
3. A strong image is (a) a close correspond-
The
ence to an external object, (b) a unit processes of attention should be ac-
consisting
of strong, related images. quired under the energy of imaging.
4. Analysis, judgment, inference, and reason
Expression in all its modes-gesture,
have images for their intrinsic basis. A philo-
speech,
sophical memory is possible only under the nmusic, making, modeling, paint-
ing, drawing,
potency of strong images. The function of writing- has three influences
language is to hold and unite images,upon
andhuman
the growth: (a) Physical develop-
results of image growth. ment in making the body, including its
5. There are three modes of attention de-
agents, effectively responsive to the will;
fined by external stimuli: Observation, hearing-
language, and reading. (b) mental development in the reaction
6. Observation is imaging under theof stimulus
motor discharge upon consciousness;
(c) strengthening and disciplining moral
of an external object acting upon consciousness;
the purpose of observation should begrowth
the forma-
under a high ideal.
tion of a strong image corresponding to the
The best physical growth is the best
object observed.
7. Hearing-language and reading mental
have both and moral development. Each
mode of
the same function, to wit: the union of images expression has its special reactive
and educative function, for which no one
that have been previously in consciousness.
These processes become study or allwhen
of the other modes can be substi-
the images are held in consciousness
tuted. for
growth. Elementary skill in all the modes of ex-
The laws for the concentration and ex-
pression may be best and most economically
pansion of images are complied with when
acquired through the manifestation of edu-
correlated images come freely into con- cative thought. The eight years of the
elementary school may be spent in the
sciousness, unobstructed by the limits of one
class of objects or subjects. Following direct study of Man and Nature, which
a single classification means the exclu- means that both attention and expression
sion of images that should make the cen- should be concentrated upon the study
tral image strong. For instance, the images of nutritive subjects.
of history, excluding physiography, mete- Under the purpose of acquiring certain
orology, botany, etc., are in a marked de- definite quantities of knowledge the attempt
gree weak or attenuated. Physics and to teach in the most elementary way all the
chemistry, without the images of the ma- subjects classified under Man and Nature,
terials changed under the action of physical together with the development of power
and chemical forces, induce an obscurity and skill in all the modes of attention and
of image. expression, would be fatal in the extreme;
Conclusion: From the standpoint of ex- it would be attempting the impossible.
ternal objects and from that of psychology, Under the ideal of knowledge-getting there
the isolated teaching of subjects is abso- is no guide to the selection and adaptation
lutely unpedagogical. of knowledge.
Discipline and skill in all the modes
VII. The End and Aim of Education: I. An
of attention are best acquired through the
ideal determines everything that goes into its
energy of growing, correlated images.
realization: knowledge, reason, discipline, inter-
All educative acts of attention should est, and method.

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 CHICAGO INSTITUTE 509

NOTE.
NOTE. -The
-The
idealideal
meantmeant
is the personal
is the one personal
be
be defined
definedone
asasbringing
bringingto bear
to bear
the the
wholewhole
being-being-
held
heldbyby thethe
pupil.
pupil. personality,
personality,originality,
originality,research,
research,
reason-upon
reason-upon
2.
2. The
The greater
greater
the ideal
the the
ideal
more
theuseful
more it isuseful
the it is ofof
the realization
realization complete
completeliving
living
in the
in school.
the school.
to
tohumanity;
humanity; the more
the more
knowledge,
knowledge,
reason, dis-reason,2. dis-
2. Concentration
Concentration may
may be be
enhanced
enhanced
a thou-
a thou-
cipline,
cipline, interest,
interest,
it demands
it demands
for realization.
for realization.
sand-fold
sand-foldby byunity
unityof of
purpose
purpose
on the
on part
the part
of an of an
3.
3. The
The needs
needs
of society
of society
determine
determine
the work entire
the faculty.
entire work
faculty.
of the school. Put that into the school which 3.
3. The
Thestudy
studyofof thethe
needs
needs
of community
of community life life
society should have for its improvement. is is infinite
infiniteininitsits
possibilities.
possibilities.
Under
Under
self-gov-
self-gov-
4. The predominant need of society is char- ernment,
ernment,the theideal
ideal
of of
society
society
is growth.
is growth.
Any- Any-
acter expressed in terms of citizenship. thing
thingfixed
fixedinin method
methodor system
or system
is impossible.
is impossible.
5. The end and aim of citizenship is ideal 4. 4. This
Thisideal
idealdemands.the
demands.the closest
closest
studystudy
of of
community life. the
the nature
natureand andpossibilities
possibilities
of the
of the
child.child.
6. The school should be an organization 5.
5. Each
Eachchild
childbecomes
becomes a member
a member of society,
of society,
of ideal community life, in which every pupilaa factor
factorinincivilization;
civilization;he is
heled
is slowly
led slowly
and and
is a citizen, or is becoming one. steadily
steadilytotofeelfeel
andand
understand
understand his responsi-
his responsi-
7. The teacher is the organizer of the best bilities as a citizen.
society, and the creator of a healthy, normal, 6. Concentration demands correlation. The
moral public opinion. question of questions is, what is the best knowl-
8. The nature and capacity of the pupil de- edge to community life?-thus breaking down
termine his personal relationship to the com- the unpedagogical barriers of classification.
munity (school) of which he is a member. 7. Concentration is the economy of physical,
Citizenship develops the best, all the best, and
mental, and moral action. The reason why
only the best in the child. students in general know so little is that knowl-
9. Knowledge is absolutely essential to theedge, and not character, is made the end of
development of the citizen and the progress education.
of the community.
Io. The highest and most persistent incen-
tive to learning, under the direction of an effi- Notes on Psychology
cient organizer of society, is the desire to help
others. NETTIE A. SAWYER

II. Every ideal determines the knowledge (Fall Quarter)

needed to realize it. The knowledge neces- Statement: "I see" means I am conscious
sary to realize community life is the broadest, of an image.
deepest, most comprehensive.
Experiment: I experiment with books, hats,
12. In all the practical work of life, correla- pencils, lamps, etc. Only when 1 am conscious
tion is always the common sense rule. Uncor- of an image do I see a thing.
related knowledge is not usable. Question: Is there a state of consciousness
VIII. Course of Study: I. The needs of a without an image?
growing community life (school grades) is the Experiment: I recall to memory a face, a
only proper guide to the selection of subjects saying, an act, a landscape-in every case I
of knowledge and skill for the course of study. have an image--in the case of the saying, there
2. The spirit of helpfulness is the only may be more or less images according to cir-
righteous incentive to all school work. cumstances. When I recall some quotation
3. Ideal community life is always growing from a poem I simply image the contents of
in reality and growing in outlook; therefore a the extract, as in "The day is cold, and dark,
true course of study is constantly changing in and dreary."
its adaptation to changing needs and growing When I reason I have images.
ideal.
Example: I say: "All quadrupeds are four-
4. Under this ideal, expression in all its footed. This animal has four feet, therefore it
modes is using knowledge for the good ofis a quadruped." Here I have vivid images in
others. Study is preparation for use. Moral both parts. I experiment again with reason-
power is acquired by using knowledge for the ing. I say: "This man has died; that man
best good of the community. died. All men I have known have been under
IX. Concentration: i. Under the ideal of citi- a certain age; therefore all men must die." I
zenship and community life, concentration may have images, though different from the above.

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