88 MASTERING THE ARTS OF LIFE
not respond to the ordinary definition of the word, as a means of gaining a living; rather are they the departments of human activity which, taken together, make up the whole life. In the 'pedagese' of the school publications these 'occupations' are set down as (1) Body-building; (2) Spirit-building; (3) Society-serving; (4) Man-conserving; (5) Opinion-forming; (6) Truth-discovering; (7) Thought-expressing; (8) Wealth-producing; (9) Comrade- or mate-seeking; (10) Life-refreshing.
The ordinary studies of the schools are relegated to places in these 'occupations.' In the monthly report cards that go to the parents, the latter have to look closely to find out how their boy is doing in history. They find it listed as No. 3 under opinion-forming, such unheard-of qualities in scholastic reports as fairness of mind and judgment being listed above it in this 'occupation' or art of life. This grouping illustrates the theory of the school. It does not look upon history as something to be taught for itself, but as something to be studied as a means of developing the ability to form sound opinions. The boy may be very lame in history as a study, and yet stand up well in his rating in opinion-forming.
Should the parent wish to know how his son is doing in chemistry, or zoölogy or physics, or botany, he will consult the score-card in vain. In the space set aside for appraisal of progress in truth-discovering, he will, however, get a hint of how well the boy is doing in science as a whole, as one of the seven factors that contribute to the mastery of truth-discovering—but that is all. Manifestly the boy might have only an 'unsatisfactory' in science as a study, and being excellent and satisfactory in the six other elements of truth-discovering, make a most excellent showing as a discoverer of truth. The other elements of the mastery of truth-discovering are set down as alertness, thoroughness, skill in observing, skill in experimenting, soundness in interpreting, and geography.
Following the obscured trail of the traditional studies through the Moraine Park curriculum, we find French, Latin, Spanish, and mathematics set down as contributors to thought-expressing, with truthfulness and accuracy listed ahead of them. Unless we except manual training, listed under wealth-producing, this completes the list of mention of 'studies' in the ordinary acceptation. Grouped with manual training under wealth-producing are 'project work,' diligence, perseverance, honesty, initiative, thriftiness. As for the other 'occupations,' body-building includes eating carefully, general care of health, regular exercise. Spirit-building is made up of loyalty to high ideals, efforts to do the best, trustworthiness, power to will to do the right. Under society-serving come obedience, respect for law, faithfulness in office, interest in the community, punctuality. Man-conserving is made up of generosity, spirit of helpfulness, home-making. Contributing to comrade- or mate-seeking ability are the elements of coöperation, courtesy, agreeableness, frankness. Elements of the mastery of the art of life-refreshing are play interest, sportsmanlike spirit, courage, self-control, resourcefulness.
The report card really tells the story of the Moraine Park School. The parent examines it to learn whether and how the child is progressing in his mastery of the art of living and its component arts; the child views it as a picture of his progress in the adventure of life. Neither worries about the progress in studies, school-exercises, or methods, for both conceive of them as but 'the material and means of education.' In fact, the so-called studies, which must be carried on for drill purposes, and to
