it does not link itself organically to the range of the ideas and words that are in vogue outside the school. Hence the enlargement that takes place is often nominal, adding to the inert, rather than to the active, fund of meanings and terms.
(ii) Accuracy of vocabulary. One way in which the fund of words and concepts is increased is by discovering and naming shades of meaning—that is to say, by making the vocabulary more precise. Increase in definiteness is as important relatively as is the enlargement of the capital stock absolutely.
The general as the vague and as the distinctly generic
The first meanings of terms, since they are due to superficial acquaintance with things, are general in the sense of being vague. The little child calls all men papa; acquainted with a dog, he may call the first horse he sees a big dog. Differences of quantity and intensity are noted, but the fundamental meaning is so vague that it covers things that are far apart. To many persons trees are just trees, being discriminated only into deciduous trees and evergreens, with perhaps recognition of one or two kinds of each. Such vagueness tends to persist and to become a barrier to the advance of thinking. Terms that are miscellaneous in scope are clumsy tools at best; in addition they are frequently treacherous, for their ambiguous reference causes us to confuse things that should be distinguished.
Twofold growth of words in sense or signification
The growth of precise terms out of original vagueness takes place normally in two directions: toward words that stand for relationships and words that stand for highly individualized traits (compare what was said about the development of meanings, p. 122); the first being associated with abstract, the second with concrete, thinking. Some Australian tribes are said to have no words for animal or for plant, while they have specific names for every variety of plant and animal in their neighborhoods. This minuteness of vocabulary represents progress toward definiteness, but in a one-sided way. Specific properties are distinguished, but not relationships.28 On the other hand, students of philosophy and of the general aspects of natural and social science are apt to acquire a store of terms that signify relations without balancing them up with terms that designate specific individuals and traits. The ordinary use of such terms as causation, law, society, individual, capital, illustrates this tendency.
Words alter their meanings so as to change their logical functions
In the history of language we find both aspects of the growth of vocabulary illustrated by changes in the sense of words: some words originally wide in their application are narrowed to denote shades of meaning; others originally specific are widened to express relationships. The term vernacular, now meaning mother speech, has been generalized from the word verna, meaning a slave born in the master's household. Publication has evolved its meaning of communication by means of print, through restricting an earlier meaning of any kind of communication—although the wider meaning is retained in legal procedure, as publishing a libel. The sense of the word average has been generalized from a use connected with dividing loss by shipwreck proportionately among various sharers in an enterprise.29
Similar changes occur in the vocabulary of every student
These historical changes assist the educator to appreciate the changes that occur with individuals together with advance in intellectual resources. In studying geometry, a pupil must learn both to narrow and to extend the meanings of such familiar words as line, surface, angle, square, circle; to narrow them to the precise meanings involved in demonstrations; to extend them to cover generic relations not expressed in ordinary usage. Qualities of color and size must be excluded; relations of direction, of variation in direction, of limit, must be definitely seized. A like transformation occurs, of course, in every subject of study. Just at this point lies the danger, alluded to above, of simply overlaying common meanings with new and isolated meanings instead of effecting a genuine working-over of popular and practical meanings into adequate logical tools.
The value of technical terms
Terms used with intentional exactness so as to express a meaning, the whole meaning, and only the meaning, are called technical. For educational purposes, a technical term indicates something relative, not absolute; for a term is technical not because of its verbal form or its unusualness, but because it is employed to fix a meaning precisely. Ordinary words get a technical quality when used intentionally for this end. Whenever thought becomes more accurate, a (relatively) technical vocabulary grows up. Teachers are apt to oscillate between extremes in regard to technical terms. On the one hand, these are multiplied in every direction, seemingly on the assumption that learning a new piece of terminology, accompanied by verbal description or definition, is equivalent to grasping a new idea. When it is seen how largely the net outcome is the accumulation of an isolated set of words, a jargon or scholastic cant, and to what extent the natural power of judgment is clogged by this accumulation, there is a reaction to the opposite extreme. Technical terms are banished: "name words" exist but not nouns; "action words" but not verbs; pupils may "take away," but not subtract; they may tell what four fives are, but not what four times five are, and so on. A sound instinct underlies this reaction—aversion to words that give the pretense, but not the reality, of meaning. Yet the fundamental difficulty is not with the word, but with the idea. If the idea is not grasped, nothing is gained by using a more familiar word; if the idea is perceived, the use of the term that exactly names it may assist in fixing the idea. Terms denoting highly exact meanings should be introduced only sparingly, that is, a few at a time; they should be led up to gradually, and great pains should be taken to secure the circumstances that render precision of meaning significant.
Importance of consecutive discourse
(iii) Consecutive discourse. As we saw, language connects and organizes meanings as well as selects and fixes them. As every meaning is set in the context of some situation, so every word in concrete use belongs to some sentence (it may itself represent a condensed sentence), and the sentence, in turn, belongs to some larger story, description, or reasoning process. It is unnecessary to repeat what has been said about the importance of continuity and ordering of meanings. We may, however, note some ways in which school practices tend to interrupt consecutiveness of language and thereby interfere harmfully with systematic reflection. (a) Teachers have a habit of monopolizing continued discourse. Many, if not most, instructors would be surprised if informed at the end of the day of the amount of time they have talked as compared with any pupil. Children's conversation is often confined to answering questions in brief phrases, or in single disconnected sentences. Expatiation and explanation are reserved for the teacher, who often admits any hint at an answer on the part of the pupil, and then amplifies what he supposes the child must have meant. The habits of sporadic and fragmentary discourse thus promoted have inevitably a disintegrating intellectual influence.
Too minute questioning
(b) Assignment of too short lessons when accompanied (as it usually is in order to pass the time of the recitation period) by minute "analytic" questioning has the same effect. This evil is usually at its height in such subjects as history and literature, where not infrequently the material is so minutely subdivided as to break up the unity of meaning belonging to a given portion of the matter, to destroy perspective, and in effect to reduce the whole topic to an accumulation of disconnected details all upon the same level. More often than the teacher is aware, his mind carries and supplies the background of unity of meaning against which pupils project isolated scraps.
Making avoidance of error the aim
(c) Insistence upon avoiding error instead of attaining power tends also to interruption of continuous discourse and thought. Children who begin with something to say and with intellectual eagerness to say it are sometimes made so conscious of minor errors in substance and form that the energy that should go into constructive thinking is diverted into anxiety not to make mistakes, and even, in extreme cases, into passive quiescence as the best method of minimizing error. This tendency is especially marked in connection with the writing of compositions, essays, and themes. It has even been gravely recommended