College Teaching Part 32

There is, in addition to the use of textbooks, lectures, extensive reference reading, case books, and the writing of papers, a tendency to introduce the problem method of instruction and to encourage field work, observation, and, so far as practicable, a first-hand study of government functions and activities.

Another line in which the study of government is undergoing considerable modification is the emphasis placed on administration and administrative practices. While special attention heretofore has been given either to the history of politics and political inst.i.tutions or to political theories and principles, the tendency is now to give import to political practices and the methods pursued in carrying on government divisions and departments. The introduction of courses in the principles of administration, with the consideration of problems in connection with public administration in national, state, and local affairs, is tending to modify the content as well as the methods of the teaching of government. New methods and a new content are changing the emphasis from the formal, theoretical, and historical study of government and turning attention to the practical phases and to the technique of administration. As a result of this change and through the work which is being undertaken by bureaus of reference and research, instruction is brought much closer to public officers and greater service is rendered in a practical way to government administration.

=Some unsolved problems=

Among the difficulties and unsolved problems in the teaching of political science are, first, the beginning course; second, the relation of courses in government to economics, sociology, history, and law; third, the extent to which field investigation and the problem method can be used to advantage in offering instruction and the development of new standards and of new tests which are applicable to these methods; fourth, the introduction of the scientific method.

=1. The introductory course=

While the elementary course in government is now usually American government and is, as a rule, offered to soph.o.m.ores, both the content and the present position of the course in the curriculum are matters on which there is considerable difference of opinion. Where the subject matter now offered to beginning students is comprised of comparative material selected from a number of modern governments, it is contended that this arrangement is preferable to confining attention to American inst.i.tutions with which there is at least general but often vague familiarity. If provision is made in the high school, by which the majority of those who enter the university have had a good course in American government, there seems to be a strong presumption that the beginners' course should be devoted to comparative government. It is quite probable that the introductory course will cease to be confined to a distinct and separate study of either foreign governments or of American government and that the most satisfactory course will be the development of one in which main emphasis is given to one or the other of these fields and in which constant and frequent comparisons will be made for purposes of emphasis, discussion, and the consideration of government issues and problems. In some cases it is undoubtedly true that emphasis should be given to foreign governments, and as the high schools improve their instruction in our local inst.i.tutions, national and state, it will become increasingly necessary in colleges to turn attention to the study of foreign governments in the beginners' course.

There appears to be a desire to introduce government into the freshman year, and it is likely that provision will be made to begin the study of the subject in the first college year, thereby rendering it possible for those who enter college to profit by a year's work and to give an earlier start to those who wish to specialize.

Another difficulty in connection with the introductory course which is still not clearly determined is the time and attention which may be given to lectures, to discussions, to the writing of papers or theses, to the investigation and report on problems, and the extent to which use may be made of some of the practical devices such as field investigation. There is a general belief that in the elementary course only a slight use may be made of practical methods, but that it is necessary to begin these methods in the elementary years and to render instruction practical and concrete to a larger extent than is now done, by means of problems and the discussion of matters of direct interest to all citizens. No doubt as the problem method and field study are more definitely systematized and the ways of supervision and checking up the work developed, these devices will be used much more extensively. The preparation of problem sheets and of guides to the selection of concrete material gives promise of a more general and effective use of the problem method.

=2. Relation of instruction in government to other subjects=

The proper relations.h.i.+p and correlation of instruction in government with that of other subjects has not yet been determined satisfactorily. The matter of correlation is slowly being worked out along certain lines; for example, the relations.h.i.+p between courses in history and in government is coming to be much better defined. Such subjects as const.i.tutional history and the development of modern governments are being treated almost entirely in departments of history, and less attention is being given to the historical development of inst.i.tutions in departments of political science. As long as it is impossible to make certain history courses prerequisites before beginning the study of government, it becomes necessary to give some attention in political science to the historical development of political inst.i.tutions. By correlation and by proper arrangement of courses, however, the necessity of introducing government courses with historical introductions ought to be considerably reduced.

The relation between work in government and in economics and sociology is a more difficult problem and one which has not as yet been satisfactorily adjusted. Some of the courses given in departments of economics and sociology deal to a considerable extent with the regulation of public affairs. In these courses, including public finance, the regulation of public utilities, the regulation of trusts, labor organizations, and the administration and regulation of social and industrial affairs, a more definite correlation between political science and so-called applied economics and applied sociology must be made. While it is undoubtedly necessary for the economist and the sociologist to deal with government regulation of economic and social affairs, and while it is very desirable that these departments should emphasize the practical and applied phases of their subjects, it is nevertheless true that courses which are, to a large extent, comprised of government instruction should be given under the direction of the department of political science, or, at least, in an arrangement of definite cooperation therewith. There is no reason why in such a subject as the regulation of public utilities a portion of the course might not be given in the department of economics and a portion in the department of government. Or it may be better, perhaps, for a course to be arranged in the regulation of public utilities, continuing throughout the year, in which the professors of economics, government, commerce, finance, and engineering partic.i.p.ate in the presentation of various phases of the same subject. At all events, the present separation into different departments of the subject matter of government regulation of such affairs as public utilities, taxation, and social welfare regulation is, to say the least, not producing the best results.

The relation of government courses to instruction in law is likewise a partially unsolved problem. A few years ago, when the curricula of law schools dealt with matters of law and procedure in which only the pract.i.tioner was interested, it became necessary to introduce the study of public law in departments of government and political science. Thus we find courses in international law, const.i.tutional law, Roman law, and elements of law and jurisprudence being offered in large part in departments of political science. The recent changes in law school curricula, however, by which many of these subjects are now offered in the law school and in some cases are offered to qualified undergraduate students, render the situation somewhat more difficult to adjust. There is a tendency to introduce these courses into the law school for law students and to offer a similar course in the department of government for undergraduates and graduates. The problem has been further complicated by the provision in some of the leading law schools of a fourth year, in which the dominant courses relate to public and international law, legal history and foreign law, jurisprudence and legislative problems.[44] As these courses become entirely legal in nature and content and require a background of three years of law, it becomes practically impossible for any but law students to be admitted to them. With the prospect of a permanent arrangement for a fourth year of law devoted primarily to subjects formerly given in departments of political science, it seems to be necessary to provide instruction in const.i.tutional law and international law, at least, for those advanced students in political science who seek this instruction but who do not expect to take the private law instruction required to admit them to a fourth-year law cla.s.s. The preferable arrangement may prove to be one in which a thorough course is offered which will be open to qualified seniors and graduate students and to law students, thus avoiding the duplication which is now characteristic of instruction in law and the public law phases of government. In this matter, as in the relation of economics and sociology, the most appropriate and effective adjustment for cooperation remains to be formulated.

=3. Problem method of instruction=

As the criticism of eminent specialists in government and politics has impressed upon instructors the idea that too large a portion of the teaching of the subject is theoretical, treating of what ought to be rather than of what actually occurs, dealing with facts only on a limited scale and with superficial attention to actual conditions, there has developed the necessity of revising the methods of instruction. This revision is being made largely in the introduction of field investigation, observation of government activities, and the problem and research methods. The prevailing practice of the teaching of politics, which involves lectures, recitations, and the reading and writing of theses, with a considerable amount of supplementary work, is being revised by means of a research and reference division, by the constant use of field investigation and by the study of governmental problems. The difficulty with all these devices lies in the indefinite and vague way in which so much of this work must be done. For the present, in only a few instances, such as the New York Bureau of Munic.i.p.al Research, has the technique for field investigation and the research method been effectively developed. One of the chief lines for the improvement of the teaching of government is in the standardization and systematization of the problem method and its more extensive use in the elementary and advanced government instruction.

=4. Introduction of the scientific method=

In the past and to a great extent at the present time that part of the study of government which has to do with political theory and with a descriptive and historical account of government has comprised the greater portion of what is usually designated as political science.

The nature of these studies is such as to render inapplicable the use of the scientific method. If the study of government is to be developed as a science in the true sense, then the above subjects must be supplemented by exhaustive inductive studies and research in the actual operation of government. Such methods are now being employed in the examination of government records and the comparison of administrative practices. And there is being developed also a science of government based on the practices and the technique of public administration.

This science now finds its exemplification in some of the exceptional work of the graduate schools. Unfortunately, the connection between these schools and the government departments has not been such as to secure the best results. Moreover, departments of political science are not now doing their part to place the results of scientific investigations at the disposal of government officials. The introduction of courses in extension departments and evening cla.s.ses has in part met this deficiency. But much remains to be done to render through the department of political science effective service in the practical operation of government. With the introduction of the problem method and field investigation in the elementary instruction, so far as seems feasible, with the development of standard methods and the technique of research for advanced instruction, the teaching of government will be rendered not only more valuable to the citizen, but colleges and universities may render aid to government officials and citizens interested in social and political affairs.

A significant development as an aid for research and for rendering more effective public service has come in the establishment of bureaus of government research. The method of investigation and research which has been applied to the problems of government by private organizations has been found applicable to the handling of research material in the universities. Through a bureau of this character recent publications and ephemeral material may be collected for the use of advanced students, digests may be prepared on topics of special interest to legislators and administrators, and publications of particular interest to the citizens may be issued. Such a bureau serves as a government laboratory for the university and can be placed at the service of public officials and others who desire to use a reference department in securing reliable data on governmental affairs. Thus it is coming to be realized that research in government may be encouraged and the resources of higher inst.i.tutions may be so organized as to render a distinct and much appreciated public service.

CHARLES GROVE HAINES _University of Texas_

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