The New Education

A Primary Facto

other living creatures they develop through spontaneous, self-expressive

wisely make no attempt to train their minds. From six to twelve or thirteen body growth is slowe

and of adolescence. Life takes on new meanings, human relationships are closer, great currents of feeling run deep and strong through t

wth and of severe mental and spiritual strain. It is a time when the energies of the body are so entirely devoted to the development of sex functions that great mental stress should above all th

en Need H

most energy for physical growth and the most relief from mental strain, and had then set out to plan a course of study which would wreck his health, we should have built a school system which gave hi

horting-nothing without health! Yet, despite our protest, at a period of rapid physical growth, at the time of severe spiritual

(fourteen to eighteen years) where it is best calculated to destroy the delicate balance

tence of these bodies by giving them due attention, particularly at the crucial periods of physical growth. Therefore e

ich should be taught to every child. Since bodies do not stay normal

hygiene because the growth of sex consciousness is one of the m

e be taught in the s

e home; but since most homes neglect the discussion of sex matters, leaving the children to gain their knowledge of sex from unreliable sources on th

as a Mean

. Memory work (the learning of poems, songs, and formulas) helps to make minds more ret

y these needs the school must give the child literature and art. Simple these lessons must be, particularly in the elementary grades; but there is s

a healthy and a beautiful soul. We dare not develop bodies at the expense of minds and souls, but neither may we e

all later life. Growth comes only through expression. One does not develop muscle by watching the strong man in the circus, b

flowing life and animal spirits. At this "puppy play" stage, when the child plays merely to work off surplus e

home and in the school he is in a subordinate position, but in the "gang," or "set," he is as good as the next. Group play teaches democracy. More than that, group play has a moral value. Each one must play fair. Those who do not are ruthlessly ostracized, so children learn to abide b

o a form of creative activity that sooner or later grips every human creature. We want to plant, to build, to plan, to make. It is the creative power within us yearning for expression, hence the well-p

t listen, big folks: When Anna plays dolls she does it in a frank, serious, whole-souled way that you seldom imitate. There is no activi

s Which a Chi

e child is in a great universe and surrounded by his fellowmen. Wherever a child lives and whatever he does he must always face certain surroundi

ral and written), in order that the children may learn to tell others what they think, and may likewise u

teach ethics by means of simple stories about people. Teachers should explain how men live

e high school, there should be some simple work in psycholo

ecause the things which they did enable us to live as we do, children should be

ill participate in the activity of these institutions, hence every child should be taught about them. In the last two years of the elementary grades civics can be successfully taught, since even a

o be sure, but to him it is great; and a knowledge of the world comes through a study of geography. Beginning with the geography of his native to

eneral nature study may be subdivided into geology, botany, zoology; and the forces of nature may be examined in astronomy, chemistry,

ildren for life activity. Growth and training in the art of living enable children to fulfill the third function of their being-that of

hools to provide trade and professional educations (really the same thing under different names). No child should be permitted to leave the schools

pation, the school should aim to provide an avocation, or secondary occupation, which may occupy leisure hours.

g, including training for parenthood. While this training should be given in a measure to boys, it should be intended primarily for girls, and should include biology, hygiene, chemistry, die

Must Provide to

ized as to provide for growth and play, for instructing the child in a knowledge of peop

nning of adolescence is undesirable; but since, in many localities, almost all of the children leave before reaching the high school, these subjects must be taught in the elementary grades. Certain things every child must know. If he is going to drop school at

sufficiently flexible to fit any community in the United State

ional Work of

a mining village of three thousand inha

at or before fourteen years of age, so that whatever school train

town. The great majority of the boys go into the mines or shops, while practically all of

e of play space; they are required to do chores in homes where they receive little home t

he elementary schools. While high school facilities may be afforded

ene, and sex hygiene; simple manual training for the younger children; thorough preparation in the reading and writing of English; the fundamentals of numbers; geography with particular reference to the geographic conditions in the immediate loca

n in geology, particularly in the mineralogy of the region in which the mine is located; technical training in mining, drafting, and shop work; and a su

rough course in domestic science, with particular emphasis on economical purchasing,

urse would not make of the boys railroad presidents or United States senators; but even that is not a drawback because, incredible as it may sound to many old-fashioned ears, th

ceptional children who desire more advanced work, the teacher can

the teachers, and an additional outlay for tools and school-rooms, but it w

lution because the community is small in size, and because there are o

tent of caring for chickens and pigs, and sometimes for milk. In such an agricultural community the same outline for study might apply, except that in training for occupations boys should be taught

ave met with marked success. Most country children do not go to high school, however-although they are do

l Problems of an I

plicated by the crowding of many people into a small space and by the great diversity of occupations which the people pursue. The la

is no such need. In towns and cities there is no more imperative duty resting on the school than the furnishing of playgrounds and gymnasiums for children. The practice o

in American cities, by the "continuation" school, which unties the Gordian knot by cutting it. Instead of allowing chi

chools they may either go on with a high school course for four ye

een hours a week he goes to a school where he is taught mechanical drawing, designing, the testing of materials, and an

ring by working at his job, and well schooled in its theory by taking a "continuation" course which

ty. The children have space, good homes, and abundant opportunity to go through high school and even through college. Under these conditions

ary grades. The high school, with a general course and two or three s

ning with

e limited by the narrow technical character of its instruction, which makes the "continuation" school generally preferable. The high school is not a separate institution, but an integral part of the school system. In a high

all children, and to that extent all schools must provide similar training. Other needs, varyin