,,education ,,& ,,liv+ ,,by ,,r&olph ,,b\rne ,,au?or ,,( 8,,y\? ,,& ,,life10 8,,! ,,g>y ,,s*ools0 ,illu/ration ,,new ,,york ,,! ,,c5tury ,,co4 #aiag ,copyright1 #aiag1 by ,,! ,,c5tury ,,co4 ,copyright1 #aiae1 #aiaf1 #aiag1 by ,,! ,,republic ,,publi%+ ,,co4 ,publi%$1 ,april1 #aiag ,,preface ,^! pap]s1 repr9t$ ) slight additions f ! pages ( ! 8,new ,republic10 ?r\gh ! c\rtesy ( ! editors1 d n pret5d to be any?+ m ?an glimpses & p>aphrases ( new t5d5cies 9 ! ,am]ican s*ool & college4 ,! public s*ool is ! mo/ int]e/+ & ! mo/ hopeful ( our ,am]ican social ent]prises dur+ ^! days ( sluggi%ness = u & dre>y horror = ! re/ ( ! _w4 ,x is becom+ "o ( ! few rational & "o ( ! few democratic ?+s we h1 & sci5ce & hope are lay+ a f\ndation ^u :i* a really self-consci\s society c\ld build almo/ any?+ x *ose4 ,! s*ool fasc9ates me because !re is almo/ no sociological1 adm9i/rative or psy*ological tru? t _c be drawn out ( its manifold life4 ,x is ! laboratory = human nature1 & ! only "o t is simple en\gh to /udy ) any prospect ( quick enlight5m5t4 ,exp]im5t 9 education has come to /ay1 & ?is means t we h x 9 our h&s to approa* ev] m closely our ideal ( education z liv+4 ,we c make ! s*ool ev] m & m ne>ly t *ild-community life t[>ds :i* our be/ endeavor po9ts4 ,! po9t-(-view ( ^! pap]s w be recogniz$ z ! product ( an en?usiasm = ! educational philosophy ( ,john ,dewey4 ,b :at is a good philosophy = except to p>aphrase8 ,! discov]y ( truisms means m]ely t my en?usiasms are be+ communicat$ to an unappreciative read]4 ,c]ta9ly ! mo/ rec5t educational s5sation indicates t !re are /ill cr[ds ( pr(essional educators & p>5ts to :om su* ideas are n truisms4 ,to see education1 n z a prep>ation = life or z a process segregat$ f o!r activities1 b z id5tical ) liv+1 takes m imag9ation ?an mo/ tea*]s h yet acquir$4 ,if ! s*ool is a place :]e *ildr5 live int5sively & expressively1 x w be a place :]e !y w le>n4 ,! ideal educational sy/em w\ld cont9ue ) ! adult all ?r\gh 8 or h] active life1 %>p5+ skill1 int]pret+ exp]i5ce1 provid+ intellectual tools ) :i* to express & enjoy4 ,j z education & play %\ld be sc>cely sep>able = ! little *ild1 s education & "w %\ld be sc>cely sep>able = ! adult4 ,by clos+ (f ! s*ool & box+ up le>n+ we h really smo!r$ education4 ,we are only j beg9n+ to revive4 ,we h fir/ to make ov] ! s*ool into a real *ild-community1 fill$ ) activities :i* /imulate ! *ild & focus 8 int]e/ t[>ds "s con/ructive "w1 & !n we h to tea* ! tea*] h[ to expose ! *ild to ! v>i\s activities & guide 8 int]e/ s t x w be purposeful4 ,! s*ool c ?us become a sift] :]e *ildr5 unconsci\sly z !y live along f day to day are *oos+ ! ways 9 :i* !y c be/ s]ve bo? !mselves & _! community z work]s & citiz5s 9 ! great s*eme4 ,! pap]s on ! ,g>y s*ools are repr9t$ n because ,i wi% to exploit ! sy/em or its sup]9t5d5t1 b because ( ! usefulness ( a concrete example to hang w&]+ !ory to4 ,! s*ools ( ,mr4 ,wirt's conception1 9 spite ( _m inadequacies ( realization1 /ill seem to me ! happie/ framework ,i h yet f\nd 9 ! ,am]ican public s*ool = ! fulfillm5t ( ! new educational ideals4 ,no "o c d5y t 9 ! actual s*ools mu* ( ! old unconsci\sness & regim5tation /ill /ick _! unwelcome head ?r\gh1 b my some:at nave impressions d reflect1 ,i am sure1 a _s :i* is !re1 & a possibility t is v ne> = ! ,am]ican community to cat*4 ,to praise "o ?+1 h[ev]1 is n to damn ev]y?+ else1 & x w\ld be false to pret5d t almo/ e city 9 our c\ntry has n lat5t )9 its sy/em ! embryo ( ! mod]n s*ool4 ,"s are simply m consci\s ?an o!rs4 ,"s actually envisage education z liv+4 ,,cont5ts ,,page ,i ,,education ,,& ,,liv+ #c ,,ii ,,! ,,self-,,consci\s ,,s*ool #aa ,,iii ,,! ,,wa/$ ,,ye>s #ah ,,iv ,,puzzle--,,education #bf ,v ,,le>n+ ,,out ,,( ,,s*ool #cb ,,vi ,,9 ,a ,,s*oolroom #da ,,vii ,,! ,,cult ,,( ,,! ,,be/ #di ,,viii ,,education ,,9 ,,ta/e #eg ,,ix ,,univ]sal ,,s]vice ,,& ,,education #ff ,x ,,! ,,s*ools ,,f ,,! ,,outside #gg ,,xi ,,! ,,portl& ,,s*ool ,,survey #hd ,,xii ,,:at ,,is ,,exp]im5tal ,,education8 #ia ,,xiii ,,! ,,organic ,,s*ool #ajj ,,xiv ,,communities ,,= ,,*ildr5 #ajd ,,xv ,,really ,,public ,,s*ools #aaf ,,xvi ,,appr5tices ,,to ,,! ,,s*ool #abg ,,xvii ,,! ,,natural ,,s*ool #acf ,,xviii ,,! ,,democratic ,,s*ool #adf ,,xix ,,! ,,tra9$ ,,m9d #aed ,,xx ,,class ,,& ,,s*ool #afa ,,xxi ,a ,,policy ,,9 ,,vocational ,,education #agc ,,xxii ,,an ,,issue ,,9 ,,vocational ,,education #ahb ,,xxiii ,,organiz$ ,,labor ,,on ,,education #ahi ,,xxiv ,,education ,,= ,,"w #aig ,,xxv ,,cont9uation ,,s*ools #bjf ,,xxvi ,,:o ,,owns ,,! ,,univ]sities #bae ,,xxvii ,,! ,,und]graduate #bbb ,,xxviii ,,m$ievalism ,,9 ,,! ,,colleges #bcj ,,education ,,& ,,liv+ ,i ,,education ,,& ,,liv+ ,:at is ! curr5t broad5+ ( ! public s*ool--! br++ 9 ( gymnasiums & pools1 %ops & g>d5s1 dramatics & organiz$ play--b a new ef=t to realize ! s*ool z m a life & less an in/itution8 ,are we n gett+ a little re/less ov] ! resemblance ( our s*ools to p5it5ti>ies1 re=matories1 orphan asylums1 r ?an to free & joy\s communities8 ,a s*ool sy/em ^: object 0 little m ?an to aboli% illit]acy & prep>e ! m =tunate = college 0 b\nd to fall an easy prey to ! me*anical organiz]4 ,education 9 ?is c\ntry has be5 "o-sid$ly pr(essionaliz$4 ,! ma*9]y 0 develop$ be=e ! mov+ ideals 7 work$ out4 ,pr(essional educators h work$ too mu* = a logical sy/em r ?an = an exp]im5tal adju/m5t to ! life ne$s ( individual *ildr54 ,we h a*iev$ a democratic education 9 ! s5se t common s*ool+ is practically )9 ! rea* ( e "o4 ,b a democratic education 9 ! s5se ( giv+ equal opportunities to ea* *ild ( f9d+ 9 ! s*ool t life & tra9+ :i* he peculi>ly ne$s1 has /ill to be g5]ally work$ =4 ,! problem ( ,am]ican education is n[ to trans=m an in/itution into a life4 ,let u n d5y ! value ( t emphasis on adm9i/ration4 ,! sl[ progress f ! diffuse di/rict s*ool to ! well organiz$ /ate sy/em repres5ts ! weld+ ( a p[]ful in/rum5t = a future democracy to use4 ,c5traliz$ & effici5t adm9i/ration is indisp5sable = insur+ educational b5efits to all4 ,b !re is a dang] t we %all create capable adm9i/rators fa/] ?an we create imag9ative educators4 ,x is s easy to =get t ?is tight5+ ( ! ma*9]y is only 9 ord] t ! product may be f9] & ri*]4 ,unless x does s result 9 m creative life x w be a detrim5t r ?an a good4 ,= x is too easy to make ! runn+ ( ! ma*9e1 ! juggl+ ) s*$ules & promotions & curricula & c\rses & cr$its1 ! end4 ,to in/itutionalize a social function is always ! l9e ( lea/ resi/ance4 ,we are becom+ us$ to ! impressive s*oolh\ses t t[] ov] ! unkempt & fragile h\ses ( our ,am]ican t[ns4 ,! s*ool already ov]%ad[s ! *ur*4 ,if ?is means t ! s*ool is ! mo/ important place 9 ! community1 !n x is a hopeful sign4 ,b if its slightly =bidd+ bulk means simply t !re is ano!r in/itution to put p ?r\gh a uni=m process1 or inde$ ?r\gh any k9d ( process1 !n we are no fur!r along4 ,! educators ( ! la/ g5]ation1 :e!r f false ideas ( democracy or f adm9i/rative conv5i5ce or necessity1 impos$ deadly uni=mities ( subject matt] & me?od on ! *ildr5 9 ! s*ools4 ,!y assum$ t a uni=m process w\ld give uni=m results4 ,b *ildr5 are inf9itely v>i$ 9 temp]am5t & capacity & int]e/s4 ,s ! uni=m process gave ! mo/ wildly het]og5e\s results4 ,& ! pres5t unre/ arises f our amaz$ dissatisfaction t s admirable & long-cont9u$ a public-s*ool education %\ld h left ! masses ( *ildr5 s little /imulat$ & tra9$4 ,! pseudo-sci5ce ( education "u :i* mo/ ( u 7 br\ght up assum$ t *ildr5 7 empty vessels to be fill$ by k4 ,tea*]s & p>5ts /ill feel t to cut d[n an ari?metic h\r to =ty-five m9utes is to deprive ! *ild ( a f\r? ( 8 education4 ,b *ildr5 are n empty vessels1 nor are !y automatic ma*9es :i* c be w\nd up & set runn+ on a track by ! tea*]4 ,!y are pu%+ wills & desires & curiosities4 ,!y are liv+1 gr[+ ?+s1 & !y ne$ no?+ s mu* z a place :]e !y c gr[4 ,!y live z :oles f> m ?an old] p d1 & !y _c be made to become m9ds & m9ds alone = f\r or five h\rs a day--t is1 )\t /ultification4 ,! s*ool =gets t we are only accid5tally intellectual1 t our o!r impulses are f> m imp]i\s4 ,because a tea*] c secure outw>d ord]1 x does n mean t %e has h>moniz$ ! *ild's p]sonality4 ,%e has n ! lea/ clue to ! riot or apa?y or delusion t may be go+ on inside him4 ,%e may easily become a drill-s]geant1 b %e mu/ n ?9k t %e has !reby become an educational sci5ti/4 ,to become t %e w h to ?9k ( ! s*ool z a place :]e *ildr5 sp5d _! "t liv+ n z artificially segregat$ m9ds b z human ?+s4 ,%e w\ld h to judge _! activities 9 t]ms ( an int]e/+ life4 ,& t involves good heal?1 play1 sport1 con/ructive "w1 talk1 que/ion+1 ex]cise1 fri5d%ip1 p]sonal expression1 z well z read+ & le>n+4 ,a place :]e *ildr5 really liv$ w\ld be a place t gave opportunities = all ^! activities to j ! ext5t t *ildr5 7 individually capable ( express+ !mselves4 ,*ildr5 want to be busy toge!r1 !y want to try _! h& at tools & mat]ials1 !y want to f9d out :at old] p d & wat* !m at x4 ,!y h to fl\nd] ab\t & h all sorts ( exp]i5ces be=e !y t\* _! spr+ ( int]e/ & face _! real direction4 ,all _! education is really acquir$ 9 ! same r&om way t ! baby le>ns to control 8 movem5ts & respond to 8 environm5t4 ,no matt] h[ ! s*ool tries to organize _! le>n+1 & fe$ x to !m 9 graduat$ doses1 ?is way ( trial & error is really ! "o by :i* !y w le>n4 ,y h no way ( gu>antee+ t !y w le>n :at y ?9k y are tea*+ !m4 ,:at y c d is to put !m 9 a controll$ environm5t :]e !y w mo/ frequ5tly /rike ! electric contact ( curiosity & response1 & get exp]i5ces t ?rill ) mean+ = !m4 ,life 9 its l[e/ t]ms is a matt] ( pass+ ! "t4 ,x w\ld be well if educators w\ld m (t5 rememb] ?is4 ,if !y did1 w\ld !y n exam9e m c>efully ! life :i* !y provide = gr[+ y\?8 ,college & high s*ool life is reasonably antiseptic1 x is n oppressive1 x is n p>ticul>ly arbitr>y or %abby4 ,b comp>$ ab/ractly ) :at might be a good life1 giv5 ! int]e/s & outlook & ne$$ tra9+ ( y\?1 w\ld x n seem a little sorry8 ,is x n a trave/y1 except = ! few1 on a really /imulat+ & creative way ( sp5d+ "t8 ,suppose educators s]i\sly measur$ _! s*ools by ?is /&>d ( ! good life4 ,suppose we really tri$ to c>ry out ! pr9ciple t ! secret ( life is to pass "t wor?ily4 ,mo/ ( ?is curr5t educational int]e/ is ano!r /ab at ! age-long problem ( mak+ education synonym\s ) liv+4 ,we are r$iscov]+ ! fact t we le>n only z we desire1 z we seek to und]/& or z we are busy4 ,we are try+ to make ! s*ool a place :]e *ildr5 _c escape do+ ^! ?+s4 ,we see n[ t education has gr[n up 9 ?is c\ntry 9 a sep>ate in/itutional comp>tm5t1 jeal\sly ap>t f ! re/ ( ! community life4 ,x has develop$ its own te*nique1 its own pr(essional _s4 ,its outl9es are cold & logical4 ,x is f> ! be/ ord]$ ( our in/itutions4 ,its morale is ! ne>e/ ?+ we h to compulsory milit>y s]vice4 ,!re is some?+ remote & antiseptic ab\t ev5 our be/ s*ools4 ,!y contra/ /rangely ) ! color & confusion ( ! re/ ( our ,am]ican life4 ,! b>e class-rooms1 ! /iff seats1 ! au/]e abs5ce ( beauty1 sugge/ a hospital :]e pa9ful if necess>y intellectual op]ations are go+ on4 ,additions ( gymnasiums & %ops & /udios to su* a s*ool w d little to set ! curr5t ( life fl[+ aga94 ,! :ole s*ool mu/ be loos5$ up1 ! /iff =ms made flexible1 *ildr5 ?\ght ( z individuals & n z 8classes40 ,?us new activities mu/ be wov5 into a g5u9e *ild-community life4 ,^! ?+s mu/ be ! contacts ) exp]i5ce t wak5 & focus *ildr5's int]e/s4 ,!y mu/ be opportunities = spontane\s liv+4 ,! s*ool con/antly encroa*es on ! home4 ,x provides play & "w opportunities t ev5 well-to-d homes _c provide4 ,x mu/ take ov] too ! free & comradely atmosph]e ( ! homes & ! /reets :]e *ildr5 play4 ,let tea*]s face ! fact t !y _c tea* masses ( *ildr5 any?+ ) ! assurance t !y w really assimilate x4 ,:at !y c d is to fill ! s*ool ) all k9ds ( typical exp]i5ces1 & see t *ildr5 are expos$ to !m4 ,!y c see t *ildr5 h a *ance to dabble 9 !m1 t\* tools & gr[+ ?+s1 read books1 draw1 swim1 play & s+4 ,let ! tea*] clev]ly sup]vise & cord9ate1 see t ! *ildr5's int]e/s are drawn out1 & t :at !y d contributes t[>d _! gr[?4 ,9 ! la/ analysis1 ea* *ild w h to educate himself up to 8 capacity4 ,he c only educate himself by liv+4 ,! s*ool w be ! place :]e he lives mo/ wor?ily4 ,our be/ ,am]ican public s*ools are already 9 sight ( su* an ideal4 ,am]icans ne$ m ?an any?+ to le>n h[ to live4 ,?is is ! fir/ bus9ess ( education4 ,,ii ,,! ,,self-,,consci\s ,,s*ool ,9 ! educational excitem5t ( to-day we sc>cely realize h[ f> ! mod]n s*ool is pass+ out ( t era :5 ! program = "w & /udy 0 c>efully con/ruct$ ) a view to ! *ild's 8prep>ation = life40 ,educators saw ! _w z divid$ into two radically diff]5t classes1 adults & s*ool-*ildr54 ,! adults 7 function+ 9 a def9ite sph]e1 us+ a c]ta9 self-conta9$ & common body ( k to d _! "w & make _! way 9 ! _w4 ,! *ildr51 on ! o!r h&1 7 wait+ l ! little unborn s\ls 9 8,! ,blue ,bird10 to take _! places 9 t active _w4 ,if _! p>5ts 7 us+ k z a curr5t intellectual co9 ) :i* exp]i5ce c\ld be b\ght & social ex*ange effect$1 ! *ild :o _h any *ance ( succe$+ z an adult w\ld h to be put 9 possession ( z mu* ( ?is curr5t co9 z he c\ld hold1 q reg>dless ( 8 own en?usiasm = x or 8 own consci\sness ( :at x 0 all ab\t4 ,! free public s*ool1 !re=e1 became ! place :]e *ildr5 took into !mselves su* automatically usable k z w\ld be important = !m 9 ! remote future ( _! active adul?ood4 ,s9ce book-k _h acquir$ honorific di/9ction z ! badge ( a leisure class--& did n e democratic p>5t wi% 8 *ild to 8rise 9 ! _w08--& s9ce x 0 ( all k ! mo/ easily negotiable 9 ! =m ( simple processes & facts1 ?is type ( k became ! /ock ( ! s*ool4 ,!n at "s "t a n un9tellig5t attempt 0 suppos$ly made to comp>e ?is curr5t /ock ( intellectual pap] money ) ! specie circulat+ outside 9 ! community at l>ge1 to see :e!r ! s*ool res]ve 0 accurate & suffici5t4 ,?is att5tion laps$1 h[ev]1 & ! curriculum became a clos$ sy/em1 h&$ d[n to ! uncritical & unconsci\s *ild ) ! au?ority ( pre/ige & ! sanctions ( s*ool discipl9e4 ,9 ?is unconsci\s s*ool1 k 0 pres5t$ to u n z acqua9tance ) ?+s b ) 8subjects40 ,text-books 7 giv5 u hold+ ! gold5 lore1 & education became ! sl[ nibbl+ away at _! facts = six to twelve ye>s4 ,we came to ?9k ( ourselves z cupbo>ds 9 :i* 7 labori\sly /or$ bundles ( k4 ,we knew dimly ! %ape ( ! articles & ! di/9ction ( ! mat]ials )94 ,b we nev] expect$ to see ! cont5ts until we 7 gr[n1 :5 we w\ld joyfully op5 our packages & use !m to ! inf9ite glory ( our worldly success & happ9ess4 ,b x 0 a sl[ *ild :o did n beg9 to suspect1 long be=e 8 %elves 7 full1 t mo/ ( 8 adult fri5ds _h lo/ no "t1 :5 _! s*ooldays 7 ov]1 9 lock+ _! cupbo>ds & leav+ _! bundles to ! du/ & worms4 ,! f9e te*nique ( ! unconsci\s s*ool z work$ out by educators 9 normal s*ools & tea*]s' colleges 9 ! la/ =ty ye>s c be read 9 any curr5t s*ool survey4 ,"h ! co9cid5ce ( "w & /udy ) ! *ild's int]e/s is accid5tal4 ,inde$1 _m p>5ts & tea*]s are /ill oppos$ to mak+ too l>ge a "p ( ! curriculum appeal to ! *ild's ephem]al int]e/s4 ,discipl9e is /ill ?\ght ( n z will$ skill1 :i* x is1 b z ! ability to d pa9ful ?+s4 ,a _w :]e *ildr5 d joyfully & well :at int]e/s !m1 in/ead ( :at is 8good0 = !m 7because unpleasant71 /ill excites ! envi\s mi/ru/ ( an old] g5]ation4 ,yet ! trans=mation f ! unconsci\s s*ool to ! self-consci\s s*ool is ! v k]nel ( ! pres5t educational excitem5t4 ,! new s*ools :i* ar\se en?usiasm are ^? 9 :i* ! *ild is le>n+ :at has mean+ to him z a *ild4 ,he no long] does ?+s because x is ! 8tea*]'s way40 ,t old p]v]t$ honor ( ! tea*] nev] to admit t %e is wrong le/ ! *ild's confid5ce be di/urb$ & he become consci\s & critical ( ! me?ods & mat]ials ( 8 education1 is break+ d[n4 ,we are le>n+ t 9 ! unconsci\s s*ool ! prizes g to ! docile & unque/ion+1 n to ^? ( initiative & skill4 ,! s*ool t keeps *ildr5 9 ignorance ( :at !y are do+ tra9s !m = an uncritical life 9 society4 ,! discov]y is n new t all ! skill necess>y to live an effective life 9 ,am]ica to-day is n conta9$ 9 a few read]s1 ari?metics1 abridg$ hi/ories & geographies1 an elem5t>y algebra & plane geometry1 a ,lat91 ,greek1 or ,g]man gramm>1 ) cull+s f ! works ( ,cs>1 ,virgil1 ,x5ophon1 ,cic]o & ,hom]4 ,:5 educators f\nd t adult life ov]fl[$ ^! n>r[ limits1 !y introduc$ manual tra9+1 gymna/ics1 draw+ & music2 b ! *ild became no m self-consci\s1 = ^! 7 m]ely additional 8subjects40 ,! radical discov]y ( to-day is t ! adult _w is n prim>ily engag$ 9 turn+ in=mation into p[]4 ,! adult r>ely has a hi/orical or a geographical or an ari?metical ?\ght unconnect$ ) exp]i5ce4 ,:at he does is to "w v concretely at a myriad ( occupations1 intellectual & me*anical1 conc]n$ ) mak+ a liv+1 br++ up a family1 deal+ ) p1 ca/+ a vote1 read+ newspap]s4 ,he has a great div]sity ( horizons1 & ! mo/ effective p are ^? :o react mo/ intellig5tly to _! exp]i5ce z a :ole4 ,p[] & in=mation increase toge!r1 n "o at a "t4 ,! effective adult is a self-consci\s p]sonality4 ,! only s*ool :i* c be a g5u9e prep>ation = life is a self-consci\s s*ool4 ,! *ild mu/ le>n to live 9 ! same k9d ( _w t 8 eld]s live 94 ,! s*ool mu/ be ! community 9 :i* 8 *ild-life develops4 ,8 play & "w mu/ be1 fir/ ( all1 int]e/+ activity4 ,=tunately ! mod]n movem5t to make ! s*ool self-consci\s has begun at ! bottom4 ,! f\r e>li] ye>s ( ! public s*ool z taught by rec5tly tra9$ tea*]s are n[ g5]ally fill$1 ev5 9 cons]vative city sy/ems1 ) ?is new vivid consci\sness4 ,dramatization1 ! le>n+ ( read+ & writ+ & ari?metic ?r\gh play1 gr\p-games & folk-danc+1 g>d5+1 con/ructive wood-work+--all ?is is a sign ( ! gr[+ self-consci\sness ( ! s*ool4 ,9 ! m advanc$ s*ools1 %op & sci5ce "w1 community excursions1 illu/rative draw+ & design1 f]tilize ! life ( ! old] *ildr54 ,! mo/ complete self-consci\sness is realiz$ 9 a s*ool ( ! ,wirt type1 :]e all ! v>i$ activities are arrang$ to contribute to ! upkeep or enri*m5t ( ! s*ool plant & ! s*ool community4 ,= ! old] *ildr5 ! exp&+ community becomes an ext5sion ( ! s*ool1 & !y le>n ! op]ation ( ! adult _w by go+ out to see ! in/itutions ( _! community & ask+ que/ions ab\t !m4 ,9 ! self-consci\s s*ool ! *ild's own curiosity sets ! cue1 & ! s*ool's "w is to provide manifold opportunities = ! satisfaction ( t curiosity4 ,z ?is self-consci\sness spreads up ?r\gh ! s*ool sy/em1 we %\ld get a new type ( intellig5ce4 ,*ildr5 w get a s5se ( means us$ = ends1 & ?is s5se is ! mo/ imp]ative discipl9e t we ne$4 ,a revolution>y reorganization ( ! curriculum w be effect$4 ,already unappli$ ma!matics & unrelat$ classics are pass+4 ,yet ^? ye>s :i* %\ld mo/ closely approximate 9 function & appreciation & 9 intellectual attitude ! adult _w rema9 unreg5]at$4 ,little seems to h be5 done to alt] ! old high s*ool1 /ill reg>d$ pr9cipally z ! gateway to ! l>gely unconsci\s college4 ,z a community ( adolesc5t life1 meet+ sex-int]e/s1 new idealisms & new ass]tions1 x is a failure4 ,b z ! old] p$agogy fades out1 & ! y\ng] *ildr5 tra9$ 9 ! self-consci\s s*ool advance1 we may expect a new ori5tation = ! old] ye>s4 ,mean:ile our mo/ valuable crit]ion = any s*ool1 public or private1 city or rural1 is1 8,h[ f> t[>ds self-consci\sness1 z express$ 9 ! individual *ild & 9 ! s*ool community z a :ole1 has ! s*ool progress$80 ,,iii ,,! ,,wa/$ ,,ye>s ,only "o *ild out ( f\rte5 9 our s*ool sy/em ev] rea*es ! high s*ool2 :atev] education n9ety p] c5t4 ( ,am]ican *ildr5 are to h !y mu/ acquire be=e !y are f\rte5 ye>s old4 ,s elem5t>y a fact z ?is1 x w\ld seem1 %\ld be at ! backgr\nd ( e discussion & criticism ( ! public s*ools4 ,yet ! mo/ cursory inspection ( ! av]age city public s*ool %[s t its significance has only rec5tly & v dimly be5 realiz$4 ,inde$1 z ! av]age city public s*ool is at pres5t organiz$1 !re is e reason to believe t mo/ ( ! *ildr5 get practically all _! education be=e _! t5? ye>4 ,limit$ z ?is s*ool+ is1 !y d n by any means get ! full advantage ( :at is suppos$ to be giv5 !m4 ,"o c h>dly come f a /udy ( ! ev]yday classroom "w ( ! av]age city s*ool )\t a conviction t !re is disa/r\s intellectual leakage :i* has be5 /rangely ignor$ by educators4 ,?is leakage is n 9 ! prim>y s*ool & ! high s*ool4 ,= ! tea*+ ( 8! ?ree ,r's0 ,am]ican normal s*ools & tra9+ colleges 9 rec5t ye>s h work$ out _m admirable te*niques1 :i* seem to h be5 g5]ally adopt$4 ,! y\ng] g5]ation ( tea*]s is do+ effici5tly its "w ( giv+ ! *ild a ma/]y ( ^! ess5tials ( civiliz$ int]c\rse4 ,! pres5t prim>y s*ool on its intellectual side is an effici5t in/itution4 ,simil>ly ! high s*ool has _h a l>ge am\nt ( att5tion & skill lavi%$ ^u x4 ,its adm9i/rative peculi> problems h be5 /udi$ & met4 ,! be/ high s*ools h be5 made to approximate elem5t>y colleges1 ) well-r\nd$ c\rses ( languages & sci5ces1 ( arti/ic1 manual & physical "w4 ,= ! highly select$ gr\p :i* rea*es ! high s*ool x provides an excell5t purely intellectual curriculum1 bo? = high] /udy & = social ori5tation4 ,betwe5 ! prim>y s*ool & ! high s*ool1 h[ev]1 !re lies a des]t wa/e ( f\r ye>s1 ! significance & possibilities ( :i* seem to h be5 sc>cely consid]$4 ,!y are ! mo/ urg5t ye>s ( all1 = 9 !m ! educator mu/ give comp5sation to ! *ildr5 :o are =c$ to leave s*ool = ! opportunities !y are to miss4 ,yet ^! middle ye>s ( :at us$ to be call$ ! 8gramm> s*ool0 are n[ left n only unmotivat$1 b )\t any g5u9e educational function4 ,in/ead ( be+ prophetic ( ! future !y m]ely drag along ! relics ( ! pa/4 ,"s s*ools1 x is true1 h timidly br\ght d[n ! beg9n+ ( high s*ool /udies into ! l[] grades1 b 9 g5]al ! 8gramm> s*ool0 m]ely cont9ues ! int]e/s ( ! prim>y s*ool on sub/antially ! same l9es4 ,fifte5 ye>s ago1 :5 ,i w5t to s*ool1 !re may h be5 "s excuse = ?is sy/em4 ,tea*]s may h be5 correct 9 _! belief t x took ! av]age *ild eight ye>s to le>n ari?metic1 read+1 writ+1 spell+1 & a smatt]+ ( hi/ory & geography4 ,to-day su* an assumption is ridicul\s4 ,i h se5 *ildr5 9 l>ge classes 9 an ord9>y city s*ool sy/em le>n all ! elem5ts ( 8! ?ree ,r's0 9 less ?an six mon?s4 ,! cle> writ+ & accurate read+ ( little *ildr5 9 ! fir/ grade :o h only be5 go+ to s*ool = a few mon?s is a/oni%+4 ,x sugge/s t ,mme4 ,montessori c\ld sc>cely h kn[n ( ! excell5ce ( elem5t>y me?ods 9 ?is c\ntry :5 %e urg$ h] ideas z revolution>y4 ,= ^! small *ildr51 z = ! ,montessori *ild1 ! competitive numb]-"w1 ! writ+ f dictation1 ! oral read+1 ! spell+1 seem$ n drudg]y b int]e/+ activity4 ,a/oni%+1 too1 0 ! uni=m excell5ce ( ! results4 ,n[ x is little m ?an a truism to say t 8! ?ree ,r's0 h n really be5 le>n$ until !y h become automatic1 t read+1 writ+ & ari?metic are n ends 9 !mselves b m]ely ! tools = "w4 ,to give comm& ( ! tools is ! peculi> task ( ! prim>y s*ool1 & ( ! prim>y s*ool only4 ,if *ildr5 c be giv5 an acqua9tance ) 8! ?ree ,r's0 9 six mon?s1 x does n seem too mu* to expect !m to acquire ?is automatic comm& 9 two or ?ree ye>s4 ,x is incr$ible t ! *ild %\ld h to /udy eight ye>s = ?is4 ,yet our elem5t>y s*ools cont9ue to assume t e *ild is ?us m5tally backw>d4 ,9 ! high] grades we f9d ! same subjects1 =mal read+ lessons1 =mal p5man%ip lessons1 =mal ari?metic & spell+4 ,b some?+ has happ5$ to ^! *ildr54 ,!y are di/9ctly less int]e/$1 less int]e/+1 & ev5 less capable ?an ! small] *ildr54 ,x is depress+ to realize t ! elem5t>y s*ool has exi/$ only to turn fir/-grade *ildr5 into sev5?-grade *ildr51 & to realize t mo/ ( ! latt] are ne>+ ! end ( _! s*ooldays & w pass out into ! _w ) t intellectual li/lessness & lack ( comm&4 ,let me sugge/ :at has happ5$ to ^! *ildr54 ,=mal "w1 ! le>n+ ( any te*nique1 is apt to be pleasurable z long z we c feel ourselves gradually acquir+ a comm& ov] our in/rum5t4 ,b aft] we h acquir$ ! te*nique & c rely ^u our skill1 !re is no ga9 9 cont9u+ =mal ex]cises4 ,!re is only ga9 9 us+ our skill 9 real "w1 ! "w = :i* we h /udi$4 ,if we h /udi$ a language1 we d n keep mull+ ov] rules ( gramm> & vocabul>ies1 b we try z soon z possible to read4 ,! means n[ gives way to ! end4 ,we c und]/& "o cause = t situation ( :i* employ]s compla9 :5 *ildr5 come to !m f ! public s*ools unprep>$ 9 ! v elem5ts ( education4 ,9 ! bad memories1 flimsy in=mation1 inability to write or spell or figure accurately1 is f\nd ! v common indictm5t ( ! public s*ool4 ,! criticism is usually t ! gr\ndwork has be5 poor1 t ! *ildr5 h n be5 tra9$ 9 ! fundam5tals4 ,if my !sis is correct1 ! gr\ndwork has n be5 poor4 ,( rec5t ye>s1 x has1 on ! contr>y1 be5 unusually excell5t & ?or\gh4 ,! leakage has come 9 ! middle ye>s1 :i* h simply dis9tegrat$ ! f\ndations4 ,! s*ool has %>p5$ ! m9d1 & !n1 by provid+ only a repetition ( =mal "w in/ead ( practical opportunity = use ( ! acquir$ te*nique1 has proce$$ to dull x4 ,gramm> has be5 /udi$1 lit]ature 9 a curi\sly desiccat$ fa%ion1 political hi/ory1 esot]ic bran*es ( ari?metic4 ,subjects l ^! h fill$ ! "t t might h be5 giv5 to copi\s individual read+1 to writ+ ab\t :at is read or exp]i5c$1 to practical numb]-"w 9 simple /ati/ics or acc\nt+4 ,"t :i* might h be5 giv51 ?r\gh use ( pictures & newspap]s1 to ! cultivation ( an imag9ative hi/orical & geographical backgr\nd1 has gone into aimless memoriz+1 or into a glib use ( words & phrases4 ,?is situation is all ! m prepo/]\s because bo? ! high s*ool & college are full ( /udies t c\ld be begun by ! intellig5t *ild z soon z a te*nical pr(ici5cy 9 8! ?ree ,r's0 0 once obta9$4 ,:at psy*ological law decl>es t be=e f\rte5 a human be+ is incapable ( le>n+ languages1 ! sci5ces1 or ev5 ! sociological /udies1 b t aft] f\rte5 he is capable ( le>n+ all ^! ?+s8 ,z a matt] ( fact1 mo/ ( ^! 8high]0 /udies c\ld be mu* m easily assimilat$ by ! quick & curi\s m9d ( ! y\ng] *ild ?an by ! old]4 ,& = ! work] 9 any field1 acqua9tance ) elem5t>y sci5ce & ! organization ( society is s emphatically important t we _c af=d to let ! va/ majority ( our citiz5s rema9 all _! lives ignorant ( _! v t]ms4 ,9 ! f\r ye>s ( ! 8gramm> s*ool0 an intellig5t int]e/ c\ld be awak5$ 9 ^! fields1 & ! ma9 outl9es grasp$4 ,?is w\ld n mean ! addition ( _m new subjects to an already cr[d$ curriculum4 ,x w\ld m]ely mean ! dropp+ ( 8! ?ree ,r's0 back into _! rightful place 9 ! prim>y s*ool4 ,x w\ld light5 r ?an ov]burd5 ! s*ool4 ,we %\ld !n h a fair division ( labor & function betwe5 ! s*ools1 to ! pr(it ( bo?4 ,if !re is "o criticism ( ! public s*ool sy/em on its intellectual side t c ju/ly be made g5]al1 x is ?is ( ! wa/$ ye>s4 ,! s*ool has f\nd itself 9 ?is p>adoxical situation1 t ! m excell5t became its prim>y me?ods ! poor] became ! product at ! end ( ! sy/em4 ,?is p>adox is expla9$4 ,educators h simply fail$ to recognize t ! %>p] !y made ! elem5t>y tools & ! bett] ! facilities ( obta9+ skill 9 _! use1 ! m v>i$ & imm$iate %\ld be ! "w ^u :i* ! tools are to be ex]cis$4 ,!y h fail$ to provide ?is "w4 ,!y h left a leakage 9 public education :i* has almo/ defeat$ its own ends4 ,,iv ,,puzzle-,,education ,h[ righte\sly indignant did our tea*]s use to be if we ev] precoci\sly object$ to le>n+ our ma!matics & gramm> 9 s*ool on ! gr\nd t if we 7 go+ to be doctors or policem5 we %\ld nev] h any use :5 we grew up = t k9d ( k6 ,7 we n entirely too "y to "k at all :at k9d ( k we %\ld ne$ :5 we did gr[ up8 ,did n our tea*]s impress ^u u t 9 "s my/]i\s way all 0 gri/ t came to our intellectual mill8 ,did we wi% to "k m]ely :at we c\ld use 9 ! daily grubb+ ( bread & butt]8 ,0 n ! f9e fl[] ( education k le>n$ = its own sake8 ,we c\ld ?us be assur$1 z we cub$ our roots or diagramm$ our s5t5ces1 t all ?is "w 0 8tra9+ ! m9d10 s t we c\ld almo/ feel our m5tal muscles gr[+ 9 /r5g? & ela/icity4 ,we 7 too "y to see x !n1 b "s day we %\ld be he>tily grateful to our pa9/ak+ tea*]s4 ,"s day1 :5 we 7 successful m51 we %\ld come to appreciate ! sup]ior wisdom ( ?is educational sy/em aga9/ :i* our rational little wills s smold]+ly rebell$4 ,9 ^? days1 w\ld we n h giv5 our "y *ances ( promotion to see rang$ up be=e ! tea*] a gr\p ( great gr[n m51 ! successful ones ( ! e>?1 to be put ?r\gh ! paces at :i* we kick$8 ,w\ld x n h tickl$ u to see a class consi/+ ( a /ate s5ator1 a =m] lieut5ant-gov]nor1 a manufactur]1 a city (ficial1 a bank]1 a physician1 a m]*ant1 a lawy]1 an editor1 an eng9e] & a cl]gyman1 try+ to spell dagu]reotype & p>adigm1 reconnaissance & erysipelas1 guess+ at ! di/ance 9 degrees f ,portugal to ! ,ural ,m\nta9s1 locat+ ! des]t ( ,atacama & ! ,pamir ,plateau1 express+ #aej ,c5t4 9 t]ms ( ,fahr5heit1 & f9d+ ! area ( ! base ( a cyl9drical #a gal4 c1 #aj ins4 high8 ,if x 0 true t we %\ld all f9d ?is k useful "s day1 !n x w\ld be prem95tly ^! m5 :o 7 f9d+ x useful n[4 ,let ! news g =? to all ! *ildr5 ( ! l& :o are que/ion+ ! :y & :]e=e ( :at !y are le>n+1 t ?is ?+ has actually be5 done4 ,! elev5 m5 h be5 assembl$ 9 ,spr+field1 ,ill41 & h _h put to !m ^! que/ions & o!rs1 all tak5 f ! prescrib$ "w ( ! local public s*ools4 ,! class con/itut$ "o ( ^? inquiries conduct$ ) ! deadly accuracy ( a laboratory exp]im5t by ! ,russell ,sage ,f\ndation4 ,! results1 x ne$ h>dly be said1 7 a complete demon/ration ( ! intuition ( our *ildi% precocity4 ,n "o ( ^! elev5 successful & intellig5t g5tlem5 made s mu* z a pass+ m>k 9 any subject4 ,9 ! spell+-mat* ! be/ record 0 six words out ( t51 :ile "o man1 probably ! editor1 fail$ 9 e ^w4 ,only "o ( ! pupils knew ! capital ( ,mont5egro1 :ile nei!r he nor any ( ! o!rs _h ! fa9te/ reaction to ,atacama or ! ,pamir ,plateau1 mu* less to ! l5g? ( ,s\? ,am]ica or ! di/ance 9 degrees f ,portugal to ! ,ural ,m\nta9s4 ,only "o ( ! elev5 c\ld d ! !rmomet] problem--he mu/ h be5 9 ,p>is once 9 ,janu>y--& n "o knew ! specific gravity ( alcohol :5 #b lit]s weigh #a4eh kgms4 ,z = ! t5 hi/orical dates select$ f n9ety-"o1 ! only date t z _m z t5 m5 knew 0 ! attack on ,sumt]4 ,only "o id5tifi$ ! date ( ! ,mexican ,w>1 only "o ! surr5d] ( ,cornwallis4 ,x mu/ h seem$ v curi\s to ! elev5 to be pres5t$ ) ^! que/ions1 & !n h ! answ]s label$ 8k40 ,h[ _m ( !m drew ! conclusion t our public s*ools 7 little m 9 ! high] rea*es ?an a glorifi$ puzzle-p>ty1 :]e recitation is (t5 m l a guess+ ( riddles1 or try+ to discov] ! answ] f ! tea*]'s tone1 or ! putt+ toge!r ( a puzzle-picture8 ,look at ! av]age s*ool text-book1 ) its neat & logical divisions1 & see if y c't he> ! dry crackle ( ! au?or's wit z he has work$ out 8 +5i\s riddles1 piec$ 8 cunn+ examples toge!r1 hunt$ ! diction>y = words to spell1 dissect$ 8 hi/ory1 c>v$ up a cont95t4 ,! intellect fe$s on syllogisms4 ,syllogisms are s mu* easi] ?an appreciations4 ,& really x is f> easi] to reason ?an to int]pret4 ,9 ! fir/ y h m]ely to foll[ ! beat5 track1 9 ! o!r y mu/ break new pa?s & put ! ?+ 9 y\r own new language4 ,yet ?is :irl+ ar\nd ( ! m5tal eng9e ) ! belt+ (f is repres5t$ to u z a process ( 8tra9+ ! m9d40 ,y might z well say t an a?lete c\ld be/ tra9 8 legs by /&+ on 8 head & wav+ !m4 ,x is ?is s*eme ( puzzle-education :i* ?is ,spr+field inquiry--a *>act]i/ic fla%1 we take x1 ( ,am]ican g5ius--has s tell+ly %[n up4 ,& ?is riddle-curriculum t5ds to get worse in/ead ( bett] z ! sci5ce ( text-bookmak+ waxes & ! ma*9]y ( sci5tific p$agogy accumulates4 ,! av[$ aim ( tea*]s & tra9+-colleges 9 rec5t ye>s has be5 to discov] p$agogical me?ods t w\ld d ! "w reg>dless ( ! p]sonality ( ! tea*]4 ,! riot\s absurdities ( ?is s*eme are be+ reveal$ by su* inquiries z ^! 9 ,spr+field4 ,!y sugge/ t ! policy ( hav+ our next g5]ation's m5tal attitudes1 /ock ( in=mation1 p]sonal qualities1 & moral biases cultivat$ by unimag9ative tea*]s ^: intellectual capacity has be5 j suffici5t to acquire a few r\t9e me?ods ( 8conduct+0 a class & keep+ ord] 9 a gr\p ( re/less *ildr51 may h become antiquat$4 ,our g5u9e education--t is1 a famili>ity ) ! _w we live 9--mu/ wait until we get out ( s*ool4 ,t may p>tly expla9 :y mo/ *ildr5 are s anxi\s to leave4 ,"s p might f9d 9 ?is inquiry n s mu* an evid5ce ( ! ineffici5cy ( our public s*ools z ( h[ little intellectual baggage "o ne$s to become successful & em95t 9 ^! ,unit$ ,/ates4 ,b ?is is 9 reality only to make a heavi] indictm5t4 ,x is /ill prim>ily ! s*ools t h fail$ to make ! intellectual baggage important to ! m9ds ( _! pupils1 t h left uncultivat$ _! ta/es & horizons4 ,x is = ?is reason t our ,am]ican intellectual backgr\nd is s relatively ?94 ,v ,,le>n+ ,,out ,,( ,,s*ool ,a rec5t correspond5t ( ! 8,new ,republic0 columns decl>es t ! real puzzle 9 education is z to cont5t4 ,%e asks u to outl9e ! facts we h f\nd ( value1 s t %e may be sure1 z %e confesses %e is n n[ sure1 :at *ildr5 %\ld "k :5 !y leave s*ool4 ,i se>* ! memory ( my n9e ye>s 9 ! public s*ools1 & wond] :at ,i really le>n$ !re4 ,i mu/ h le>n$ to read & write & spell & "w sums1 = ,i c d all ^? ?+s n[2 b ,i came out ) no connect$ s5se ( my c\ntry's hi/ory or t ( any o!r1 & if ,i _h any geographical grasp1 x came only f a c]ta9 abnormal delight ,i took 9 por+ ov] maps by myself4 ,algebra1 geometry & physics ,i recall to h pass$ be=e my att5tion4 ,i 0 a v dutiful *ild1 & x 0 my moral r ?an my intellectual s5se :i* enabl$ me to get 8m>ks0 9 ^! subjects4 ,i _c say t !y 7 8le>n$10 9 ! s5se ( be+ wov5 into exp]i5ce 9 any way4 ,lat9 r appeal$ to me1 *iefly because ( its elegance ( =m1 :i* ,i rememb] to h be5 curi\sly re9=c$ by ! /hetic =mat ( ! ,coll> & ,daniell's text-book we us$4 ,c]ta9 ,engli% classics appe>$ l dim gho/s on my horizon4 ,at no "t c\ld ,i h giv5 an intellig5t acc\nt ( ! plot or argum5t ( any ( ! books we read 9 ,lat91 ,greek or ,g]man4 ,! ,fr5* & ,italian :i* ,i pick$ up lat] ,i c read m easily ?an ! ,g]man ^u :i* ,i sp5t ?ree s*ool ye>s4 ,imag9$ geographical w&]+s1 ! dis5tangl+ ( "s v]ses ( ,v]gil1 c]ta9 neat algebraic solutions1 are all ( my 8le>n+0 t excit$ my int]e/ or en?usiasm4 ,n9e ye>s seems an unconscionable "t to sp5d le>n+ ^! simple ?+s4 ,i conclude t !re is n mu* use tea*+ *ildr5 ?+s t !y w n assimilate ) _! own curiosity1 & connect ) :at !y consid] wor? :ile 9 _! _w4 ,9 my own case ?is curiosity r>ely work$ 9 s*ool4 ,i _c def5d its algebraic & ,v]gilian work+s except z spr++ f "s embryo /hetic s5se4 ,b ! geographical en?usiasm is p]fectly intelligible4 ,x is connect$ ) t intellectual education :i* ,i 0 pursu+ p>allel to my s*ool "w1 & :i* m]g$ ) x only occasionally4 ,?is un(ficial education1 begun at a v e>ly age1 came ?r\gh ! m$ium ( ! newspap]4 ,! 8,new ,york ,tribune10 ly+ fre%ly on our door/ep e morn+1 0 ga!r$ 9 l intellectual manna by my small & grateful self4 ,x told me daily ( a wide1 fasc9at+ & important _w1 & to x ,i react$ ) nev] fail+ curiosity4 ,on ! political ev5ts1 p]sonalities1 =eign w>s1 riots1 /rikes1 plays1 books1 & music t /ream$ disorganiz$ly ?r\gh its columns1 no s*ool subject ?rew any light except geography1 :i* at lea/ enabl$ me to place ?+s on ! map4 ,hi/ory1 :i* might h help$1 0 taught1 n backw>ds1 9 ! ord] t "o's curiosity naturally approa*es x1 b =w>ds1 s t at no "t did we get )9 hail+ di/ance ( ! pres5t4 ,my real education1 z ,i look back on x1 consi/$ 9 mak+ "s sort ( ord] out ( ?is j\rnali/ic *aos4 ,i got "s help 9 ! debates on curr5t ev5ts :i* a radical sup]9t5d5t introduc$ into our high s*ool4 ,i rememb] pulv]iz+1 at ! age ( ?irte51 my oppon5ts 9 debate1 ) pro(s t a ru?less dictator%ip 0 ! only =m ( gov]nm5t possible 9 ! primitive /ate ( ,santo ,dom+o4 ,our h\sehold1 h[ev]1 0 innoc5t ( curr5t discussion4 ,! public libr>y _h n be5 born4 ,i _h to plot out ?is l>g] _w by myself4 ,inde$1 ! gr[n-up p :om ,i s\ght seem$ on ! :ole less famili> ?an ,i ) ! be>+s ( my curiosity4 ,i _c say t !re 0 any?+ subtle or complicat$ or critical 9 my acceptance ( ! newspap]4 ,x 0 all ,i c\ld d to get ! _w mapp$ out1 & become famili> ) ! names t ,i read4 ,i rememb] foll[+ ! ,greco-,turki% ,w> ) a great deal ( satisfaction1 ?\gh ! issues involv$ & ! real milit>y op]ations nev] meant any?+ at all4 ,i got only ! pleasant famili>ity ) ?is wid] social _w t "o w\ld get 9 meet+ ! same faces con/antly 9 ! /reet1 )\t kn[+ ! names ( ! p or speak+ to !m4 ,:atev] famili>ity ) ! tr5d ( ev5ts & ! wid] int]e/s ( m5 & wom5 ,i _h :5 ,i left s*ool 0 obta9$ 9 ?is way4 ,! s*ool _h be5 practically valueless 9 giv+ me ! backgr\nd ( ! intellectual _w 9 :i* ,i 0 h5ce=? to live4 ,my framework 0 bony en\gh & ! cont5t flimsy1 b ! outl9es ( my int]e/s 7 !re1 & curiosity en\gh to keep me ceaselessly at fill+ 9 t cont5t4 ,no?+ has occurr$ s9ce t "t to %[ me1 ?r\gh v>i\s vicissitudes1 t x 0 n ! mo/ useful ,i c\ld h4 ,t its f\ndations _h to be laid outside ! s*ool seems to me a %e] wa/e ( educational en]gy on ! s*ool's "p4 ,boldly !n1 & 9 true egoc5tric fa%ion1 ,i say t ! *ild :5 he leaves s*ool ought to h ! f\ndations ( int]e/ 9 ! ev5ts & issues 9 :i* p g5]ally are int]e/$4 ,^! practically all come )9 ! att5tion ( ! metropolitan newspap]4 ,! *ild %\ld be equipp$ to get "s k9d ( intellig5t reaction to :at he reads !re ab\t political & sociological ev5ts & issues1 p]sonalities1 art & lit]ature4 ,no "o c\ld accuse a curriculum bas$ on ! newspap] ( be+ ari/ocratic1 esot]ic1 or ultra-cultural4 ,! newspap] is ! "o common intellectual food ( all classes & types 9 ! community4 ,_m p]sons1 x is true1 may react only to c]ta9 specializ$ dep>tm5ts1 & yet ev5 into ! mo/ rudim5t>y j\rnals filt] mo/ ( ^! l>g] issues & ev5ts4 ,to use ?is /ock z clues & "w out ! hi/orical1 geographical1 & cultural ramifications 9 ! s*ool curriculum w\ld provide ?is broad famili>ity ) ! _w ! *ild is to live 9 :i* ,i sugge/4 ,i w\ld n make ! horrify+ proposal t ! newspap] be us$ z a s*ool text-book4 ,i am too well aw>e ( t c>d9al t5et ( curr5t educational morality :i* bani%es ! newspap] entirely f ! s*ool4 ,!re is some?+ r symbolic ab\t t t5et1 by ! way4 ,b to use a sort ( g5]aliz$ newspap] z ! nucleus & basis ( a curriculum w\ld be a diff]5t matt]4 ,x w\ld be us+ ! actual curr5t life ( society z ! guid+ ?read ( :at ! *ild is to "k4 ,z f> z ! purely intellectual cont5t ( ! s*ool is conc]n$1 x w\ld d :at s _m educators desire1 connect ! s*ool ) life4 ,?is ideal may be incr$ible1 b x is n necess>ily impossible4 ,take ! *ild at its l[e/ t]ms1 z a tr\blesome little p]son :om its p>5ts s5d to s*ool to get x out ( ! way ( ! cr[d$ home until x is old en\gh to g to "w4 ,!n take ! pres5t curriculum1 a m$ley ( equally emphasiz$ cultural1 sci5tific & manual /udies4 ,n[ ! *ild c]ta9ly %\ld h a comm& ( ! ?ree ,r's be=e he is t5 ye>s old4 ,suppose !n we transf] ! ma!matical & sci5tific /udies to a place subsidi>y to ! vocational & manual "w t is be+ s rapidly develop$4 ,!y w\ld be tak5 up1 t is1 only z ! !oretical basis = ?is practical "w4 ,?is w\ld leave f\r or five ye>s = ! /udy ( ! hi/ory1 geography1 lit]ature1 language1 & civics1 be=e ! m9imum age at :i* ! *ild 9 ! m advanc$ /ates is all[$ to leave s*ool4 ,!re seems to be no inh]5t reason :y a great deal c\ld n be done 9 t "t to prep>e ?is imag9ative backgr\nd = ! _w we live 94 ,if 8cultivat+ ! imag9ation0 means any?+ x means ensur+ t :at "o exp]i5ces 9 daily life w call up int]e/+ & significant images & ideas4 ,! public s*ool sometimes attempts to cultivate a sort ( lit]>y & my?ological imag9ation1 b z = ensur+ t ^? ref]5ces to places1 p]sons1 books1 political in/itutions1 ideas1 :i* occur 9 ! pap]s & weekly j\rnals1 %all call up to ! m9d prompt1 accurate1 & /imulat+ images & mean+s1 x has be5 a dead failure4 ,an exploration ( ! curr5t imag9ation ( ! av]age p]son w\ld be a curi\s & pr(itable ent]prise = a psy*ologi/ to und]take4 ,= ! cultivation ( ?is imag]y1 we are all left1 z ! *ild is left1 to ! *ance provision ( ! contempor>y news-provid]1 ! illu/rat$ pap] & 8,sunday magaz9e40 ,"h is :]e we get our notions ( ?+s z !y look & act4 ,beyond all else ! *ild %\ld leave s*ool ) a wide & reliable imag9ation--n ) facts or !ories s mu* z pictures1 sympa?ies1 appreh5sions1 :at we call 8! feel+ = ! ?+40 ,?us equipp$1 8 curiosity w provide him ) all ! facts & !ories he ne$s4 ,! cu/om ( tea*+ by subjects is z artificial & absurd z c\ld be imag9$4 ,we d n ?9k 9 t]ms ( hi/ory or geography or language4 ,if ,i read a =eign newspap]1 all ^! are m]g$ into "o imag9ative impression4 ,we ?9k 9 t]ms ( situations1 :i* h sett+s 9 "t & place1 & all sorts ( fr+es & implications4 ,unless ! *ild is taught 9 ?is _s1 ! isolat$ subjects w h no mean+4 ,)\t ! imag9ative backgr\nd t fuses & vitalizes 8 /udies1 he w g out f s*ool untaught & unkn[+4 ,,vi ,,9 ,a ,,s*oolroom ,! o!r day ,i amus$ myself by slipp+ into a recitation at ! suburban high s*ool :]e ,i _h once /udi$ z a boy4 ,! tea*] let me sit1 l "o ( ! pupils1 at an empty desk 9 ! back ( ! room1 & = an h\r ,i _h be=e my eyes ! int]e/+ drama ( ! ,am]ican s*ool z x unfolds itself day aft] day 9 h[ _m ?\s&s ( classrooms ?r\gh\t ! l&4 ,i _h gone prim>ily to /udy ! tea*]1 b ,i soon f\nd t ! pupils1 aft] !y _h =gott5 my pres5ce1 dem&$ mo/ ( my att5tion4 ,_! attitude t[>ds ! tea*]1 a "y man j out ( college & amaz+ly consci5ti\s & p]sev]+1 0 t good-humor$ tol]ance :i* has to take ! place ( en?usia/ic int]e/ 9 _m ( our ,am]ican s*ools4 ,!y seem$ to l ! tea*] & recognize fully 8 good int5tions1 b _! attitude 0 a delightful "o ( all mak+ ! be/ ( a bad b>ga91 & cop]at+ loyally ) him 9 sl[ly putt+ ! h\r out ( its agony4 ,?is good-natur$ acceptance ( ! inevitable1 ?is p]functory go+ ?r\gh by its devotees ( ! ritual ( education1 0 my fir/ /rik+ impression1 & ! key to ! reflections t ,i began to weave4 ,z ,i sank d[n to my seat ,i felt all t que] s5se ( depression1 /ill famili> aft] t5 ye>s1 t s5sation1 9 com+ into ! s*oolroom1 ( sudd5ly pass+ into a helpless1 imp]sonal _w1 :]e expression c\ld be a*iev$ & curiosity ass]t$ only 9 ! mo/ =mal & difficult way4 ,& ! class began imm$iately to divide itself = me1 z ,i look$ ar\nd x1 into ! artificially depress$ l myself1 commonly call$ ! 8good0 *ildr51 & ! artificially /imulat$1 commonly kn[n z ! 8bad10 & ! envy & despair ( e 8good0 *ild4 ,= to ^! 8bad0 *ildr51 :o are1 ( c\rse1 simply ^? ) m self-ass]tion & initiative ?an ! re/1 all ! c>eful network ( discipl9e & ord] is simply a direct & irresi/ible *all5ge4 ,i rememb]$ ! fe>ful awe ) :i* ,i us$ to wat* ! exhau/less +5uity ( ! 8bad0 boys ( my class to disrupt ! peacefully dragg+ recitation2 & behold1 ,i f\nd myself wat*+ int5tly1 along ) all ! *ildr5 9 my imm$iate neighborhood1 ! pati5t activity ( a boy :o sp5t 8 entire h\r 9 s completely %>p5+ a lead-p5cil t !re 0 no?+ left at ! end b ! lead4 ,n[ :at normal boy w\ld d s silly a ?+ or :o w\ld look at him 9 real life8 ,b "h1 9 ?is artificial atmosph]e1 8 action _h a sort ( symbolic quality2 x 0 ass]tion aga9/ a /upid au?ority1 a sort ( bl9d resi/ance aga9/ ! attempt ( ! s*oolroom to imp]sonalize him4 ,! mo/ trivial incid5t assum$ importance2 ! *im+ ( ! t[n-clock1 ! pass+ automobile1 a slip ( ! tongue1 a pass+ foot/ep 9 ! hall1 w\ld pol>ize ! w&]+ att5tion ( ! entire class l an electric %ock4 ,inde$1 a l>ge "p ( ! tea*]'s bus9ess seem$ to be to demagnetize1 by "s little +5i\s t\*1 8 little flock into _! orig9al in]t & /atic elem5ts4 ,= ! :ole ma*9]y ( ! classroom 0 dep5d5t evid5tly ^u ?is segregation4 ,"h 7 ^! ?irty *ildr51 all m or less acqua9t$1 & s cong5ial & sympa!tic t ! slighte/ t\* ?rew !m all toge!r into a solid mass ( att5tion & feel+4 ,yet !y 7 =c$1 9 accordance ) "s pr9ciple ( ord]1 to sit at ^! /iff little desks1 equidi/antly ap>t1 & prev5t$ "u p5alty f communicat+ ) ea* o!r4 ,all ! l9es betwe5 !m 7 suppos$ to be brok54 ,ea* exi/$ = ! tea*] alone4 ,9 ?is incorrigibly social atmosph]e1 ) all ! p]sonal influ5ces play+ ar\nd1 !y 7 suppos$ to be1 n a network or a gr\p1 b a collection ( ?+s1 9 relation only ) ! tea*]4 ,^! *ildr5 7 sp5d+ ! sunnie/ h\rs ( _! :ole lives1 five days a week1 9 prep>+ !mselves1 ,i assume by ! acquisition ( k1 to take _! places 9 a mod]n _w ( indu/ry1 ideas & bus9ess4 ,:at in/itution1 ,i ask$ myself1 9 ?is gr[n-up _w bore resemblance to ?is s c>efully segregat$ classroom8 ,i smil$1 inde$1 :5 x occurr$ to me t ! only possible ?+ ,i c\ld ?9k ( 0 a ,/ate ,legislature4 ,0 n ! tea*] a sort ( ,speak] putt+ ?r\gh ! bus9ess ( ! session1 en=c+ a sublimat$ p>liam5t>y ord]1 =c+ 8 memb]s to address only ! *air & avoid any b a =mal recognition ( _! colleagues8 ,h[ amus$1 ,i ?\ght1 w\ld ,socrates h be5 to come ^u ^! ?\s&s ( little tra9+-s*ools = incipi5t legislators6 ,he might h recogniz$ :at admirably exp]i5c$ & docile ,congressm5 su* a discipl9e z ?is w\ld make1 if !re 7 ! lea/ *ance ( any ( ^! pupils ev] rea*+ ! ,h\se1 b he might h wond]$ :at e>?ly connection x _h ) ! atmosph]e & bus9ess ( work%op & factory & (fice & /ore & home into :i* all ^! *ildr5 w\ld s obvi\sly be go+4 ,he might almo/ h conv9c$ himself t ! bus9ess ( adult ,am]ican life 0 actually run accord+ to ! rules ( p>liam5t>y ord]1 in/ead ( on ! plane ( p]sonal int]c\rse1 ( quick int]*ange ( ideas1 ! und]/&+ & ! grasp+ ( concrete social situations4 ,x is ! m]e/ platitude1 ( c\rse1 t ^? p succe$ :o c be/ manipulate p]sonal int]c\rse1 :o c be/ express !mselves1 ^: m9ds are mo/ flexible & mo/ responsive to o!rs1 & t ^? p w\ld des]ve to succe$ 9 any =m ( society4 ,b has !re ev] be5 devis$ a m +5i\s enemy ( p]sonal int]c\rse ?an ! mod]n classroom1 cat*+1 z x does1 ! *ild 9 8 mo/ impressionable ye>s8 ,! two great enemies ( int]c\rse are bumpti\sness & diffid5ce1 & ! classroom is p]haps ! mo/ successful in/rum5t yet devis$ = cultivat+ bo? ( !m4 ,z ,i sat & wat*$ ^! int]e/+ *ildr5 /ruggl+ ) ^! enemies1 ,i reflect$ t ev5 ) ! be/ ( p1 ?9k+ _c be done )\t talk+4 ,= ?9k+ is prim>ily a social faculty2 x requires ! /imulus ( o!r m9ds to excite curiosity1 to ar\se "s emotion4 ,ev5 private ?9k+ is only a conv]sation ) "o's self4 ,yet 9 ! classroom ! *ild is evid5tly expect$ to ?9k )\t be+ able to talk4 ,9 su* a rigid & sil5t atmosph]e1 h[ c\ld any ?9k+ be done1 :]e !re is no /imulus1 no p]sonal expression8 ,:ile ^! reflections 7 runn+ ?r\gh my head1 ! h\r dragg$ to its close4 ,z ! bell rang = dismissal1 a sort ( ?rill ( rejuv5ation ran ?r\gh ! build+4 ,! 8good0 *ildr5 /raight5$ up1 ?rew (f _! depression & took back _! self-respect1 ! 8bad0 sob]$ up1 ?rew (f _! swoll5 egotism1 & prep>$ to leave beh9d !m _! mis*iev\sness 9 ! room t _h creat$ x4 ,ev]y?+ sudd5ly became human aga94 ,! brakes 7 (f1 & life1 ) all its fasc9ations ( intrigue & amusem5t1 0 fl[+ once m4 ,! s*ool /ream$ away 9 p]sonal & int5sely int]e/$ little gr\ps4 ,! real _w ( bus9ess & /imulations & reb\nds 0 ?ick aga9 "h4 ,if ,i _h be5 a tea*] & wat*$ my *ildr5 go+ away1 arms ar\nd ea* o!r1 all agl[ ) talk1 ,i %\ld h be5 v wi/ful = ! injection ( a little ( t animation into ! dull & halt+ lessons ( ! classroom4 ,0 ,i a horrible 8intellectual10 to feel sorry t all ?is animation & v]ve ( life %\ld be p]petually p\r$ out ^u ! ephem]al1 :ile ?9k+ is made z difficult z possible1 & ! expressive & intellectual *ild made to seem a sort ( mon/r\s p>iah8 ,n[ ,i "k all ab\t ! logic ( ! classroom1 ! economies ( "t1 money1 & managem5t t h to be met4 ,i recognize t 9 ! cities ! masses t come to ! s*ools require "s sort ( rigid ma*9]y = _! gov]nance4 ,h&-educat$ *ildr5 h _h to g ! way ( h&-made buttons4 ,*ildr5 h _h to be mass$ toge!r into a s*oolroom j z cotton looms h _h to be mass$ toge!r into a factory4 ,! difficulty is t1 unlike cotton looms1 mass$ *ildr5 make a social gr\p1 & t ! m9d & p]sonality c only be develop$ by ! freely int]-/imulat+ play ( m9ds 9 a gr\p4 ,is x n v curi\s t we sp5d s mu* "t on ! practice & me?ods ( tea*+1 & nev] criticize ! v framework itself8 ,call ?is ?+ t goes on 9 ! mod]n s*oolroom s*ool+1 if y l4 ,only don't call x education4 ,,vii ,,! ,,cult ,,( ,,! ,,be/ ,a valuable inv5tory ( our ,am]ican ideals ( ta/e & culture %\ld result f ! reque/ ( ! ,am]ican ,f$]ation ( ,arts t ! ,c>negie ,f\ndation und]take an inve/igation ( ! tea*+ ( art 9 ?is c\ntry4 ,we h devot$ mu* att5tion to import+ /hetic values & works ( art f ,europe1 & to provid+ museums1 libr>ies & art c\rses = ! public4 ,b we h sc>cely ask$ ourselves :at is to come ( x all4 ,a survey ( :at is be+ done 89 ! s*ools & colleges & univ]sities z well z 9 ! pr(essional art s*ools ( ! c\ntry to promote ! k1 appreciation & production ( art 9 ,am]ica0 w be ( little value1 h[ev]1 if x is to conc]n itself m]ely ) discov]+ h[ _m art s*ools & h[ _m /ud5ts !re are2 h[ _m c\rses on art are giv5 9 ! colleges1 & ! cr$its :i* ea* c\rse c\nts t[>ds ! degree4 ,:at we ne$ to "k is ! direction ( ! /udies4 ,we mu/ n feel reliev$ 9 _s if we f9d !re is 8en\gh10 & correspond+ly depress$ if we f9d !re is 8n en\gh0 be+ done = art 9 ,am]ica4 ,we mu/ cle> up our ideas z to :at a g5u9e art education w\ld be = ! layman1 & !n ask :e!r ! pres5t emphases are ! ones to produce x4 ,arti/ic appreciation 9 ?is c\ntry has be5 und]/ood *iefly z ! acquir+ ( a famili>ity ) 8good works ( art10 & ) ! hi/orical fields ( ! diff]5t arts1 r ?an z ! cultivat+ ( spontane\s ta/e4 ,! millionaire ) 8 magnific5t collections has only be5 do+ objectively :at ! anxi\s college /ud5t is do+ :o takes c\rses 9 ! hi/ory & appreciation ( art1 music or lit]ature1 or ! wom5's clubs t foll[ /&>d manuals ( criticism & patronize bureaus ( univ]sity travel4 ,ev]y:]e ! emphasis is on acquisition4 ,a great ma*9]y = ! ext5sion ( culture has gr[n up ar\nd u 9 ! la/ g5]ation1 devot$ to ! collection1 objectively or imag9atively1 ( ma/]pieces4 ,! zeal\s fri5ds ( art 9 & out ( ! s*ools h be5 engag$ 9 br++ be=e an ev]-wid5+ public a ro/] ( ! 8be/40 ,art education has be5 almo/ entirely a le>n+ ab\t :at is 8good40 8,culture0 has come to mean ! jack+-up ( "o's appreciations a not* at a "t until !y h rea*$ a c]ta9 /&>d level4 ,to be cultur$ has meant to l ma/]pieces4 ,art education has1 9 o!r words1 become almo/ a bran* ( moral education4 ,we are sc>cely out ( t p]iod :5 x 0 a moral obligation ^u e *ild to le>n to play ! piano4 ,!re is /ill a ?\ghtful /riv+ aft] righte\sness 9 our att5dance at ! op]a4 ,& ?is moral obligation is support$ by quasi-ecclesia/ical sanctions4 ,ea* art1 z taught 9 our s*ools & colleges1 has its truly =midable canon ( ! 8be/10 & its insi/5t discrim9ation betwe5 ! sanctifi$ & ! apocryphal scriptures4 ,! tea*+ ( ,engli% lit]ature 9 ! colleges is a pure example ( ?is or?odoxy4 ,criticism & expression are neglect$ 9 favor ( absorption & rev]5ce ( ! classics4 ,! /ud5t ent]s college on a ritual ( exam9ation 9 !m4 ,he rema9s only ?r\gh 8 susceptibility to _! influ5ce4 ,exam9e :at passes = cultural education 9 o!r fields1 & y w f9d t x is hi/orical1 lexicographical1 encyclopdic1 & nei!r utilit>ian nor /hetic4 ,x is prompt$ by ! s*ol>ly ideal r ?an by an ideal ( ta/e4 ,! prize goes to ^? :o c acquire ! mo/ ( ^! goods4 ,no "o is *all5g$ to spontane\s ta/e any m ?an ! monk is ask$ to create 8 own dogmas4 ,to me ?is conception ( culture is unpleasantly undemocratic4 ,i am n d5y+ ! sup]lative beauty ( :at has come to be (ficially label$ 8! be/ t has be5 ?\ght & done 9 ! _w40 ,b ,i d object to its be+ made ! univ]sal norm4 ,= if y educate p 9 ?is way1 y only really educate ^? ^: ta/es run to ! classics4 ,y leave ! re/ ( ! _w fl\nd]+ 9 a fog ( cant1 l>gely unconsci\s p]haps1 try+ s9c]ely to squeeze _! appreciations ?r\gh ! ne$le's eye4 ,y get z a result hypocrites or 8l[br[s10 ) culture res]v$ only = a few4 ,all ! re/ ( u are left )\t guides1 )\t enc\ragem5t1 & ta9t$ ) orig9al s94 ,an education 9 art appreciation w be valueless if x does n devote itself to cl>ify+ & integrat+ natural ta/e4 ,! emphasis mu/ be always on :at y d l1 n on :at y ought to l4 ,we h nev] _h a real te/ ( :e!r bad ta/e is positive or m]ely a lack ( consci\sness4 ,we h nev] tri$ to discov] /rong spontane\s l9es ( div]sifi$ ta/e4 ,to ! tyranny ( ! 8be/0 :i* ,arnold's p]suasive p[] impos$ ^u ?is mo/ inquisitive1 eag] & ri* ,am]ican g5]ation1 c be laid1 ,i ?9k1 our failure to develop ! di/9ctive /yles & indig5\s art _s :i* ! soil %\ld h br\ght =? abundantly4 ,= z long z y humbly foll[ ! be/1 y h no eyes = ! vital4 ,if y are us+ y\r en]gy to cajole y\r appreciations1 y h none left = un=c$ /hetic emotion4 ,if y\r tra9+ has be5 to le>n & appreciate ! be/ t has be5 ?\ght & done 9 ! _w1 x has n be5 to discrim9ate betwe5 ! significant & ! irrelevant t ! exp]i5ce ( e day is fl++ up 9 y\r face4 ,civiliz$ life is really "o /hetic *all5ge aft] ano!r1 & no tra9+ 9 appreciation ( art is wor? any?+ unless "o has become able to react to =ms & sett+s4 ,! m]e call\sness ) :i* we confront our ragbag city /reets is evid5ce en\gh ( ! futility ( ! ,arnold ideal4 ,to h le>n$ to appreciate a ,mantegna & a ,japanese pr9t1 & ,dante & ,debussy1 & n to h le>n$ nausea at ,ma9 /reet1 means an art education :i* is n m]ely wor?less b de/ructive4 ,i "k t su* compla9ts are met by ! plea t ! fight has be5 s h>d 9 ?is c\ntry to get any art education at all t x is idle to talk ( cultivat+ public ta/e until ?is battle is won4 ,mr4 ,edw>d ,dick9son /ill pleads 9 a rec5t book ! cause ( music to ! /ony educationi/s ( ! l&4 ,let u get a foo?old 9 ! colleges ) our music c\rses1 ^! def5d]s seem to say1 & y\r ta/e w evolve f !m4 ,b ! way to rea* a goal is n to />t (f 9 ! opposite direction1 & my !sis is t education 9 ! appreciation ( art has be5 mov+ exactly 9 ?is wrong direction4 ,widespread arti/ic ta/e w\ld h _h a bett] *ance to develop 9 ?is c\ntry if we _h n be5 s mu* conc]n$ ) kn[+ :at we ought to "k & lik+ :at we ought to l4 ,! movem5t has caught ^? ^: ta/e happ5$ to co9cide ) ! canons4 ,x has p]v]t$ a mu* l>g] ho/ :o h tri$ to pret5d t _! ta/e co9cid$4 ,& x has left unt\*$ ! joy\s masses :o might easily1 z 9 o!r c\ntries1 h evolv$ a folk-culture if !y _h n be5 outlaw$ by ?is ideal4 ,! ideal /ill dom9ates1 al?\gh x becomes e day m evid5t t its effect has be5 disa/r\s4 ,a y\ng] g5]ation ( ar*itects has fill$ our cities ) sepul*ral neo-classicism & imitative dbris ( all ! ages4 ,we get its apo!osis 9 ! fantasy ( ,wa%+ton1 :]e ,fr5* *ateaux snuggle up close to colonial mansions1 & ! great l9es ( ! city are sla%$ by *eap & tawdry blocks4 ,all ?is has be5 done ) ! be/ w 9 ! _w1 by m5 curi\s & skilful1 well in/ruct$ 9 ! 8be/0 ( all "t4 ,x has be5 a consci5ti\s foll[+ ( an ideal ( beauty4 ,we are j beg9n+ to discov] uneasily h[ false t ideal is4 ,art to mo/ ( u has come to mean pa9t+ in/ead ( ! decoration & design & social sett+ t w\ld make significant our objective life4 ,our moral s5se has made u mad = arti/ic 8rightness40 ,:at we h got out ( x is some?+ mu* worse ?an imitation4 ,x is wor%ip4 ,?is ef=t to foll[ ! be/1 :i* ev5 our revolutioni/s engage 91 has ! effect ( ei!r clos+ ! appreciation to new /yles or leav+ x op5 to pass+ w9ds ( fa%ion4 ,t we are fa%ion-ridd5 is ! direct result ( an education :i* has made acquisition & n discrim9ation ! motive4 ,! cult ( ! be/ is h>mless only if x has be5 sup]impos$ on ! broade/ basis ( p]sonal discrim9ation1 begun 9 e>lie/ ye>s4 ,let u admit t ! appreciations ( ! ,brahm9s m>vel\sly co9cide ) :at ,mat!w ,arnold has /amp$ z "r4 ,b p]haps = mo/ ( u !re has n be5 ! environm5t to produce t happy co9cid5ce4 ,our education has =c$ u all to be self-made m5 9 arti/ic appreciation4 ,our ta/es suff] f hiatuses & crot*9esses & color-bl9dnesses because no ef=t has be5 made to integrate our s9c]e likes & dislikes & focus & %>p5 our reactions4 ,until ! pres5t ideal is ov]?r[n1 we h no *ance ( gett+ a s9c]e & g5]al public ta/e4 ,we c h only ! me*anics ( art education4 ,i d n mean t ,am]ica has be5 unique 9 ?is4 ,we h only be5 a little worse ?an o!r c\ntries because we h be5 m consci5ti\s4 ,,viii ,,education ,,9 ,,ta/e ,!re is a navely sy/ematic way ( tea*+ arti/ic appreciation to ! /ud5ts ( _m ( our city s*ools4 ,to ea* class is allott$ a fam\s pa9t]4 ,! class is !n tak5 en masse to ! art museum1 &1 "u ! guidance ( "o ( ! (ficial %[-wom51 confront$ ) ! ma/]pieces ( its propriet>y g5ius4 ,! *ildr5 he> ! dates ( ! pa9t]'s life1 details ( 8 c>e]1 ! significance ( 8 pictures1 ! p>ticul> beauties ( 8 /yles1 & any o!r loose fragm5ts ( k t may appeal to _! guide4 ,aft] !y h be5 expos$ long en\gh to ! pictures to give confid5ce t appreciation has tak5 place 9 !m1 !y are all[$ to ex*ange pa9t]s ) ano!r class1 & 9 rigid platoon proce$ to appreciate _! new idol 9 ! same way4 ,presumably _! appreciation f9ally fl[s ov] ! entire museum1 & !y take _! places among ! cultivat$ ( ! l&4 ,! o!r day 9 a ,new ,j]sey s*ool ,i 0 %[n "s wall-pap] designs t _h j be5 made 9 a class ( ! y\nge/ *ildr54 ,a simple figure _h be5 giv5 !m ) :i* to cov] a %eet ( pap] 9 any patt]n !y *ose4 ,! ?irty pap]s pres5t$ ! mo/ a/oni%+ v>iety4 ,!y rang$ f m]e blot*es to ord]ly & regul> patt]ns4 ,"s *ildr5 _h m]ely reproduc$ ! figure 9 p>allel l9es across ! pap]4 ,o!rs _h alt]nat$ _! l9es & made a m pleas+ s*eme4 ,"h 0 a liv+ demon/ration ( ! v>iety ( arti/ic skill1 b ,i 0 m int]e/$ 9 ! appreciation4 ,! tea*] told me t %e _h p9n$ all ! designs on ! wall1 & )\t any sugge/ion to ! *ildr5 _h ask$ !m to *oose :i* !y lik$ be/4 ,!re _h be5 a l>ge cons5sus ( lik+ = ! alt]nate l9es1 ! patt]n :i* 0 obvi\sly ! mo/ regul> & ! mo/ pleas+4 ,9 t museum sy/em ( class-pa9t]s :o 7 to be duly 8appreciat$0 ,i _h a p]fect example ( ! old unreg5]ate cult ( ! be/4 ,b my ,new ,j]sey s*ool conv9c$ me t ^! ve/al virg9s ( ! museums 7 gu>d+ a decay+ fane4 ,! "y tea*] 9 ! classroom _h ! beg9n+s ( :at w\ld be a g5u9e education 9 ta/e4 ,if t same critical & discrim9at+ _s c\ld be c>ri$ =w>d ) ^! little/ *ildr5 all ?r\gh _! s*ool+1 mo/ ( !m w\ld get a robu/ s5se ( values t w\ld be spontane\s1 t w\ld nev] h to be cajol$1 & t c\ld n be ?reat5$4 ,might n ?is process ( ref9+ ta/e be wov5 into our elem5t>y education8 ,already we h its embryo 9 ^! k9d]g>t5s & l[] grades4 ,x is a "q ( emphasis1 ( mak+ ! tea*]s see t ! con/ant *all5ge to ta/e is "o ( ! mo/ important functions ( ! s*ool4 ,types ( s*ool su* z ! ,play-,s*ool make expression & selection ! basis ( _! life4 ,! mo/ valuable feature ( ! ,montessori s*ool is ! tra9+ ( ! s5ses1 ! quick5+ ( response to s\nds & colors & =ms4 ,suppose a *ild 7 br\ght up f 8 e>lie/ ye>s 9 ev]yday contact ) =ms & colors1 )\t its ev] be+ h9t$ to him t "s 7 8good0 & o!rs 8bad40 ,suppose ! *ild 7 urg$ to *oose & to express 8 likes & dislikes1 n giv+ 8 reasons b m]ely tell+ z he c\ld :at he saw or he>d4 ,suppose ?is attempt 7 made ?r\gh ! c\rse ( 8 s*ool life to cl>ify 8 appeals & repugnances1 n by rationaliz+ !m b by syn!siz+ !m4 ,w\ld n some?+ l ta/e evolve out ( x all8 ,emphasis on :at ! pupil likes in/ead ( :at he ought to l w\ld *ange ! tone ( s*ool or college4 ,! av]age m$iocre /ud5t "u our pres5t regime gets an almo/ uncanny desire to d ?+s 8"r40 ,s9ce success 9 s*ool dep5ds on do+ :at ! tea*] ?9ks is "r1 education becomes on ! *ild's "p a te*nique ( accurate guess+4 ,anyone :o has sp5t mu* "t 9 high s*ools kn[s h[ eag]ly *ildr5 w p\nce on any (ficial judgm5t conc]n+ a book or p]son or picture or idea4 ,! /udy ( ,engli% classics 9 mo/ s*ools becomes a fe/]+ b$ ( hypocrisy4 ,& x is (t5 ! intr9sically am5able :o are ! mo/ consci5ti\s & :o !re=e mo/ hopelessly ov]lay _! own reactions ) o!r p's judgm5ts4 ,! mod]n s*ool recitation has deg5]at$ into a skilful guess+ on ! "p ( ! *ild ( :at ! tea*] 8wants0 him to say4 ,& ?is is a symbol ( ! g5]al attitude1 9 s*ool & out1 t[>ds cultural ?+s4 ,a laudable attempt has be5 made 9 ! colleges to tea* ! /ud5t to ?9k1 b ,i wond] sometimes :e!r x has proce$$ v f> beyond enc\rag+ him to f9d reasons = ideas & attitudes :i* he is p]suad$ he ought to h4 ,= mo/ college /ud5ts x is already too late4 ,expression & discrim9ation are ! la/ ?+s :i* ! prim>y & second>y s*ools h be5 emphasiz+4 ,! boy & girl come to college ) no backgr\nd ( ta/e or selection1 & ! old docility1 ! old unconsci\s hypocrisy1 mu/ dog !m all ?r\gh _! c\rse4 ,i w\ld make a l>g] "p ( ! process ( ?9k+ 9 s*ool & college ! discov]y ( :at "o likes & wants1 ! control & direction ( desire4 ,almo/ ! :ole object ( education %\ld be to "k :at "o truly & :olehe>t$ly likes & wants4 ,yet ! mod]n s*ool is j ! place :]e ?is critical1 discrim9at+ attitude has a *ance ( be+ cultivat$4 ,! secret ( all ! curr5t t5d5cies t[>ds ! 8s*ool ( to-morr[0 is ! increas+ p>ticipation ( ! *ildr5 9 ! "w ( _! own s*ool4 ,! ,wirt plan1 :]e ! *ildr5 help ! me*anics decorate ! rooms1 & dramatize _! s*ool-life 9 auditorium ex]cises1 p]haps c>ries ?is cop]ation f>!/1 b 9 numb]less s*ools t h %opwork1 g>d5s1 dramatizations1 etc41 ! same evolution is app>5t4 ,n[ e t\* ( dramatic1 arti/ic & lit]>y expression made by ! *ildr5 9 ! s*ool af=ds mat]ial = education 9 ta/e4 ,expression & criticism play into ea* o!r's h&s4 ,any expression :i* passes )\t a reaction f "s "p ( ?is little s*ool public is expression wa/$4 ,if ! *ild does n le>n 9 ! s*ool to obs]ve & reflect ^u & react to ! expressive life t fl[s ar\nd him 9 ! s*ool1 he w nev] react intellig5tly to any?+ outside ! s*ool4 ,8 *ildi% criticism w ( c\rse be z elem5t>y z ! expression is elem5t>y4 ,b ! emphasis ( tea*]s %\ld be !re4 ,ta/e mu/ fl[ naturally & spontane\sly out ( ! exp]i5ces ( ev]yday life4 ,su* an ef=t 9 ! education ( ta/e has a mu* bett] *ance ( success ?an has our traditional guidance4 ,to impose canons on a y\ng] g5]ation1 to make /ud5ts appreciate ! be/ 9 ! arts1 we ne$ ho/s ( tea*]s :o are f9ely tun$ to ^! appreciations !mselves1 tea*]s ^: ta/es naturally co9cide ) :at has be5 consecrat$ by "t1 & :o c communicate _! admirations4 ,exp]i5ce has prov$ t we %all nev] h ^? ho/s ( tea*]s4 ,we %\ld nev] h en\gh ,mat!w ,arnolds to g r\nd4 ,:at art education suff]s f 9 ?is c\ntry is tea*]s :o h only ! me*anics ( appreciation )\t ! inn] gl[4 ,& x is futile to expect t we %all ev] h en\gh ) ! classic inn] gl[4 ,9 ?is new direction1 h[ev]1 ! tea*] ne$ n be m5tor1 b guide & provocative4 ,nev] be+ call$ ^u to imp>t judgm5ts or appreciations to ! /ud5t1 :at he requires mo/ is n judgm5ts & appreciations ( 8 own b curiosity z to ! /ud5t's reactions4 ,he ne$ only be say+ con/antly to ! /ud5t1 :at d y l & h[ does x comp>e ) some?+ else t y l8 ,he ne$ provide only ! p>aph]nalia ( art1 ! mat]ials & processes1 = ! /ud5t to d 8 own "w4 ,if ! tea*] is ( s\nd orig9al ta/e1 he c give ! /ud5t criticism & aid him 9 8 analysis & comp>ison4 ,if he is n1 he is at lea/ prev5t$ f mak+ ! /ud5t's ta/e hypocritical4 ,if ?is attitude became g5]al 9 our /hetic education1 x w\ld n be long be=e results became noticeable4 ,we %\ld get a v>iety ( ta/es--"s ( !m traditional1 "s ( !m /range & new1 b mo/ ( !m at lea/ spontane\s1 indig5\s4 ,at pres5t we h no way ( kn[+ :e!r any p>ticul> manife/ation ( public ta/e is conv5tional1 fa%ion-induc$1 imitative1 or s9c]ely felt4 ,mu* spontane\s ta/e might turn out to be traditional4 ,! majority ( *ildr5 tra9$ 9 discrim9ation might prove to be incipi5t ,brahm9s4 ,on ! o!r h& we might get /range & vigor\s expressions l ! contempor>y ar*itecture & sculpture ( ,g]many4 ,i am assum+ t ta/e & creation w f]tilize ea* o!r4 ,= ?is f]tilization we mu/ h a lib]ation ( ta/e f ! /]ile control ( ! 8be/40 ,?is does n mean t e p]son w\ld become end[$ ) orig9al ta/e1 b t we %\ld h a *ance to f9d orig9al ta/e out4 ,we %\ld h done all )9 human p[] to create public ta/e1 z our pres5t ideal does ev]y?+ to prev5t x4 ,z a result we %\ld h a *ance ( "s k9d ( integrat$ culture4 ,9 ea* art we might f9d sev]al v /rongly m>k$ directions ( /yle & ta/e :i* %\ld appeal to diff]5t p4 ,x w\ld !n be ! task ( criticism n to *oose betwe5 !m b to discov] _! s9c]ity & significance4 ,/yle is a matt] ( "r relations4 ,?+s h /yle :5 _! p>ts make ea* o!r & ! :ole significant4 ,indig5\s /yle is ! only art t really means any?+4 ,out ( an education 9 ta/e w gr[ creative art z a fl[] f ri* soil4 ,,ix ,,univ]sal ,,s]vice ,,& ,,education ,! curr5t agitation = prep>$ness has set ho/s ( ,am]icans to ?9k+ out = ! fir/ "t :at a real national /r5g? & read9ess w\ld mean4 ,we sudd5ly realize t if we are to defeat t milit>i/ic tr5d :i* we loa! we %all h to (f] "s k9d ( action m /irr+ & m creative4 ,! call n[ ^u e citiz5 is to be n nebul\sly patriotic1 b cle> & lucid z to ,am]ica's aims1 s t our natural en]gy %all n be squ&]$ & misus$4 ,!re looms up z a crucial ne$ t 8moral equival5t = w>0 ) :i* ,william ,james fir/ r\s$ our imag9ations4 ,x seems no long] s academic a proposal4 ,confront$ ) ! crisis1 we see t he analyz$ ! situation ) consummate accuracy4 ,all ar\nd u we see a v g5u9e crav+ = unity ( s5tim5t1 = s]vice1 = "s new national lift & broad5+ :i* %all keep u out ( ! uneasy pett9ess into :i* ! ,am]ican consci5ce has ?reat5$ to fall4 ,9 our he>ts we "k t to cry/allize ?is desire into a mean+less s5tim5t1 or into a pil+-up ( armam5ts or a proscrib+ ( ali5 cultures1 w\ld n satisfy u4 ,we want action1 b we d n want milit>y action4 ,ev5 ! wilde/ patriots "k t ,am]ica w\ld h to g ?r\gh ! mo/ p]nici\s & revolution>y *anges to accept ! univ]sal milit>y s]vice :i* !y advocate4 ,we wi% to advance f :]e we /&4 ,we beg9 to suspect t milit>y s]vice1 flag-rev]5ce1 patriotic swagg]1 are too mu* ! we>y old deep-dug *annels into :i* national feel+ always runs & is lo/4 ,! flood+ riv] fills aga9 its ar*aic & =sak5 pa?s4 ,our pres5t confusion expresses ! dilemma we f9d ourselves 91 :5 our in/9cts impel u into c\rses t our intellig5ce tells u we ought n to foll[4 ,our ,am]ican dang] is n s mu* t we become milit>i/s z t we grope along1 frett+ & h>ry+ ea* o!r into a unity :i* is delusive1 & express+ our 8,am]icanism0 9 activities t are n creative4 ,! be/ w 9 ,am]ica at ! pres5t "t seems to crave "s k9d ( national s]vice b x ve]s (f f milit>y s]vice4 ,until we satisfy t crav+1 we %all run at half-p[]1 & suff] all ! dissatisfaction & self-despis+ t comes f repress$ en]gy4 ,! "q :i* all are ask+1 9 ! v>i$ & disguis$ =ms1 is3 ,h[ c we all toge!r s]ve ,am]ica by really enhanc+ h] life8 ,to m & m ( u ! clue has come ?r\gh ,james's conception ( a productive army ( y\?1 w>r+ aga9/ nature & n aga9/ m51 f9d+ 9 drudg]y & toil & dang] ! values t w> & prep>ation = w> h giv54 ,t5 ye>s ago su* an army seem$ ,utopian4 ,we _h nei!r ! desire nor ! te*nique4 ,x seem$ a project n to be realiz$ )\t a reorganization ( our life s radical z to make ! army itself unnecess>y4 ,to-day1 h[ev]1 a ho/ ( new attitudes seem to give u ! raw mat]ial out ( :i* su* a national s]vice c\ld be creat$4 ,we he> mu* ( univ]sal milit>y s]vice z 8education40 ,! ,plattsburgs are sug>-coat$ z 8civic-tra9+ camps10 8s*ools = citiz5%ip40 ,univ]sal s]vice no long] /&s on its old gr\nd ( m]e prep>ation = w>4 ,x is frankly try+ to get itself recogniz$ z an indisp5sable mode ( education4 ,! next p]t95t /ep is evid5tly to ask :y1 if univ]sal s]vice is valuable because x is educational1 x %\ld n be con/ruct$ on a /rict educational f\ndation4 ,james's proposal s\nd$ ,utopian because x w\ld require an entirely new & colossal national organization to put x into action4 ,univ]sal milit>y s]vice 9 ?is c\ntry w\ld c]ta9ly mean su* a task4 ,b if our national s]vice is to be educational1 we already h ! organization 9 exi/5ce4 ,! rapidly consolidat+ public s*ool sy/ems 9 ! /ates provide ! ma*9]y = su* an organization4 ,z ! public s*ools become bett] places = *ildr5 to sp5d _! "t 91 we are gr[+ less tol]ant ( ! =ms ( s*ool+ outside ( ! public sy/em4 ,! t5d5cy is t[>ds ! inclusion ( all *ildr5 9 ! public s*ool4 ,& ! progressive /ates are requir+ s*ool+ up to ! full age ( sixte5 ye>s4 ,we are rapidly creat+ a public s*ool sy/em1 effectively adm9i/]$ by ! /ates1 :i* gives u ! "o univ]sally national compulsory s]vice :i* we possess or are ev] likely to cons5t to4 ,education is ! only =m ( 8conscription0 to :i* ,am]icans h ev] giv5 cons5t4 ,compulsory milit>y s]vice w\ld require decades ( ,napoleonic political evangelism to introduce4 ,compulsory education is univ]sally accept$4 ,= a national s]vice :i* %all be educational y w\ld h to conv]t nobody4 ,! field is s[n4 ,no "o d5ies ! "r ( ! /ate to conscript ! *ild = education4 ,b c\pl$ ) ?is ass5t is ! insi/5ce t ! education %all be ! free/1 fulle/ & mo/ /imulat+ t we "k h[ to give4 ,! curr5t educational int]e/ arises l>gely f ! indignant dem& t a /ate :i* takes all ! *ildr5 mu/ meet ! ne$s ( e *ild4 ,! v rec5t en?usiasm = 8vocational education0 means t we want a s*ool+ t %all issue 9 capacity = fruitful occupation4 ,a national educational s]vice c\ld give tra9+ = "w at ! same "t t x gave opportunity = s]vice4 ,x is only a national s]vice ( ?is k9d t w\ld really be univ]sal4 ,milit>y s]vice is a %am univ]sality4 ,x omits ! fem99e half ( ! nation's y\?4 ,& ( ! mascul9e half x uses only ! physically be/4 ,france is ! only c\ntry :]e ! actual levy on m5 = milit>y s]vice has approximat$ ! numb] liable4 ,b wor/ ( all1 milit>y s]vice irons out all diff]5ces ( tal5t & ability4 ,x does n ev5 tap ! res\rces x enli/s4 ,x makes out ( an inf9itely v>i$ gr\p a m]e ma*9e ( uni=m1 obey+ units4 ,! p]sonal qualities1 ! individual p[]s ( ! y\? x tra9s1 are ( no relevance :atev]4 ,m5 are valuable exactly to ! degree t !y cru% out ^! diff]5ces4 ,a national s]vice = education w\ld n be a %am4 ,x w\ld actually enli/ ! cop]ation ( e y\? & girl4 ,x w\ld aim at /imulation1 n ob$i5ce4 ,x w\ld call out capacity & n subm]ge x4 ,x w\ld organize v>i$ tasks adapt$ to ! capacities & /r5g?s ( its "y citiz5ry4 ,x w\ld be univ]sal1 b x w\ld be compulsory only 9 ! s5se t x call$ e "o to ! s]vice4 ,! tasks w\ld n be en=c$ drudg]y1 b "w t enli/$ ! w & ton$ up ! aspirations4 ,su* a national s]vice w\ld be ! logical outgr[? ( our public s*ool sy/em4 ,suppose ! /ate said3 ,all *ildr5 %all rema9 9 s*ool till ! age ( sixte5 ye>s4 ,betwe5 ! ages ( sixte5 & tw5ty-"o !y %all sp5d two ye>s 9 national s]vice4 ,?is s]vice %all be organiz$ & adm9i/]$ by ! /ate educational adm9i/rations1 b sup]vis$ & subsidiz$ by ! national gov]nm5t4 ,! s]vice w\ld be p]=m$ z national s]vice1 b its "w w\ld be con/ructive & communal 9 its purposes & n milit>y4 ,special milit>y tra9+ c\ld be giv5 z a bran* ( ?is s]vice to ^? :o 7 be/ fitt$ = x4 ,b def5se w\ld be b an incid5t 9 our con/ructive life1 & n ! s9ew ( our ef=t4 ,! tasks = su* a national s]vice w\ld evid5tly be diff]5t f ^? contemplat$ by ,james4 ,he ?\ght ( turn+ 8 army ( y\? into ! drudg]y ( ! _w1 :]e !y might w9 9 h]oic toil & self-sacrifice ! moral rew>ds :i* w> _h =m]ly giv54 ,b if our s]vice is to be univ]sal1 x _c be m]e unskill$ labor 9 m9es & f>ms & =e/s4 ,a l>ge proportion ( our y\? w\ld be disqualifi$4 ,fur!rmore1 a s]vice :i* made su* frontal attack on indu/ry w\ld be bitt]ly resi/$ by ^? ) :om its "w compet$4 ,we are n prep>$ = a s]vice :i* cla%es too sudd5ly & h>%ly ) ! indu/rial sy/em4 ,:at we ne$ is a s]vice :i* %all n s mu* d ! old "w ( ! _w z create new dem&s & satisfy !m4 ,?is national s]vice c\ld d ! ?+s :i* ne$ to be done1 b :i* are n n[ be+ done4 ,x c\ld h = its aim ! improvem5t ( ! quality ( our liv+4 ,our appall+ slov5l9ess1 ! ignorance ( great masses 9 city & c\ntry z to ! elem5t>y te*nique ( daily life--?is %\ld be ! enemy ( ! army ( y\?4 ,i h a picture ( a ho/ ( eag] "y mission>ies sw>m+ ov] ! l&1 spread+ ! heal? k1 ! k ( dome/ic sci5ce1 ( g>d5+1 ( ta/efulness1 t !y h le>n$ 9 s*ool4 ,su* a s]vice w\ld provide appr5tices = communal s]vices 9 t[n & c\ntry1 z _m s*ools & colleges are already actually provid+4 ,food inspection1 factory inspection1 organiz$ relief1 ! c>e ( dep5d5ts1 playgr\nd s]vice1 nurs+ 9 hospitals--all ?is w\ld be a field = su* an educational s]vice4 ,on a l>g] scale1 tree-plant+1 ! c>e & repair ( roads1 "w on cons]vation projects1 ! c>e ( model f>ms1 w\ld be tasks = ?is army4 ,z ,i 0 burn+ cat]pill>s' ne/s ! o!r day 9 ,new ,j]sey & saw ! trees s9i/] ) gray webs1 ,i ?\ght ( ! de/roy+ army ( y\? t %\ld be invad+ ! l& cle>+ x ( all insect pe/s4 ,we might ev5 come to ! =cible rebuild+ ( ! slov5ly f5ces & ou?\ses :i* /rew our l&scape1 & to an imposition ( cleanness ^u our ,am]ican c\ntryside4 ,) an army ( y\? we c\ld p]=m all ^? s]vices ( neatness & m]cy & intellig5ce :i* our communities n[ "k h[ to p]=m & mean to p]=m1 b h n ! weapons to wield4 ,! army c\ld be organiz$ 9 fly+ squadrons1 s t its y\? c\ld travel widely & see & s]ve all k9ds ( m5 & communities4 ,= its direction we w\ld ne$ t new type ( tea*]-eng9e]-community-work] t our be/ s*ool sy/ems are already produc+4 ,sci5tific s*ools1 s*ools ( philan?ropy1 are turn+ out m5 & wom5 :o c\ld /ep into _! places z non-commission$ (fic]s = su* an army4 ,! s]vice c\ld be entirely flexible4 ,boys & girls c\ld le>n ! rudim5ts ( _! trade or pr(ession 9 actual s]vice ) ! army4 ,book /udies c\ld be c>ri$ on1 & college le>n+ c\ld come to its own z ! intellectual f]tiliz] ( a :olesome & /imulat+ life4 ,a?letics & sports w\ld be an integral "p ( ! two ye>s' s]vice4 ,!re w\ld be long p]iods ( camp+ 9 ! national p>ks or ^u ocean bea*es4 ,! ,boy ,sc\ts & ,camp-,fire ,girls already give ! clue to su* an ent]prise4 ,if objection is made t ?is national educational s]vice w\ld fail to br+ out ! /]n] qualities ( h]oism & self-sacrifice1 & w\ld n be a g5u9e moral equival5t = w>1 ! answ] is t ! be/ k9d ( a moral equival5t is a moral sublimation4 ,we want to turn ! en]gies ( y\? away f _! squ&]+ 9 m]e def5se or m]e drudg]y4 ,our ne$ is to le>n h[ to live r ?an die2 to be tea*]s & creators1 n eng9es ( de/ruction2 to be inv5tors & pione]s1 n m]e def5d]s4 ,our cities & isolat$ f>ms alike are mute witnesses t ,am]icans h nev] le>n$ h[ to live4 ,suppose we _h a national s]vice :i* 0 mak+ a det]m9$ assault = ! enhancem5t ( liv+4 ,w\ld its /&>ds & discipl9e be less rigor\s8 ,r w\ld ! +5uity & imag9ation h to be ( ! f9e/4 ,"s su* conception ( national s]vice is ! only "o :i* w give u t ?rill ( unity & vigor :i* we seek4 ,an educational s]vice built on ! public s*ool sy/em puts ! opportunity 9 our h&s4 ,! raw mat]ial 9 attitudes & desires is "h4 ,e task t an army ( y\? might p]=m is already be+ done 9 "s s*ool or college or communal s]vice4 ,all we ne$ to d is to cord9ate & make univ]sal :at is n[ haphaz>d & isolat$4 ,an army ( y\? :i* focus$ s*ool "w w\ld provide j t purpose t educators seek4 ,! advocates ( 8prep>$ness0 are will+ to sp5d billions on a univ]sal milit>y s]vice :i* is nei!r univ]sal nor educational nor productive4 ,_c we beg9 to organize a true national s]vice :i* w let all s]ve creatively t[>ds ! ton+ up ( ,am]ican life8 ,x ,,! ,,s*ools ,,f ,,! ,,outside ,to p]sons direct+ any complicat$ organization1 criticism f outsid]s always seems ei!r futile or irrelevant4 ,consci\s ( ! difficulty t has be5 met 9 creat+ ! exi/+ ma*9]y1 !y res5t ! debonair & non*alant proposals toss$ 9 ^u !m by p :o h only an amateuri% or philosophical int]e/ 9 _! "w4 ,!re are v few able adm9i/rators 9 any "w :o d n hone/ly believe !y are do+ _! be/ ) ! mat]ial t is giv5 !m4 ,to ?is res5tm5t ! educational _w seems p>ticul>ly prone4 ,! tea*] f9ds x intol]able t ! classroom %\ld be judg$ f any vantage-po9t b ! tea*]'s desk2 ! sup]9t5d5t is annoy$ if y arraign 8 sy/em 9 ! light ( ! product turn$ out4 ,a public s]vice :i* enli/s s mu* consci5ti\sness z does our public s*ool sy/em is naturally s5sitive to public criticism4 ,its v s5sitiv5ess makes x difficult = x to di/+ui% betwe5 criticism ( motives & criticism ( policies & philosophies4 ,?is res5tm5t to amateur criticism is (fset by an almo/ pa!tic tru/ 9 exp]t ov]haul+4 ,lett]s f s*ool pr9cipals to ^? 9 *>ge ( rec5t inve/igations into city s*ool sy/ems imply t ! exp]t has "s k9d ( magical p[] n possess$ by ! ord9>y tea*] or adm9i/rator4 ,:5 we le>n1 h[ev]1 t ! defects discov]$ are usually ( s elem5t>y & obvi\s a "* t few int]e/$ laym5 c\ld h ignor$ !m1 we suspect t ! magic is n s mu* a matt] ( ! exp]t z x is ( ! outsid]4 ,! ?+ is to get a new po9t-(-view1 a new int]pretation1 :i* %all n be s obsess$ ) ! inside work+s ( ! ma*9]y t ! drift ( policy & ! value ( ! human product is ignor$4 ,educators1 x is true1 8welcome fair criticism10 & !y h a fond belief t !y get x f "o ano!r 9 ! educational press4 ,b 9 ?is mass ( books & j\rnals1 cr[d$ ) exposition & discussion ( curr5t educational conceptions & te*nical me?ods1 ! :ole sett+1 language1 philosophy1 are pr(essional4 ,! v bases & premises :i* ! lay critic wi%es to criticize are tak5 = grant$4 ,educators decry 8de/ructive0 criticism1 b 9 a s5se all criticism is de/ructive1 = x is ess5tially an exam9ation4 ,x requires a /ripp+ away ( ! wrapp+s ( r\t9e & j>gon1 ! turn+ ( ! idea ab\t on all sides1 ! plac+ ( x 9 a light :]e x may be cle>ly obs]v$4 ,!re is ano!r reason :y amateur criticism is likely to be p]t95t 9 education4 ,! :ole bus9ess ( tea*+ & le>n+ is a matt] ( p]sonal psy*ology1 &1 9 spite ( curr5t cant1 !re is no sci5ce s elusive & s un=mulat$ z psy*ology4 ,if ! sci5ti/s w no long] deal ) ! problems ( ! p]sonal1 consci\s life1 x is left = ! amateur philosoph]s to exam9e ! psy*ological backgr\nds ( ! tea*+ _w1 & attempt new] & m p]sonal int]pretations4 ,mu* ( ! public criticism ( ! s*ool is no d\bt un9tellig5t1 b :at are we to say ( t blanket def5se we he> s (t5 f ! educator1 t ! nigg>dl9ess ( ! public prev5ts 8 provid+ ! be/ s*ools & ! be/ tea*]s8 ,n[ a c\ntry t attempts almo/ univ]sally to provide free second>y s*ool education--some?+ provid$ 9 no ,european c\ntry--is c]ta9ly n ?us guilty4 ,! pre/ige ( education 9 ,am]ica is extraord9>ily high4 ,x is q too late 9 ! day to pret5d t anyone /ill reg>ds public s*ools z a *>ity1 or t ridicule ( tea*+ me?ods w\ld only s]ve to discr$it ! s*ools & r$uce ! already small appropriations4 ,!re is no m fe>--?\gh "s ( our educators w\ld h u believe x--t free criticism ( ! s*ool w leave u s*ool-less ?an !re is t d5unciation ( ! ,new ,york police result$ 9 leav+ t city )\t police protection4 ,! public s*ools 9 ?is c\ntry h ! /&+ ( all o!r public s]vices4 ,x is n a "q ( m money1 b ( m intellig5t use ( pres5t res\rces4 ,! inexp]t public _c be expect$ to sp5d its money wisely4 ,x has an incorrigible it* = objective results4 ,x likes to see its money g into h&some build+s ) exp5sive equipm5ts4 ,l>ge sums are sp5t 9 emulative wa/e4 ,if "o t[n boa/s a sev5ty-five ?\s& doll> high s*ool1 its neighbor mu/ h a hundr$ ?\s& doll> "o4 ,x is obvi\s t money :i* goes into co/ly v5tilat+ sy/ems & ! adoption ( uncriticiz$ fads1 does n g into tea*]s' sal>ies4 ,b x is ! function ( ! educators to (fset ?is public *ildi%ness ) _! own wisdom1 & see t ! public money is pr(itably sp5t4 ,if !y believe t we c\ld h bett] tea*]s if we paid m = !m1 !y %\ld see t ! money goes to ! tea*]s & n into fussy me*anical details4 ,! tr5d ( educational activity has be5 to enc\rage ?is objective /&>d4 ,m ( ! intellectual en]gy ( ! educational _w has gone into te*nique & organization ?an into psy*ology4 ,x has be5 m int]e/$ 9 see+ t ! ,am]ican *ild _h en\gh cubic feet ( air1 a hygi5ic desk1 & a fire-pro( build+1 ?an t he acquir$ an al]t & curi\s outlook on ! mod]n _w1 & an expressive p]sonality4 ,france1 ) public s*ool build+s1 ev5 9 ,p>is1 t y w\ld sc>cely p]haps /able y\r horse 91 someh[1 by mak+ expression ! insi/5t motive ( education1 turns out intellectual products /rik+ly sup]ior to our own4 ,european exp]i5ce t5ds1 too1 to *all5ge ! common assumption ( ,am]ican educators t quality ( tea*+ is proportional to sal>ies paid4 ,am]ican sal>ies are c]ta9ly z high z ^? paid 9 ,european c\ntries4 ,!re is no viol5t contra/1 moreov]1 betwe5 ! intellectual & educational backgr\nd ( a prim>y tea*] ) sev5 hundr$ a ye> & a pr9cipal ) tw5ty-five hundr$4 ,!y w\ld bo? subscribe to ! same philosophy ( life2 !y might easily h come f ! same tra9+-s*ool4 ,! diff]5ce w\ld be "o ( age or executive capacity1 or ( 8exp]i5ce10 :i* g5]ally means no?+ m ?an great] exp]tness ) r\t9e & a long] sett+ ( ! intellectual cem5t4 ,x is ?is backgr\nd1 _s1 philosophy1 beh9d ! educational m9d t ! critical public is becom+ m & m re/less ab\t4 ,x does n *all5ge details ( me*anical & adm9i/rative organization4 ,^! h be5 work$ out ) an +5uity & a complet5ess all too ?or\gh4 ,! public is dem&+ n[ a simil> att5tion to ! consci\s & spiritual side ( le>n+ & tea*+4 ,! ideal ( ! s*ool z an embryonic community life1 ( ! *ild z a gr[+ p]sonality to :om ! activity ( ! s*ool mu/ h int5se reality1 ( education z ! tra9+ ( expression1 creation--?is has h>dly begun to be g5]ally felt4 ,! faults discov]$ by ! ,spr+field & ,portl& s*ool surveys arose l>gely f a c>eless & me*anical philosophy ( life1 an educational philosophy t _h n suffici5tly emphasiz$ ^! ideals4 ,! inve/igators 7 able1 = in/ance1 to tell on ! mom5t :e!r a tea*] _h come f a c]ta9 tra9+-s*ool by h] me?od & attitudes4 ,! responsibility _c be dodg$ by ! pr(essional educators4 ,!y are responsible = primitive & me*anical attitudes :i* make s mu* ( ! or?odox public s*ool tea*+ a m]e m>k+ ( "t r ?an an education4 ,millions ( ! public's money w\ld n effect ?is *ange 9 ! backgr\nd ( ! tea*+ _w4 ,t backgr\nd c\ld be *ang$ )\t its co/+ ! public a c5t4 ,! difficulty1 huge1 x is true1 l any o!r attempt to *ange ! obscure & uncriticiz$ assumptions t lie at ! bottom ( any !ory or practice1 is psy*ological1 n me*anical4 ,x involves only ! sub/itution1 = c]ta9 undemocratic1 ultra-logical ideas1 ( ideas m cong5ial to ! "t & social situation 9 :i* we live4 ,,xi ,,! ,,portl& ,,s*ool ,,survey ,if we are to h bett] s*ools 9 our cities we mu/ "k :at k9d ( s*ools we h n[4 ,9 an attempt to tell u1 ! s*ool survey has 9 ! la/ few ye>s be5 develop$ ) an admirable te*nique1 & ! passion = be+ survey$ has spread to cities l>ge & small4 ,no m illum9at+ docum5t has come out ( ?is ef=t ?an ! rec5tly publi%$ /udy ( ! s*ool sy/em ( ,portl&1 ,oregon4 ,x /irs en?usiasm because x %[s ! progress t has be5 made 9 cl>ify+ ! curr5t problems & ! ideals :i* mu/ be realiz$ if ! public s*ool is to prep>e ! *ild ( to-day = intellig5t p>ticipation 9 ! society ( :i* he w =m a "p4 ,comp>$ ) ! inve/igations 9 ,new ,york ,city & ,spr+field1 ,ill9ois1 ?is ,portl& survey1 "u ! direction ( ,pr(essor ,cubb]ley ( ,/an=d ,univ]sity1 repres5ts a new a*ievem5t 9 educational ?9k+4 ,^? surveys cont5t$ !mselves ) a criticism ( details1 or1 at be/1 ) a vague grop+ = con/ructive plan4 ,! ,portl& survey repres5ts a def9ite break ) ! tradition4 ,x is *>act]iz$ by a cle> idea n only ( h[ ! sy/em fails to meet ! mod]n dem&s1 b ( h[ ^! dem&s c be met4 ,! inve/igators _c1 ( c\rse1 expla9 h[ x is t "o ( ! weal?ie/ & mo/ com=table ( ,am]ican cities1 a city at once entirely mod]n & homog5e\sly ,am]ican1 %\ld h ! mo/ me*anical & =mali/ic s*ool sy/em ^! educators _h ev] se54 ,"o gets ! s5se ( h[ )\t lead]%ip ! s*ool may become a little backwat] 9 a community4 ,9 ,portl&1 a city ( #bej1jjj p1 comm]cial & resid5tial c5t] = ! great ,nor?we/1 ^! inve/igators f\nd ! 8ma9t5ance un*ang$ ( a rigidly prescrib$ me*anical sy/em poorly adapt$ to ! ne$s ei!r ( *ildr5 or community40 8,univ]sal practice10 !y say1 8is enli/$ 9 ! ma9t5ance ( a rigid1 m9utely & me*anically prescrib$ sy/em ( in/ruction1 organization1 adm9i/ration1 sup]vision1 exam9ation & inspection4 ,any *ange 9 ?is elaborate me*anism meets ) resi/ance1 positive z well z negative4 ,s f> z ?is sy/em is adapt$ at any po9t to ! actual ne$s ( ! individual *ildr5 & y\? t come "u x1 s f> z x is adapt$ to ! ne$s ( ! communities = adequately tra9$ recruits to s]ve ! community1 ! adaptation is accid5tal1 n ! result ( intellig5ce n[ op]ative at t po9t40 ,?is is a criticism ( an ,am]ican in/itution1 & ,portl& might be any l>ge ,am]ican city :i* has n _h an educational awak5+4 ,! survey is significant because x %[s ! ma*9]y & motives ( public s*ool education 9 ?is c\ntry = ! la/ g5]ation n only 9 ,portl& b 9 a city l ,new ,york1 ^: milit>i/ic1 me*anical sy/em is n[ be+ ?r[n into convulsions by ! sudd5 *all5ge ( ! new type ( s*ool embodi$ 9 ! ,g>y plan4 ,inde$ ?is ,portl& survey is a mu* bett] survey ( ,new ,york s*ool conditions ?an ! elaborate ,hanus inquiry :i* 0 made a few ye>s ago4 ,! vici\snesses :i* ! inve/igators f\nd 9 ! ,portl& sy/em are ^? :i* are famili> to all :o feel ! defects ( _! own s*ool+1 or h set ab\t to exam9e ! reasons = ! poor quality ( ! s*ool output4 ,on ! adm9i/rative side !re are all ! evils t come f reta9+ a s*eme ( amateur control 9 a sy/em :i* has ( necessity become pr(essionaliz$4 ,a bo>d :i* is direct+ a village s*ool mu/ keep all s*ool matt]s "u its sup]vision4 ,b :5 t village has become a va/ city1 a s*ool bo>d :i* keeps ! /r+s 9 its own h&s is simply manufactur+ wa/efulness & ineffici5cy4 ,a lay bo>d :i* employs highly paid & highly tra9$ pr9cipals1 sup]visors1 etc41 & !n insi/s on direct+ all bus9ess--f ! engag+ ( janitors & ! p]sonal selection ( tea*]s to ! susp5sion ( by-laws :]eby a s*oolroom may be leas$ = an ev5+ lecture or a tea*] excus$ to att5d ! fun]al ( h] gr&mo!r--labels itself z ar*aic & unfit4 ,x is "o ( ! c>d9al pr9ciples ( mod]n political & indu/rial organization t x is a wa/e ( money to pay sal>ies l>ge en\gh to buy judgm5t1 discretion & exp]t skill & !n n p]mit !m to be us$4 ,?is refusal to delegate responsibility1 ! inve/igators f\nd1 p>alyz$ initiative all ?r\gh ! s*ool sy/em4 ,no?+ c\ld be done )\t ref]5ce to an untra9$ body ( laym5 :o1 h[ev] consci5ti\s !y might be1 mu/ usually decide spasmodically & )\t any def9ite educational policy4 ,inde$ _! consci5ti\sness is (t5 a positive vice4 ,%iftlessness on _! "p w\ld h p]mitt$ initiative on ! p>ts ( pr9cipals & tea*]s4 ,"u pres5t conditions ! di/9ction betwe5 good tea*]s & bad fades out4 ,! conc]n ( e "o becomes to keep ! ma*9]y go+1 n to criticize ! "w & keep x adapt$ to ! individual aptitudes ( ! *ildr54 ,?is adm9i/rative lifelessness has its c\nt]p>t 9 a p$agogical r\t9e ! focus ( :i* is ! 8c\rse ( /udy40 ,! curriculum is uni=m = all *ildr54 ,x is 8vivisect$ into fifty-f\r dead pieces10 laid d[n 9 pages 9 c]ta9 adopt$ textbooks4 8,! only ?\ght devot$ to ! =mulation ( ! c\rse ( /udy10 say ! inve/igators1 80 ! simple ma!matical ?\ght necess>y to p>cel out ! pages ( ! books40 ,! tea*]'s duty is to haul ! pupil ?r\gh ! c\rse ( /udy4 ,?is is done by means ( ! =mal recitation1 :]e 8pupils answ] holl[ ^w-que/ions ) memoriz$ holl[ ^w-/atem5ts40 ,t]m exam9ations discov] h[ _m ( ^! ^w-/atem5ts are left 9 ! pupils' m9ds4 ,an elaborate sy/em ( inspection & sup]vision exi/s to *eck up & grade bo? tea*]s & pr9cipals & ensure t ! hall[$ 8c\rse ( /udy0 is fully be+ c>ri$ out4 ,_m ( ! tea*]s are tra9$ 9 ! local s*ools & turn$ back into ! sy/em to p]petuate ^! me?ods4 ,a /ate t5ure-(-(fice act keeps all tea*]s 9 _! places4 ,! effect ^u ! *ildr5 is logical4 ,! s*ool becomes an automatic process ( elim9ation4 ,^? :o c be haul$ ?r\gh ! c\rse ( /udy are haul$4 ,^? ^: tal5ts d n lie 9 ! capacity to memorize pr9t$ pages pass out ( ! s*ool or become hopelessly mir$ 9 ! l[] grades4 8,if ! sixte5-ye>-old *ild has n yet transf]r$ to 8 memory ,p>ts #cg to #ed1 inclusive1 ( ! dead & comm9ut$ curriculum1 ! *ief con/itu5ts ( :i* are ab/ract ari?metic & te*nical gramm>1 !n he mu/ beg9 ) ,"p #cg & appropriate t & ea* ( ! succe$+ #ag ,p>ts 9 ord]1 be=e he c ev5 be associat$ ) y\? ( approximately 8 own age1 & be=e he c engage 9 /udy suit$ to 8 age & condition--/udy & ex]cises t w be ( imm$iate & practical value to him 9 ! ef=t he mu/ %ortly make to s]ve society = ! sake ( 8 own livelihood40 ,& ?is sy/em1 =mulat$ & approv$ tw5ty ye>s ago by high educational au?orities1 ! survey /igmatizes z valuable only 9 its 8*eapness & facility ( adm9i/ration1 & ! relief t x af=ds educational (fic]s & tea*]s f all responsibility ( kn[+ & ( meet+ ! individual ne$s ( _! pupils40 ,?is type ( public s*ool1 s bald & grotesque 9 ! sob] pages ( ! ,portl& survey t x seems m l ! ritual ( "s primitive tribe ?an ! delib]ate educational activity ( an enlight5$ ,am]ican community1 is yet ! type t /ill prevails 9 ! majority ( our cities4 ,?is is ! fact t we mu/ face4 ,yet a community t asks to be survey$ is a community dissatisfi$ ) itself4 ,o!r communities are likely to /ir uneasily1 & ask !mselves :y1 if ,los ,angeles & ,indianapolis & ,g>y c h mod]n & fruitful public s*ool sy/ems1 o!r cities %\ld n4 ,we may ev5 hope t x is ! la/ ( ! old sy/em & ! promise ( ! s*ool ( to-morr[4 ,,xii ,,:at ,,is ,,exp]im5tal ,,education8 ,at a "t :5 m p are ?9k+ intellig5tly ab\t ,am]ican education ?an ev] be=e1 x is un=tunate t !re %\ld be any confusion betwe5 ! widely div]se trails t exp]im5tation is op5+ up to ! mod]n s*ool4 ,x is becom+ increas+ly evid5t t ! 8exp]im5tal0 9 education does n at all mean ! same ?+ to educational adm9i/rators z x does to educational ideali/s4 8,exp]im5tal education0 has n yet be5 pitt$ 9 competition aga9/ ! 8exp]im5tal s*ool10 b x is n unlikely t ! diff]5t te*niques :i* !y sugge/ may come to seem ho/ile to ea* o!r1 & s ! real values ( bo? be lo/4 ,at pres5t ! two seem to be develop+ 9 a fairly complete disreg>d ( ea* o!r4 ,x w\ld be dang]\s = ,am]ican education to tangle itself 9 ! dilemma ( *oos+ betwe5 !m4 ,on ! o!r h&1 x w\ld be ev5 m disa/r\s to confuse !m4 ,if we attempt to apply ! quantitative /&>ds ( ! new 8exp]im5tal education0 to ! life ( ! 8exp]im5tal s*ool10 or to infuse ! qualitative ideals ( ! 8exp]im5tal s*ool0 into ! te*nique ( 8exp]im5tal education10 we run ! risk ( spoil+ t mod]n & socially-adju/$ s*ool t[>ds :i* we are all feel+ our way4 ,:5 ! inv5tive s*ool sup]9t5d5t or pr(essor ( education speaks ( 8exp]im5tal education10 he is ?9k+1 n ( ! 8model s*ool10 b ( ! new /&>d te/s 9 ! fundam5tal subjects by :i* ! "w ( l>ge masses ( public s*ool *ildr5 is be+ regul>ly measur$ & comp>$4 ,! city s*ool survey has elaborat$ a te*nique ( intellectual measurem5ts :i* is giv+ u v rapidly a g5u9e quantitative sci5ce ( education4 ,a report l ,pr(essor ,judd's 9 ! 8,clevel& ,survey0--8,measur+ ! ,"w ( ! ,public ,s*ools0--is a /oreh\se ( sugge/iv5ess = all :o l to see h[ ma!matics c be fruitfully appli$ to liv+4 ,^! /ati/ical /udies measure accurately ! p]=mance ( *ildr5 9 ! diff]5t grades & at diff]5t ages 9 ! specific lit]ate skills :i* ev]ybody ne$s ev5 to />t fairly 9 ! race ( opportunity4 ,! /&>d te/s h be5 work$ out exp]im5tally ) great numb]s ( s*ool-*ildr5 s t av]age norms ( accompli%m5t c be set = any class or any individual4 ,rates ( spe$ & quality ( h&writ+1 & _! relation to ea* o!r2 ability to spell common words2 rate & capacity ( accurate figur+2 rate & quality ( sil5t & oral read+2--^! are ! aptitudes t are rigidly measur$ by ! te/s4 ,! *ildr5 are treat$ z segregat$ ari?metical m9ds1 read+ m9ds1 spell+ m9ds1 z units ( intellectual behavior4 ,! te/s are n 8exam9ations10 = !y d n aim to %[ any absolute atta9m5t ( 8k40 ,_! value is 9 ! comp>ison !y af=d ( individual skill1 & ( deviations f a norm ( effectiv5ess4 ,9 ! mass ( scores y h an intellectual relief map ( y\r class1 y\r s*ool1 y\r city sy/em4 ,n[ no?+ c\ld app>5tly be m deadly & me*anical ?an ?is treat+ ( liv+ *ildr5 z if !y 7 n>r[ly isolat$ m9ds4 ,9 ?is 8exp]im5tal education0 we are evid5tly 9 ano!r _w f ! 8exp]im5tal s*ool40 ,yet out ( ^! te/s em]ge ! mo/ important implications = mod]n education4 ,out ( ?is 8exp]im5tal education0 we at la/ get a sci5tific basis = ! 8mod]n s*ool40 ,= we h irrefutable pro( ( ! enorm\s div]sity ( m9ds & aptitudes4 ,we h a demon/ration ( ! utt] fooli%ness ( subject+ *ildr5 to a uni=m educational process4 ,we h accurate pro( ( ! fallacy ( ! 8av]age0 9 education4 ,^! te/s are add$ pro( ( ! unsci5tific "* ( ! typical public s*ool on t v te*nical & adm9i/rative side :i* has be5 mo/ c>efully develop$4 ,! grad$ s*ool 0 a brilliant inv5tion = its "t1 b ! bases ( classification are %[n by ^! new te/s to be absurd4 ,*ildr5 are n[ classifi$1 = purposes ( education1 l>gely by age & av]age /&+4 ,! te/s %[ t nei!r category has ! slighte/ relevance = effective le>n+4 ,we classify ?+s = ! purpose ( do+ some?+ to !m4 ,any classification :i* does n assi/ manipulation is worse ?an useless4 ,b m]e num]ical age is no clue :atsoev] to m5tal or ev5 physiological age1 & m9ds ) ! same av]age may plot out v diff]5tly = e individual "o ( ! v>i\s skills & int]e/s t elem5t>y tra9+ involves4 ,our educational grad+ has be5 z s5tim5tal & /]ile z ! anci5t philosoph]s' classification ( matt] into e>?1 wat]1 fire1 air4 ,su* a conception ( ! _w 0 int]e/+1 b !re 0 no?+ y c\ld d ) x4 ,all ! s*ool has done ) its classify+ has be5 to get ! *ildr5 into gr\ps :]e !y c\ld be dos$ ) an ord]ly sequ5ce ( lessons4 ,!re has be5 no h&le by :i* _! het]og5e\s m9ds & wills c\ld be tak5 hold ( & direct$4 ,! rule ( ! classroom is necess>ily milit>y1 because su* div]se p c\ld only be unifi$ 9 ! mo/ objective & ext]nal & co]cive way4 ,no int]nal control w\ld be possible4 ,s ! tea*] mu/ devote a l>ge "p ( h] educational en]gy to ! m]e bus9ess ( polic+4 ,:5 %e actually 8taught10 x 0 only ! av]age *ild t %e c\ld really address--! fairly bright m$iocrity4 ,! o!r pupils wa/$ _! "t almo/ 9 direct proportion to _! deviation above or bel[ t av]age4 ,*ildr5 pass$ up ?r\gh _! educational life on ! basis ( an 8av]age m>k10 :i* repres5t$ no?+ :atev] b a numb]4 ,! /&>d te/s h %[n repeat$ly t ability is s unev5ly di/ribut$ t ! brighte/ f\r?-ye> *ildr5 ov]lap ! poore/ eigh?-ye> *ildr54 ,h[ev] *ildr5 may av]age1 sc>cely two *ildr5 9 ! same class w ev] be f\nd to h ! id5tical capacity 9 ! diff]5t subjects4 ,! te/s reveal n only t *ildr5 diff]1 b j h[ curi\sly & widely !y d diff]4 ,! traditional classification is en\gh to wreck any educational sy/em1 ev5 )\t ! deadness ( ! curriculum4 ,) ! progressive conge/ion ( ! public s*ools1 tea*+ has become m & m impossible4 ,! traditional sy/em ( grad+ has successfully resi/$ mo/ improvem5t 9 tea*+1 & vitiat$ ! new] values t h be5 br\ght into ! s*ool4 ,if *ildr51 cle>ly n defective1 _c le>n ari?metic1 read sl[ly & un9tellig5tly1 spell *aotically & write a slov5ly h&1 "q ! grad+ sy/em4 ,nev] h !re be5 su* admirable te*niques = tea*+ ^! fundam5tal ?+s4 ,b ! classification defies !m4 ,! 8class0 gives ! tea*] no lev]age = improv+ ! *ildr5's skill4 ,an unsci5tific grad+ is z mu* a b>ri] to alt]+ m9ds z x is to *ang+ mat]ials4 ,^! tru?s seem elem5t>y & obvi\s1 yet we _h to wait = ?is 8exp]im5tal education0 to %ake complac5cy 9 ! 8grad$ s*ool40 ,n[ if we accept ^! te/s we h to conclude t x is useless to grade *ildr5 = education unless ^? 8grades0 correspond accurately & specifically to ! capacities ( ! *ildr54 ,"w mu/ be done 9 ea* specific subject )--& only )--^? :o h approximately ! same capacity4 ,! 8av]age0 is totally unkn[n 9 t 8real life0 :i* we are con/antly =c$ to set up 9 anti!sis to ! s*ool4 ,9 no function ( life is any "o go+ to be judg$ by a composite ability to read1 write1 spell1 figure4 ,"o succe$s n ?r\gh any av]age skill or av]age in=mation1 b ?r\gh ! ability to ?r[ all "o's skill & all "o's intellig5ce :]e x is dem&$4 ,a measurem5t ( intellig5ce by av]ages w always produce j t ineffectiv5ess & vagu5ess = :i* ! products ( ! public s*ool are c5sur$ at pres5t4 ,! fallacy ( ! educational 8av]age0 involves ano!r fallacy1 equally obvi\s b equally preval5t4 ,?is is ! fallacy ( ! 8p>tially p]fect40 ,! s*ool ranks ! sev5ty p] c5t4 *ild equal to ! hundr$ p] c5t4 *ild4 ,*ildr5 pass to m difficult "w on an admitt$ basis ( imp]fect accompli%m5t4 ,b = any real effectiv5ess 9 ! _w x is n en\gh to be habitually only sev5ty p] c5t4 "r4 ,:5ev] y ne$ to be lit]ate1 ! _w dem&s t y be actually lit]ate4 ,if y h in=mation1 y are ei!r useless or dang]\s unless y\r in=mation is accurate4 ,x is bett] n to "k ari?metic at all ?an p]si/5tly to make only sev5 hits out ( t54 ,= all practical purposes y\r *ild is z mu* a failure at sev5ty p] c5t4 z he is at z]o p] c5t4 ,x w avail him little to be able to read & write & figure at a rate & an excell5ce only sev5ty p] c5t4 ( ! /&>d4 ,9 any situation :i* requires ^! elem5t>y skills he w be almo/ z mu* h&icapp$ z if he 7 entirely illit]ate4 ,x is "t t ! s*ool fac$ ! bitt] tru? t life dem&s an approximate p]fection 9 :atev] "o tries to d4 ,education mu/ %ape all its te*nique t[>ds ?is approximate p]fection4 ,x is n necess>y t all %\ld d ! same ?+4 ,b x is necess>y t :at "o pret5ds to d "o %\ld succe$ gradually 9 do+4 ,! individual :o is all[$ to p]si/ cont9u\sly on a level ( imp]fect accompli%m5t is n be+ educat$4 ,= him education is a failure4 ,he %\ld ei!r drop 8 te*nique1 or ways %\ld be f\nd to improve him t[>ds ma/]y4 ,:at *ildr5 are le>n+ at any "o "t !y %\ld be le>n+ ) a s5se ( control4 ,! m difficult %\ld n be confront$ till ! less difficult has be5 absorb$4 ,& ?is controll$ progress w be possible only 9 a s*ool :]e *ildr5 "w ) _! equals4 ,classification 9 education %\ld be bas$ only on specific pr(ici5cy4 ,! new 8exp]im5tal education0 is engag$ 9 mak+ dramatic 9 ! s*ools ^! tru?s4 ,x is a =ce ev5 m revolution>y ?an ! idealism ( ! 8exp]im5tal s*ool40 ,! situation sugge/$ by ! 8curve ( di/ribution0 is "o ( ! mo/ mom5t\s facts to be reckon$ ) by u ( to-day4 ,x is mak+ ov] our !ories ( democracy1 social re=m & social progress4 ,to "w out its manifold implications 9 ! s*ool is to t\* ! v n]ve ( our democratic future4 ,,xiii ,,! ,,organic ,,s*ool ,! ,fairhope ,summ] ,s*ool1 :i* has j clos$ its season 7,sept41 #aiae71 at ,gre5wi*1 ,connecticut1 has giv5 to ,nor!rn p an opportunity to see at "w ,mrs4 ,m>ietta ,johnson's widely kn[n ideal ( 8organic education40 ,j z ! ,g>y plan has %[n h[ ! city s*ool may give a v>i$ tra9+ to great masses ( *ildr5 ) a fre$om & flexibility nev] believ$ possible1 s ,mrs4 ,johnson has demon/rat$ h[ ! small community1 or ev5 h\sehold1 by us+ ! natural environm5t & ! natural ne$s z laboratory & work%op1 may adju/ ! *ild to life f> m accurately ?an any =mal s*ool4 ,no s*ool c>ries out m c>efully ,pr(essor ,dewey's dictum t ! *ild c only be educat$ by conc]n+ himself ) :at has mean+ to him z a *ild1 & n :at is to h mean+ to him lat] z an adult4 ,9 ! organic s*ool1 *ildr5 gr[ up naturally & heal?fully1 play+ out-(-doors1 foll[+ _! curiosities1 le>n+ z _! life makes dem&s ^u !m4 ,! tea*] is !re to answ] _! que/ions1 to %>p5 _! wits1 to "n = !m & analyze ! fl[]s & soil & trees1 to %[ h[ to plant vegetables & build little coops or h\ses4 ,9 _! w9t] s*ool at ! s+le-tax colony ( ,fairhope1 ,alabama1 on ! %ores ( ,mobile ,bay1 ! *ildr5 c be out 9 ! op5 air almo/ e day4 ,! l& is a complete geological1 botanical1 & physical laboratory1 & ! h\sehold a natural classroom :]e !y le>n to live4 ,! s*ool grew1 9 fact1 q naturally out ( ! h\sehold1 & ! necessity = "s sort ( s*ool 9 a community :]e !re 0 none4 ,mrs4 ,johnson1 ) h] tea*]'s g5ius1 simply %>p5$ & arrang$ h] int]c\rse ) ! *ildr5 ar\nd h]1 & pres5tly _h a s*ool :i* has become "o ( ! mo/ int]e/+ 9 ! c\ntry4 ,its v in=mality is its *>m & success4 ,! hundr$ or m *ildr5 are n classifi$ 9 grades1 b 9 8life-classes10 :i* correspond r\ghly to ^? ?ree p]iods 9 *ild life--! fir/ sev5 ye>s ( gr[?1 ! ye>s to adolesc5ce1 & e>ly adolesc5ce4 ,! fir/ class is really an outgr[? ( ! nurs]y4 ,9 ! cool rooms ( ! ,fairhope ,summ] ,s*ool "o comes ^u little f>mh\ses & villages & doll-h\ses ( build+-blocks1 :i* =m ! basis = gett+ acqua9t$ ) ! village ! *ildr5 liv$ 94 ,! next gr\p is *>act]iz$ by a t\gh practicality1 a capacity = drill & p]si/5ce1 & ?is 8life-class0 0 f\nd 9 ! wood-work+ %op & g>d54 ,lit]>y /udies are tak5 up v late by ! ?ird class1 ^: recitations are r in=mal discussions 9 an outdoor clu/] ar\nd ! tea*]4 ,only :5 a broad backgr\nd ( acqua9tance ) real ?+s is obta9$1 practical p[]s ( obs]vation acquir$1 & an actual ne$ felt = le>n+ :at books c tell1 are ! conv5tional s*ool /udies begun4 ,9 ! organic s*ool !re is ?us "s *ance left to ! *ildr5 = gett+ real mean+s & n m]e words & phrases :i* !y may glibly repeat4 ,read+ & writ+ are n taught by drill1 b are pick$ up by ! *ild f ! tea*] or ! o!r *ildr51 9 ! ,r\sseauan fa%ion1 :5ev] he f9ds t he is miss+ some?+ v important & int]e/+ 9 n hav+ ?is skill4 ,le>n+ 9 ?is k9d ( s*ool becomes z natural z eat+4 ,"o le>ns :5 "o is hungry to und]/& :at is go+ on 9 ! _w4 ,su* s*ools1 x w be said1 are all v well z an ideal1 b :]e c tea*]s be f\nd to direct !m8 ,c]ta9ly _m ( ,mrs4 ,johnson's *ildr5 c\ld tea* o!rs 9 ! way !y h le>n$ !mselves4 ,! way to get tea*]s = ?is free organic education 9 ! 8s*ools ( to-morr[0 is cle>ly to tea* m *ildr5 9 ! same way4 ,,xiv ,,communities ,,= ,,*ildr5 ,mr4 ,wirt's s*ools at ,g>y are g5u9e public s*ools1 9 ! s5se t !y provide = e k9d ( *ild 9 ! community & draw into !mselves ! ma9 aspects ( ! community life4 ,!y are n artificial tra9+-s*ools = vocations or = life2 !y are a life itself4 8,! public s*ool is /ill m]ely ! old private s*ool publicly support$10 he says4 ,! *ange ( support has n really made x a diff]5t k9d ( a s*ool4 ,x has n really gr[n up to urban dem&s4 ,s*ool-bo>ds usually act z if !y 7 h&l+ private prop]ty4 ,!y gravely discuss 8wid] use ( ! s*ool plant0 z if ?is 7 "s graci\s ext5sion ( privilege4 ,! public does n yet feel t ! s*ools are its own4 ,organization1 adm9i/ration1 in/ruction1 are highly au?oritative1 doctr9aire4 ,! ideal has be5 uni=mity 9 me?ods & product4 ,! educational sy/em has become z autocratic & milit>y z ! indu/rial4 ,z = cont5t1 ! curriculum is ! old m$ieval "o1 n trans=m$1 b pat*$ up1 9 ! good old ,anglo-,saxon way1 z int]e/s :i* _h be5 ! conc]n ( ! few 7 gradually dem&$ by ! _m4 ,art /udy1 nature /udy1 physical education1 sci5ce1 organiz$ play1 manual tra9+1 h be5 add$ to ! public s*ool "w4 ,b ^! new int]e/s & activities h become simply additional 8subjects10 taught 9 mu* ! same _s z ! old4 ,! problem ( ! educator has be51 n h[ may ! new activity vitalize & trans=m ! o!rs1 b h[ c x be introduc$ ) ! lea/ di/urbance to :at is already !re4 ,! pres5t discussion ( pr(essional educators ab\t vocational tra9+ %[s ! same me*anical ef=t to introduce an ali5 activity into ! traditional curriculum 9 su* mann] t ! latt] may rema9 intact4 ,mr4 ,wirt's own s*ool is n a t9k]+-up ( ! pres5t s*ool sy/em4 ,he is n an 8educational re=m]0 mak+ some?+ ov]4 ,he has pl[$ up ! educational gr\nd4 ,he actually has a new k9d ( a s*ool4 ,x is n a 8s*ool ( unspecializ$ vocational tra9+10 or 8a s*ool f\nd$ on play10 or an 8effici5cy s*ool10 or any ( ! o!r t]ms ) :i* x has be5 designat$4 ,x is h>d to describe because x defies classification 9 ! old t]ms4 ,no?+ is m delightful ab\t ! ,g>y s*ools ?an ! abs5ce ( cant4 ,mo/ ( ! curr5t educational problems1 ! books & ideas on p$agogy1 educational psy*ology1 sup]vision1 adm9i/ration1 tea*+-me?ods1 classroom managem5t1 discipl9e1 etc41 :i* fill ! att5tion ( ! curr5t educational _w are "h z if !y 7 n4 ,x is a s*ool built up outside ! influ5ce ( ! pr(essors ( education1 ! tea*]s' colleges1 & ! normal s*ool ( ! l&4 ,x is true t !re is probably n a s+le idea op]ative t is orig9al ) ,mr4 ,wirt4 ,probably !re is n a s+le idea t is n be+ appli$ 9 "s s*ool 9 ! c\ntry4 ,! novelty is ! syn!sis1 & ! democratic _s t motivates x4 ,"h is provid$ = ! fir/ "t a g5u9e public s*ool1 a s*ool :i* does reflect all ! heal?y int]e/s ( ! community1 & :]e ! *ild does become famili> ) its life & ) 8 own int]e/s & vocational opportunities ?r\gh practical do+ ( "w4 ,! s*ool becomes 8a cle>+-h\se = community life40 ,to ent] ! ,em]son or ,frbel ,s*ool 9 ,g>y--! two sup]b new build+s con/ruct$ by ,mr4 ,wirt--is l com+ into a well-ord]$ city :]e ea* citiz5 is go+ ab\t 8 prop] bus9ess4 ,!re is none ( t slightly depress+ atmosph]e ( ! mild if excell5t prison = half-day involunt>y labor :i* is too (t5 ! ord9>y s*ool4 ,classes d n seem to be neatly immur$ 9 rooms1 or to be mov+ ab\t 9 lock-/ep4 ,y are deal+ ) int]e/$ individuals :o1 s+ly or 9 spontane\s gr\ps1 are utiliz+ all ! facilities ( a lavi%ly equipp$ & /imulat+ community4 ,! tone is ( a glorifi$ democratic club1 :]e memb]s avail !mselves ( privileges :i* !y "k are !irs4 ,! s*ools are public 9 ! same broad s5se t ! /reets & p>ks are public4 ,! s*ool is ! *ildr5's in/itution4 ,!y unaffect$ly own x & use x z a me*anic uses 8 work%op or an arti/ 8 /udio4 ,to g to ! s*ools 9 ! ev5+ & see ! *ildr5 runn+ & play+ 9 ! great broad halls--incomp>able playrooms--runn+ 9 n[ & !n to speak to _! p>5ts :o are /udy+ 9 ! ev5+ s*ool1 is to get a new emotional s5se ( :at a s*ool may be4 ,! *ildr5 d n seem to be !re because education is 8compulsory10 or because ! p>5ts s5d !m !re to get rid ( !m1 b because :at c be done !re is s int]e/+ t !y _c /ay away4 ,i am unable o!rwise to acc\nt = _! /ream+ back 9 su* numb]s to ! volunt>y ,saturday s*ools1 volunt>y = ! tea*]s1 too1 :o are paid extra = _! "w4 ,saturday is a glorifi$ pay-day1 :]e "o may d any?+ "o likes1 f mak+ swords 9 ! wood-%op to /udy+ back "w 9 ! classroom4 ,i sp5t a fasc9at+ h\r wat*+ ! ?rong$ wood-%op :]e little boys 7 fuss+ ) ! scraps left f ! regul> "w ( ! week4 ,x occurr$ to me !n h[ little real diff]5ce !re 0 betwe5 ! well-to-d home & ! v poore/ 9 ! way ( int]e/+ activities = *ildr54 ,h[ _m homes ( ! com=tably enlight5$ classes 7 fit places to br+ up a *ild8 ,h[ _m ev5 pret5d to supply ! books & ! wood-"w & tools & plants & music ) :i* ^! wond]ful build+s 7 runn+ ov]8 ,)\t int]e/+ activities = *ildr51 city homes1 bo? ri* & poor1 c provide only s*ools = loaf+4 ,z betwe5 ! /reet1 to :i* ! less well-to-d *ild em]ges = int]e/1 & ! vaudeville1 ! 8movie0 & ! curr5t fads to :i* ! well-to-d *ild escapes1 ,i ?9k ! /reet is probably ! less demoraliz+4 ,?is ,saturday work%op 0 a little /udy 9 spontane\s discipl9e4 ,al?\gh ! *ildr5 7 unwat*$1 !y work$ on _! own little jobs z indefatigably z if !y 7 "u a drill-ma/]4 ,if any little boy became we>y & 0 mov$ to int]f]e ) ano!r little boy1 he 0 apt to be bru%$ (f z ?\gh he 7 an irritat+ fly4 ,c\ld x be t mis*iev\sness1 suppos$ to be an integral "p ( *ild-nature1 0 simply a product ( repression or idl5ess8 ,c\ld x be t s*ool discipl9e 0 l>gely an attempt to solve problems :i* artificial rules 7 directly manufactur+8 ,visit+ sup]9t5d5ts1 appall$ at ! fre$om 9 ! ,g>y s*ools1 tip-toe ab\t look+ = signs ( depr$ation4 ,!y d n seem to report any4 ,i decid$ t ^! s*ools _h actually acquir$ ! 8public0 s5se4 ,x seem$ really true t *ildr51 unless !y 7 *all5g$ to inv5tive wick$ness by tea*]s' rules & precepts1 7 no m likely to spoil _! s*ool ?an a lawy] is likely to deface ! panels 9 ! libr>y ( 8 club4 ,?is *ildr5's community seem$ to be enjoy+ its busy life 9 ! same _s t ! wid] public uses its /reets & libr>ies & museums & railroad tra9s4 ,?is supremely democratic public s5se is ! motive ( ,mr4 ,wirt's g5ius4 ,all ?is ri*ness ( opportunity--! playgr\nds1 gymnasia1 swimm+-pools1 g>d5s1 sci5ce laboratories1 "w-%ops1 libr>ies1 cons]vatories--:i* ?is s*ool provides s lavi%ly1 is possible to ! public ( a small & relatively poor city l ,g>y1 exactly because ! s*ools are manag$ l any o!r public s]vice4 ,! mod]n educational ideal1 8to provide a desk & seat = e *ild10 is z absurd z w\ld be "o to provide a seat 9 ! p>k = e inhabitant4 ,no public s]vice is us$ by m ?an a fraction ( ! p at any "o "t4 ,mr4 ,wirt provides ! covet$ 8desk & seat0 = ab\t "o-qu>t] ( ! *ildr54 ,:ile !y are /udy+ ! traditional ?ree ,r's1 etc41 ! re/ ( ! s*ool is di/ribut$ 9 %op & playgr\nds1 gymnasium & /udio1 or at home4 ,by an +5i\s r$i/ribution ( ! gr\ps ?r\gh\t ! c\rse ( an eight-h\r day1 ,mr4 ,wirt is able n only to give e *ild ! opportunity ( ! v>i$ facilities e day1 b he is able to accommodate 9 "o s*ool build+ twice ! ord9>y numb] ( *ildr54 ,! insoluble 8"p-"t0 problems ( city s*ools disappe>4 ,! ,g>y s*ool has two complete s*ools1 ea* ) its set ( tea*]s1 function+ toge!r 9 ! same build+ all day long4 ,9 ! l[] grades ! *ild sp5ds two h\rs daily 9 ! classroom1 an h\r 9 laboratory or %op1 half-an-h\r 9 /udio1 & half-an-h\r 9 gymnasium1 an h\r 9 auditorium1 & ! re/ ( ! day 9 /udy1 play or outside activity4 ,! old] *ild has ?ree h\rs = =mal in/ruction1 & two h\rs = m int5sive %op or /udio "w4 ,*ildr5 are pass+ back & =? con/antly betwe5 home & s*ool1 ea* ) 8 or h] own s*eme ( "w1 & all ! s*ool is be+ us$ all ! "t4 ,! am\nt ( money ?us sav$ 9 s*ool build+s alone is s l>ge t ev5 a t[n l ,g>y1 ) relatively meag] s*ool rev5ues1 c af=d n only ! v>i$ equipm5t1 b also luxuries l special s*ool physicians & nurses1 & special tea*]s = special subjects4 ,mr4 ,wirt has be5 accus$ ( 8bus9ess effici5cy10 b ?is is sc>cely ! t]m = s arti/ically elegant a s*eme ( economy4 ,:5 y reflect t x is j because ! traditional classrooms are provid$ = only a proportion ( ! *ildr5 t all ( !m h ! v>i$ daily opportunities ( _m-sid$ "w & play1 y are likely to call ?is 8economy10 9 ! old gold5 ,greek s5se ( ! wise managem5t ( h\sehold res\rces1 s t e memb] may %>e alike 9 ! activity & ! weal?4 ,su* economy is creative2 x enri*es1 n impov]i%es4 ,i h said t ,mr4 ,wirt ?\ght 9 t]ms ( ! rural community1 b x is ( ! rural community & its creative economy1 exp&$ to fill & reorganize ! life ( ! mod]n city4 ,! s*ool tra9s ! *ild by lett+ him d ! ?+s ! city does4 ,8 education is an acclimatization to ! wid] social life4 ,a truly public s*ool w\ld let no?+ communal rema9 ali5 to itself4 ,9 ! *emi/ry class at ! ,em]son ,s*ool ,i actually f\nd ! *ildr5 help+ 9 ! necess>y *emical "w = ! city4 ,! class 0 simply an ext5sion ( ! municipal laboratory4 ,g>y1 ( c\rse1 has ! good =tune or ! good s5se to h z *emi/ry tea*] ! municipal *emi/4 ,! old] *ildr5 act z 8 assi/ants4 ,) him ! class te/s ! city wat]1 ! v>i\s milk supplies ( ! t[n4 ,"u ! inspector1 !y visit dairies1 work%ops1 bak]ies & food-/ores4 ,la/ ye> !y publi%$ a milk bullet9 conta9+ g5]al in=mation & reports ( _! te/s4 ,i c\ld n see t x 0 ess5tially inf]ior 9 quality to "o t an agricultural s*ool might h issu$4 ,:5 ,i came ^u ?is class x 0 te/+ sug>s & c&ies1 f ! diff]5t %ops ( ! t[n1 = purity & = use ( color+ matt]4 ,ano!r class 0 exp]im5t+ ) s(t dr9ks1 /udy+ que/ions ( solution1 susp5sion & cry/allization1 ) ramifications1 ,i 0 told1 t[>ds ! physiological effect ( c]ta9 products4 ,! *ildr5 7 practically deputy food inspectors1 & made reports on ! (ficial blanks4 ,! *emi/ assur$ me t he _h n lo/ a case 9 prosecut+ = violation ( ! pure food laws4 ,9 ,ea/ ,*icago1 :]e s*ool-*ildr5 7 o/5sibly n tra9$ z a vigilance committee 9 sci5tific inve/igations1 ! *emi/ c\ld n get a s+le conviction4 ,! *ildr5 also te/ ! mat]ials suppli$ to ! s*ool1 ! coal1 cem5t1 etc41 to see :e!r !y come up to specifications4 ,i saw a gr\p try+ to make soap = ! use ( ! s*ool4 ,! *emi/ assur$ me--college-tra9$ ignoramus t ,i 0 amid/ ?is y\?ful exp]tness--t !re 0 sc>cely a pr9ciple ( ! sci5ce1 !oretical or practical1 t he c\ld n develop f ?is "w1 all s directly motivat$ by ! daily life ar\nd ! *ildr54 ,i wi% ,i c\ld convey ! f9e calib] ( ?is "y *emi/ z he /ood 9 8 laboratory ) ! *ildr5 work+ ar\nd him1 8 cle> poise betwe5 ! !oretical & ! practical mak+ him = me ! ideal symbol ( sci5ce work+ ceaselessly at ! _w ar\nd to make x clean] & heal?i] & m livable4 ,t *emi/ry class 9 ,g>y has a high & mom5t\s significance to me4 ,x 0 di/9ctly n play1 z all o!r laboratory "w 9 s*ool or college t ,i h se5 has be5 play4 ,i 0 surpris$ to f9d h[ completely ! do+ ( real "w bani%$ ! amateur atmosph]e & at ! same "t made ! "w inf9itely m int]e/+4 ,mr4 ,wirt says ! *ild is a natural sci5ti/1 indefatigably curi\s & res\rceful1 quick & accurate4 ,! little *ildr5 actually seem to a*ieve less breakage ?an ! old]4 ,:at k9d ( a community we are go+ to h :5 any l>ge proportion ( ! *ildr5 gr[ up to obs]ve & te/ ! physical conditions "u :i* !y live--:5 !y get ! sci5tific-deputy-inspector habit1 s to say--& :at w\ld happ5 to "s =ms ( political juggl]y if a y\ng] g5]ation got us$ to ?9k+ 9 t]ms ( qualitative & quantitative te/s1 ,i leave to ! imag9ation4 ,b x seem$ to me t t *emi/ry class 0 "o ( ! mo/ important activities 9 ! ,unit$ ,/ates to-day4 ,,xv ,,really ,,public ,,s*ools ,*>act]i/ic ( ! 8public s5se0 ( ! ,g>y s*ools is ! class 9 hi/ory & geography1 :i* ,i f\nd at "w gett+ an imag9ative backgr\nd ( ! l>g] social _w4 ,to ! news-bo>d 9 ! hall !y br\ght clipp+s t seem$ important4 ,! hi/ory room 0 smo!r$ 9 maps & *>ts1 mo/ ( !m made by ! *ildr5 !mselves4 ,!re 0 a great r$ ,indiana ballot1 a *>t ( ! ,/ate ,s5ate1 a diagram ( ,/ate adm9i/ration1 a table %[+ ! evolution ( ,am]ican political p>ties1 w>-maps & pictures4 ,! place 0 a work%op1 ) broad tables = map draw+s1 & a f9e spread ( magaz9es & pap]s4 8,laboratory0 "w 9 hi/ory1 tri$ s timor\sly 9 "s ( our mo/ d>+ colleges1 0 9 full sw+ 9 a ,g>y high s*ool class4 ,:5 ,i visit$ ! room ! class 0 conc]n+ itself ) reports on 8,! city z a heal?ful place to live 910 ) special emphasis on p>ks1 because ! t[n _h be5 wag+ its campaign = ! new wat]-front p>k4 ,little outl9es on ,greek & ,roman cities1 m$ieval & mod]n cities1 _h be5 work$ up 9 ! s*ool libr>y--b\ntifully equipp$ z a bran* ( ! city public libr>y4 ,i _h walk$ into a true c\rse on t[n-plann+1 at once ! mo/ fasc9at+ & significant ( curr5t social int]e/s & ! /udy t packs into itself m hi/orical1 sociological & geographical /imulation ?an almo/ any ,i "k4 ,a class t _h gone ?r\gh ^? reports w\ld h ! mat]ials = exactly ! social backgr\nd t our curr5t imag9ations ne$2 &1 moreov]1 all ^? mat]ials w\ld be firmly plac$ 9 ! community sett+4 ,!re is a *>m+ communal self-consci\sness ab\t ,g>y1 & ?is sort ( hi/ory is ! ?+ t fe$s x4 ,"o class _h be5 work+ on a comp>ison ( ,a!nian & ,sp>tan education ) ,g>y education4 ,?is /ruck me z peculi>ly delightful4 ,su* social introspection we r badly lack 9 ,am]ica1 yet x is ! only soil 9 :i* intellectual virtue c ev] gr[4 ,! anci5t hi/ory class has = its purpose3 8to improve its memb]s z ,am]ican citiz5s by a /udy ( ! exp]i5ces ( ! anci5t peoples40 ,?is class1 aft] "s classroom turbul5ce1 =m$ a volunt>y society :i* is duly op5$ & conduct$ by ! presid5t1 :ile ! in/ructor l+]s 9 a leisurely fa%ion outside4 ,i "k ( no m admirable reason = hi/orical /udy ?an ?is phrase1 ! natural expression ( ! ,g>y *ild :o wrote ! con/itution = ?is class4 ,!y d n seem to "k :e!r !y are /udy+ 8,civics0 or n4 ,!y are too busy soak+ 9 f real ev5ts a famili>ity ) hi/ory z x is liv$ & ! community z x works4 ,i ?r[ 9 "h an adv]tisem5t = ! 8,lit]>y ,dige/0 & ! 8,indep5d5t10 :i* ! pupils regul>ly read4 ,!y /udy hi/ory backw>d1 s t x expla9s :at is happ5+ to-day4 ,!y repeat$ly dramatize remote times4 ,!y are talk+ ( cop]at+ ) ! ,/ate hi/orical pageant4 ,x seem$ to me t ^! *ildr5 7 actually le>n+ _! social _w 9 ! spontane\s natural way t ! intellig5t *ild le>ns x f newspap]s & books & f ! sl[1 unconsci\s wid5+ ( horizon = :i* he mu/ usually look q outside ! s*ool4 ,if o!r community in/itutions h any?+ educational to (f] outside ! s*ool1 or if p>5ts & *ildr5 ?9k !y h1 ,mr4 ,wirt's s*ool lets ! *ildr5 g to ^! out ( _! auditorium or play h\r4 ,! *ur*es may h !m = religi\s in/ruction--!re is no ,bible-read+ or pray] 9 ! ,g>y s*ools--& ?us avoid ! imag9$ necessity = a special k9d ( *ur* day-s*ool4 ,already a ,poli% p>o*ial s*ool 9 ,g>y has lo/ its reason = be+ & vani%$4 ,y4 ,m4 ,c4 ,a4's1 neighborhood h\ses1 special music-tea*]s1 etc41 may also act z ext5sions ( ! s*ool4 ,x w be int]e/+ to see h[ successfully "s ( ^! in/itutions :i* purport to =m ! *ild's morals & c>e = 8 s\l's de/9y prove _! supplem5t>y value1 & h[ f> !y are n simply hav+ joyfully ext5d$ to !m a long rope by :i* !y may hang !mselves4 ,to ,mr4 ,wirt ! s*ool is n m a community ?an ! community is a s*ool4 ,he believes t p>ks & playgr\nds %\ld foll[ ! s*ools1 & 9 ,g>y he dem&s tw5ty acres = e s*ool plant4 ,he does n rely ^u public playgr\nds1 to :i*1 z exp]i5ce %[s1 only a proportion ( *ildr5 c be entic$ f ! /reets1 b 8 playgr\nd is a "p ( ! s*ool on equal t]ms ) ! o!r activities4 ,o!rwise ^! v exp5sive gr\nds :i* cities are provid+ are apt to be futile4 ,mr4 ,wirt's policy is to make x z easy z possible = ! community to use ! s*ools4 ,he does n =ce p to ! opportunities1 b he puts !m :]e ! p _c easily evade !m4 ,he does n drive *ildr5 to ! public libr>y1 b he has a bran* put 9 ea* s*ool4 ,! ,g>y s*ools are op5 night & day1 practically e day 9 ! ye>4 ,! ,indiana law--protector f tyranny--=bids m ?an t5 mon?s ( s*ool a ye>1 b all[s vacation s*ools4 ,sunday sees popul> lectures4 ,! ,g>y s*ools seem almo/ z public z ! /reets4 ,if ! s*ool is to be n only a community embryonic ( curr5t society b also a s*ool-community ( itself1 x mu/ h "s =um or !at] :]e ev]y?+ t is peculi>ly int]e/+ 9 any "p ( ! s*ool may be br\ght dramatically to ! att5tion ( ! re/ ( ! s*ool4 ,?is ,mr4 ,wirt provides 9 ! auditorium h\r1 s dre>ily us$ 9 ! ord9>y s*ool = religi\s ex]cises1 8speak+ pieces10 & moral homilies4 ,9 ,g>y e *ild goes to 8auditorium0 = an h\r ea* day1 b he li/5s !re to talks by ! special tea*]s ab\t _! "w1 lant]n-lectures & dramatic dialogues writt5 by ! *ildr5 !mselves f _! hi/ory or lit]ature "w4 ,!re may be mov+-pictures1 in/rum5tal music1 gymna/ic exhibitions4 ,! initiative & responsibility are left to ! tea*]s4 ,!re seems to be no limit to ! int]e/ & ! possibility ( :at may g on 9 ?is free little secul> !at] except :at ! imag9ation ( tea*]s & *ildr5 c sugge/4 ,!re is always s++1 & ( a mo/ excell5t tone4 8,auditorium0 is "o ( ,mr4 ,wirt's novel ideas4 ,x seems to make unreal ! old categories ( 8ent]ta9m5t0 & 8edification10 j z ! re/ ( ! s*ool seems to damage ! conceptions ( 8"w0 & 8play40 ,!re 0 a pleasant in=mality ab\t ?+s1 ) ! girls sew+ at ! back ( ! !at]1 & ! "y audi5ce break+ into :i/l+ z !y m>*$ out to ! music ( ! piano4 8,auditorium0 ought to be q z important z ,mr4 ,wirt ?9ks x is4 ,:at s*ool-"w might become1 liv$ always 9 ! possible light ( its intellig5t pres5tation to ! s*ool audi5ce 9 dramatic =m1 we d n "k1 because educators h nev] be5 dramati/s4 ,! ,g>y s*ools h special tea*]s = expression1 b ! ,am]ican _s is 9 _m ways s inexpressive t ! idea c ?us f> be only a frank & delightful exp]im5t4 ,i lik$ p>ticul>ly 9 ! 8auditoriums0 ,i visit$ ! int]m+l+ ( *ildr5 ( all ages4 ,?is is "o ( ! _m ways by :i* ! ,g>y s*ool breaks d[n ! snobb]y ( age :i* causes s mu* unhapp9ess 9 *ildhood1 & fixes ! adult m9d ) s _m delusions4 ,i came across a significant editorial 9 ! ,em]son ,s*ool pap] :i* %[$ me h[ useful ?is int]m+l+ 0 9 sma%+ ca/e l9es t 7 already =m+4 ,! editor ackn[l$g$ t ! expect$ objectionabl5ess ( ! 8y\ng/]s0 _h n ass]t$ itself4 ,"o got a real s5se ( a new sympa?y break+ ^u ^! already sophi/icat+ m9ds ( high-s*ool *ildr54 ,i m5tion ?is because x is typical ( ,mr4 ,wirt's g5ius to oblit]ate artificial l9es & avoid me*anical gr\p+s4 ,8 ideal s*ool is "o l ! ,em]son 9 ,g>y1 a complete s*ool1 f k9d]g>t5 to college1 9 ! same build+1 ) all ! v>i$ facilities us$ by all classes4 ,! grad+ is ( ! utmo/ flexibility4 ,! traditional twelve grades are foll[$1 b classes "w 9 8rapid10 8av]age10 or 8sl[0 gr\ps1 accord+ z ! v>i\s *ildr5 give promise ( complet+ ! ,/ate-prescrib$ curriculum 9 t51 twelve or f\rte5 ye>s4 ,! *ild may pass f gr\p to gr\p or f grade to grade at any "t on ! exam9ation ( ! sup]visor ( in/ruction4 ,! *ild himself has no s5se ( be+ 8grad$0 or ev5 8m>k$40 ,report-c>ds are r a concession to p>5ts' weaknesses4 ,if ! *ild ne$s additional help1 !re is ! p>allel s*ool1 s t he may h a d\ble lesson ! same day4 ,& ! ,saturday s*ool (f]s ano!r opportunity4 ,all /udy+ is suppos$ to be done 9 s*ool h\rs4 ,! fe>ful bogey ( 8home-"w0 is laid4 ,9 ?is free int]*ange ( gr\ps ! *ild acquires a s5se ( individuality4 ,ea* has practically an individual s*$ule ( "w1 = ! organization ( :i* ! executive pr9cipal1 :o devotes all 8 "t to su* matt]s1 is responsible4 ,except 9 ! y\nge/ classes1 ! *ildr5 seem to move ab\t individually to _! diff]5t rooms & %ops4 ,by ?is dra/ic c>ry+ d[n ( college me?ods ?r\gh ! grades ,mr4 ,wirt has explod$ ano!r ho>y sup]/ition t great masses ( *ildr5 9 city s*ools c only be h&l$ by uni=m & ma*9e me?ods1 9 a lump4 ,frbel ,s*ool 9 ,g>y has tw5ty-five hundr$ *ildr51 mo/ ( !m v small ali5 immigrants4 ,yet ! same flexible & free me?ods are us$ !re1 app>5tly ) success4 ,^! *ildr51 because ( ! imm5sely v>i$ equipm5t1 & ! possibility ( small classes 9 ! %ops1 are gett+ some?+ resembl+ individual in/ruction4 ,i pick$ up at r&om ! c>d ( an old] girl at ,em]son4 ,x read3 8,pr9t+1 ,hi/ory1 ,gymnasium1 ,fr5*1 ,music1 ,botany1 ,auditorium1 ,engli%40 ,! v %ock ( t bold 8,pr9t+0 gives y a realization ( ! mod]n s*ool y are 94 ,& ?is is a girl besides4 ,n[ a program l ?is1 & all ?is free election & flexibility1 w\ld seem wilful & an>*ical 7 x n = ! fact t 9 ! ,g>y s*ool ^! s*$ules are ! result ( a natural & v c>eful process ( selection1 made by ! *ild4 ,:at ! *ild %all /udy1 outside ( ! regul> classroom "w1 is nei!r =c$ ^u x nor aimlessly select$4 ,take ! ,em]son ,s*ool1 a beautiful build+ ) laboratories & /udios1 gymnasia & %ops1 & put y\r *ild into its k9d]g>t5 or fir/ grade4 ,he runs ab\t ! halls4 ,! %ops & /udies & laboratories are n segregat$1 b di/ribut$ ov] ! build+ s z to convey ! impression t !y are equally significant1 & to give e *ild an opportunity ( becom+ famili> ) !m4 ,all ! rooms h big glass doors or w9d[s4 ,! *ild's own unaid$ curiosity makes him look 9 & wond] ab\t :at ! old] *ildr5 are do+ !re4 ,"o c\ld see *ildr5 ( all ages pe]+ into ! f\ndry or ma*9e-%op or pr9t]y4 ,:5 ! *ild has rea*$ ! ?ird or f\r? grade he has a c]ta9 idea ( :at activity int]e/s him1 & he is all[$ to g into %op or laboratory z obs]v] or help] to ! old] *ild4 ,he wat*es & asks que/ions1 & ! old] boy le>ns by tea*+ him4 ,if ! *ild f9ds t ! "w does n actually int]e/ him he /ill has ! *ance to *ange4 ,:5 he takes up ! "w 9 ! high] grades he has s]v$ 8 appr5tice%ip & is already famili> ) ! app>atus & ! te*nique4 ,! tea*] does n h to break 9 a new class ea* ye>4 ,x is almo/ a self-p]petuat+ & self-in/ruct+ class4 ,! *ild has be5 assimilat$ to ! "w z new memb]s 9 any pr(ession or trade 9 society are assimilat$4 ,:5 ! *ild is expos$ f 8 e>lie/ ye>s to ! v>i\s vocational activities1 is all[$ to come into !m j z 8 curiosity rip5s1 y h z p]fect a 8*oice ( a vocation0 z c\ld be imag9$4 ,only ?is sort ( opportunity c really be call$ 8vocational tra9+40 ,! usual vocation s*ool "w takes ! *ild too late1 :5 8 curiosity is likely to be dull$2 x puts him into ! "w )\t any previ\s famili>ity4 ,x c sc>cely be any?+ b drudg]y4 ,if 8capacities are to be develop$10 ,mr4 ,wirt's s*eme gives ! sure/ means ( develop+ !m4 ,x solves ! grave problems ( 8vocational0 & 8pre-vocational0 tra9+1 :i* are s sorely vex+ ! pr(essional educational _w1 a l>ge "p ( ^: bus9ess 9 life seems to be to create & h problems4 ,,xvi ,,appr5tices ,,to ,,! ,,s*ool ,vocational tra9+ 9 ! s*ools ( ,g>y means t :atev] "w is necess>y 9 ! way ( repair+1 cons]v+1 beautify+ or enhanc+ ! facilities1 is done by ! s*ool itself4 ,^! l>ge1 lavi%ly equipp$ mod]n s*ool-build+s require a =ce ( me*anics to keep !m 9 repair4 ,_! %ops are ! indu/rial & manual %ops = ! s*ool4 ,! *ildr5 "w 9 !m ) skill$ union workm51 :o are employ$ n prim>ily z 8manual tra9+0 tea*]s1 b z assi/ants to ! build+ sup]9t5d5t4 ,! me*anics tea* by all[+ ! *ildr5 to help !m z appr5tices4 ,!y e>n _! sal>ies by repair & con/ruction "w1 :ile ! *ildr5 :o desire x get an incomp>able vocational tra9+ at practically no co/ to ! t[n4 ,:]e ! ord9>y trade-s*ool mu/ h l>ge classes to make ! ent]prise pay1 ! ,g>y vocational "w may be done ) ! smalle/ gr\ps1 = ! %ops are pay+ = !mselves anyway4 ,manual tra9+ takes on q a new mean+ z y move ab\t1 wat*+ ! boys 9 ! c>p5t]-%op mak+ desks or tables1 or cab9ets = ! botany collections1 or book-racks = ! libr>y1 s5d+ !m on to ! pa9t-%op :5 !y h f9i%$2 boys 9 ! %eet-metal %op hamm]+ z9c = ! ro(2 "y electricians repair+ bells2 a c\ple ( plumb]s t9k]+ ) pipes2 little gr\ps ( s]i\s & absorb$ly int]e/$ boys 9 f\ndry & =ge & patt]n-mak+ %op1 all cop]at+ l ! p>ts ( a well-ord]$ factory4 ,!re 0 obvi\sly en\gh real "w to keep busy = 8 h\r a day e *ild :o desir$ tra9+ 9 a trade4 ,:]e s*ool & work%op are ?us fus$1 ! ne$ = 8cont9uation0 & 8cop]ative0 c\rses--:]e ! boy alt]nates betwe5 %op or factory & s*ool--disappe>s4 ,! *ild has ! advantages ( bo?4 ,! ord9>y s*ool1 & ev5 ! specializ$ vocational s*ool1 is r>ely do+ m 9 its indu/rial1 manual1 or dome/ic sci5ce "w ?an play+ a r dre>y game ) toys4 ,!re c\ld sc>cely be a great] contra/ betwe5 ! real %ops ( ! ,g>y s*ools & ^? ord9>y 8%ops0 & kit*5s ) _! doz5s ( little ma*9es at :i* at a giv5 "t ! entire class does its little /]eotyp$ 8/unt40 ,9 ,g>y ! dome/ic sci5ce room is a real kit*5 9 :i* ! daily lun*eon is prep>$ & s]v$ at co/ to ! tea*]s & pupils :o desire x4 ,! cook is a real cook1 & ! girls come 9 z obs]v]s1 help]s or work]s1 j z ! boys g into ! %ops4 ,! ne>e/ approa* to a luxury is ! pott]y %op1 b ?is is itself p]haps ! be/ symbol ( t fusion ( ! arti/ic & ! practical t is ! ,wirt g5ius4 ,:at are y to say :5 y walk into ! art /udio & f9d a doz5 girls & boys high on a scaffold+ pa9t+ a frieze :i* !y h !mselves design$1 :ile o!rs are at "w on /a9$-glass designs to g 9 v>ni%$ pap] on ! panels ( ! door8 ,!re is a g5ial1 joy\s quality ab\t all ! "w t gives e room a *>m--! f\ndry ) its deep %ad[s1 ! smoo? gray pott]y %op ) its turn+ :eels & bright glaz$ jugs1 ! botany room ) its mass ( gre5]y4 ,ev5 ! hi/ory room at ,em]son ,s*ool _h ! atmosph]e :i* comes f conc5trat$ int]e/ & ! sl[ accretion ( significant mat]ial4 ,em]son itself is a spaci\s & dignifi$ build+ ) innum]able little t\*es ( ta/e t "o usually associates only ) ! high s*ools ( exceptionally weal?y & cultivat$ suburban communities4 ,x is a delightful p>adox t s beautiful a life %\ld appe> to be liv$ :]e e activity seems to be motivat$ by direct utilit>ian application4 ,i said t y h to pl[ y\r m9d up to und]/& ?is k9d ( a s*ool4 ,c]ta9ly ,i h nev] se5 a place :i* m ne>ly p]mitt$ to seem real t old ideal ( ! joy ( "w :i* we imag9e mu/ h exi/$ back 9 guild days4 ,x may be left to ! imag9ation :at *ildr5 tra9$ 9 su* a s*ool are likely to h to say to ! indu/rial society 9 :i* we live4 ,! practical "w ( ! s*ool is only limit$ by local s*ool ne$s1 b ! %oeless condition ( "s ( ! ,frbel *ildr5 inspir$ ! />t+ ( a %oe %op :]e old %oes 7 made ov]4 ,bo? ,em]son & ,frbel h a pr9t]y f :i* come all ! blanks1 reports1 programs1 etc41 us$ 9 ! s*ool1 z well z ! bullet9s & pap]s by :i* ! v>i\s classes are tempt$ to pres]ve ! good ?+s !y write4 ,! comm]cial pupils h *>ge ( all ! acc\nt+ & bookkeep+ z well z ! supplies4 ,! *ildr5 :o "w 9 ! %ops are paid 9 *ecks1 :i* are calculat$ on ! basis ( prevail+ union wages = ! work+-"t4 ,?is provides opportunities = a bank+ sy/em1 :i* is also 9 *>ge ( ! comm]cial class4 ,9 ! ,jeff]son ,s*ool ! boil]-room is an integral "p ( ! ma*9e-%op4 ,! botany class 0 responsible = ! beautiful & elaborate cons]vatory at ! entrance ( ! ,em]son ,s*ool1 & = ! w9d[ ho?\se 9 ! botany room1 :]e practical exp]im5ts are made4 ,! botani/s also h *>ge ( ! %rubs & trees on ! gr\nds1 & ! vegetable g>d5s :i* !y "w communi/ically all ?r\gh ! summ]4 ,_! /udy ( food & textile products ramifi$ into ! dome/ic sci5ce "w1 j z ! zoology /udy 0 fus$ ) physiology4 ,?is latt] class _h a playgr\nd zoo1 ) foxes & coyotes1 raccoons & prairie-dogs1 ab\t ^: habits & adv5tures !y 7 prep>+ a bro*ure1 :i* 0 already 9 press at ! pr9t]y4 ,:5 ,i /epp$ into ! zoology laboratory itself1 ,i f\nd t ,i 0 9 an ev5 m animat$ zoo4 ,cr[s1 *ick5s & pigeons 9 cages at ! back ( ! room 7 lu/y ) vocif]\s greet+4 ,! imp]turbability ( ! *ildr5 amid/ ?is racket %[$ me h[ well aw>e !y 7 t ?is 0 ! way a zoology room ought to behave4 ,su* a s*ool1 :]e ! *ild works almo/ unconsci\sly into a vocation :i* appeals to him z nei!r play nor drudg]y1 is f> m 8vocational0 ?an ev5 ! specializ$ s*ool4 ,! *ild1 beg9n+ s "y 9 %op or laboratory1 & assimilat+ ! "w v gradually1 is able to lay deep f\ndations ( int]e/ & skill4 ,! ,g>y s*ool is di/9ctly unspecializ$4 ,9 a s5se x gives a completely 8lib]al education40 ,! *ild em]ges a skilful amateur4 ,! indu/rial & sci5tific "w no m 8tra90 him to take a def9ite place 9 ! indu/rial _w ?an ! cultural "w tra9s him to be a college pr(essor4 ,b he %\ld leave s*ool well equipp$ to cope ) a dynamic1 rapidly *ang+ indu/rial society :i* dem&s above all ?+s v]satility1 & :i* scraps me?ods & ma*9es z ru?lessly z x does m54 ,only ! man ( r\nd$ tra9+ & res\rcefulness :o c turn 8 h& quickly to a v>iety ( occupations has mu* *ance ( success4 ,our public s*ool1 9 spite ( its fanci$ 8lib]al0 curriculum1 has really be5 turn+ out only v l[-grade speciali/s4 ,x has made no ef=t to produce ! type ( m9d mo/ ne$$ to-day--! v]satile ma*9i/1 ! practical eng9e]1 ! m9d t adapts & ma/]s me*anism4 ,?is is probably ! be/ intellectual type our society produces4 ,?is exactness1 res\rcefulness1 inv5tiv5ess1 pragmatic judgm5t ( a me*anism by its product1 ! s5se ( ma*9]y z a means1 n an end1 are exactly ! qualities t society dem&s 9 e pr(ession or trade4 ,! ,g>y s*ool is ! fir/ ,i h se5 t promises to cultivate ?is k9d ( intellig5ce4 ,x frankly accepts ! ma*9e n 9 ! usual s5se ( ! vocational s*ools1 z an exact+ ma/] t ! *ild is to le>n docilely to obey1 b z ! basis ( our mod]n life1 by ^: means we mu/ make :atev] progress we may w4 ,! ma*9e seems to be a ?+ to :i* society is irrevocably pl$g$4 ,x is "t ! s*ool recogniz$ x4 ,9 ,g>y x is ) ! *ild f 8 e>lie/ ye>s4 ,x is ! motive ( 8 sci5tific /udy4 ,! physics tea*] at ! ,em]son ,s*ool told me t he ?\ght ! fasc9at+ & irresponsible automobile _h done m to educate ! y\ng] g5]ation ?an mo/ ( ! public s*ools4 ,t9k]+ ) an automobile 0 a :ole sci5tific tra9+4 ,i dropp$ into 8 physics class1 & f\nd a doz5 twelve-ye>-old girls & _! n9e-ye>-old 8help]s0 /udy+ ! motor-cycle4 ,) t f9e disreg>d = b\nd>ies :i* *>act]izes ,g>y education1 ! h\r began ) a spell+ lesson ( ! names ( ! p>ts & processes ( ! ma*9e4 ,aft] ! words 7 le>n$1 ! me*anism 0 expla9$ to !m z !y por$ ov] x1 & _! memory ( vaporization1 evaporation1 etc41 call$ into play4 ,! motor-cycle 0 set go+1 ! girls describ$ its action1 & ! lesson 0 ov]1 z p]fect a piece ( tea*+ z ,i h ev] he>d4 ,! int5se animation ( t little gr\p 0 all ! m piquant = hav+ z a backgr\nd ! a/\nd$ disapprobation ( ?ree grave s*ool sup]9t5d5ts f ! ,ea/4 ,to ^! physics classes ! v5tilat+1 heat+ & electric sy/ems 9 ! s*ools are all text-books4 ,! climate is /udi$4 ,! %ops provide _m physics problems4 ,!re 0 a class ( boys hav+ expla9$ to !m ! physical pr9ciples ( v>i\s types ( ma*9es4 ,! impetu\s ru% ( ^? little boys z !y 7 s5t into ! ma*9e-%op to take ap>t a lawn-m[]1 a bicycle1 & a cream-sep>ator1 & ! look ( elation on _! faces1 w\ld alone make ,g>y un=gettable to me4 ,x 0 evid5t t ?is 0 inde$ a diff]5t k9d ( s*ool4 ,,xvii ,,! ,,natural ,,s*ool ,a surpris+ly small am\nt ( adm9i/rative ma*9]y = s v>i$ a sy/em is requir$ by ! s*ools ( ,g>y4 ,mr4 ,wirt is ! ,city ,sup]9t5d5t ( ,s*ools4 ,"u him ea* ( ! five s*ool build+s has an executive pr9cipal4 ,two sup]visors ( in/ruction look aft] ! p$agogical "w ( ! sy/em4 ,! director ( indu/rial "w has *>ge ( build+ repair1 & sup]vises ! %ops :]e ! *ildr5 "w "u ! me*anic-tea*]s4 ,!re is no attempt to segregate ! vocational "w4 ,manual1 physical1 arti/ic & academic activities are adm9i/]$ on an equal foot+4 ,= ! tea*] ! ,g>y s*ool %\ld be almo/ z lib]at+ z x is to ! pupil4 ,9 ! details ( c\rses mu* initiative is left to ! tea*]4 ,x is really an inductive s*ool :]e c\rses are work$ out by sup]visors consult+ toge!r on ! basis ( classroom exp]i5ce4 ,tea*]s are enc\rag$ to exp]im5t & develop _! own ideas4 ,"h is ! fir/ public s*ool ,i h ev] se5 t resolutely sets itself aga9/ uni=mity ( me?od or product1 t recognizes diff]5ces ( individuality4 ,! work+-day ( ! tea*] may be long]1 b %e is reliev$ ( ! burd5some home-"w4 ,! n]v\s /ra9 is less5$ also by ! fre] me?od ( discipl9e4 ,!re _c be unruly *ildr5 unless *ildr5 are rul$1 & 9 ! ,g>y s*ool !re is app>5tly no artificial repression4 ,"o f\nd 9 ! classroom z mu* talk+ z !re w\ld be 9 a conc]t audi5ce1 ) ! same natural motives1 fre$ ( 8rules ( ord]10 = quiet4 ,! frequ5t *ange ( room & activity 9 ! ,g>y s*ool prev5ts1 too1 t n]v\s re/iv5ess :i* mu/ inevitably come to ! *ild kept long at 8 desk4 ,! po9t is t only 9 a free & v>i$ s*ool l ?is c "o talk ( effective discipl9e4 ,:5 s*ool activities are z attractive z !y are "h1 deprivation becomes puni%m5t4 ,!re is at h& an in/rum5t = inculcat+ reason into refractor9ess :i* is z p[]ful z ! /\te/ discipl9>ian c\ld wi%4 ,! ord9>y s*ool tries to keep up a milit>y sy/em ( control1 )\t any means1 n[ t corporal puni%m5t is g5]ally aboli%$1 ( puni%+ infractions4 ,9 a ,g>y s*ool 8be+ s5t home0 = misbehavior usually means be+ s5t to a place inf9itely less int]e/+4 ,b !re is little talk ab\t 8mis*iev\s & unruly boys40 ,^? *ildr5 :o1 9 spite ( ev]y?+1 8are n adapt$ to our k9d ( s*ool10 may g to ! s*ool f>m 9 ! c\ntry to "w4 ,b ?is f>m is n 9 any s5se a 8re=m0 s*ool4 ,delicate *ildr5 may also be s5t !re1 & o!r classes g = a holiday4 ,z to ! p]sonal mann]s prevail+ 9 su* a free s*ool z ?is1 ) its abs5ce ( moral homily1 & ef=t to 8tra9 "*0 ?r\gh ob$i5ce & discipl9e1 ,i c only repeat ! words ( an ,italian boy :o _h rec5tly come f or?odox s*ools else:]e3 8,b !y're s polite60 ,i 0 glad to see t !re 0 no nons5se at ,g>y ab\t s*emes ( 8self-gov]nm5t10 :i* c be little m ?an a humiliat+ pret5sion 9 any s*ool4 ,a k9dly judge did once in/itute 8,boyville0 9 a ,g>y s*ool1 ) a p>ody ( municipal functions1 b its unreality soon relegat$ x to limbo4 ,spontane\s organization !re is1 b x gr[s out ( real "w4 ,! boys' n9? grade ,engli% class1 = in/ance1 has organiz$ itself z ! ,em]son ,improvem5t ,association1 & its "w revolves ar\nd ! speak+ & writ+ necess>y 9 conduct+ ! affairs ( ! organization4 ,!re seem to be no 8extra-curricul>0 activities1 :i* create s _m problems else:]e4 ,a?letic teams & sports are connect$ ) ! gymnasium "w4 ,o!r societies spr+ up naturally out ( ! s*ool int]e/s4 ,problems ( 8frat]nities0 & ! control ( a?letics :i* confront s _m high s*ools are ?us naturally avoid$4 ,! ,g>y s*ool n only light5s ?is /ra9 ( discipl9e = ! tea*] & cultivates h] initiative1 b s]ves z a k9d ( tra9+-s*ool = ! tea*]s !mselves4 ,! new-com+ tea*] le>ns by act+ z help] or 8appr5tice0 to ! old] tea*]1 j z ! *ildr5 9 %op or laboratory le>n f "o ano!r4 ,! result is an uncommon & appeal+ equality betwe5 tea*]s & *ildr51 )\t impos$ au?ority on "o side or subs]vi5ce on ! o!r4 ,beside ,mr4 ,wirt ,mme4 ,montessori seems almo/ a beg9n]1 s d>+ly has he c>ri$ ! pr9ciples ( self-in/ruction up ?r\gh ! high] grades4 ,ev5 visit+ tea*]s & sup]9t5d5ts :o wi% to le>n ! !ory & practice ( ! ,g>y s*ool mu/ le>n 9 ! same way4 ,mr4 ,wirt does n lecture to !m4 ,he all[s !m also to come into ! s*ool = a few mon?s z help]s to tea*] or pr9cipal4 ,ev]ybody :o has any?+ to d ) a ,g>y s*ool mu/ evid5tly le>n by do+ ! real "w itself4 ,no?+ %[s m cle>ly ! :ole-knit fib] ( ,mr4 ,wirt's philosophy ?an ?is new k9d ( 8normal0 s*ool = visit+ tea*]s4 ,i 0 pleas$ ) ! abs5ce ( self-display4 ,adv]tis+ has come f ! outside4 ,! tea*]s seem innoc5t ( ! great numb] ( ?+s !y are do+ :i* a l>ge "p ( ! or?odox educational _w believes to be impossible4 ,y are talk$ ) frankly & g5ially1 b no?+ is done to impress y4 ,y are left to int]pret x all = y\rself4 ,^? :o miss ! _s w f9d weaknesses4 ,pr(essional educators hold up h&s ( horror at ! 8loos5ess0 ( ! tea*+4 ,!y miss ! dramatic effect ( ! 8well-conduct$ recitation0--! draw+-out ( ! pupil's memory1 or ! appeals to glib guesses at :at ! tea*] wants4 ,!y judge by ! old-fa%ion$ /&>d ( h[ ! tea*] is tea*+ r ?an ! new "o ( :at ! *ild is le>n+4 ,my compla9t w\ld be r t !re 0 /ill too mu* tea*+ t is conv5tional1 p>ticul>ly 9 ! l[] grades4 ,& ,i h an animus aga9/ ! deadly desks & seats :i* are /ill 9 use 9 too _m ( ! classrooms4 ,b ! significant ?+ is t ?is k9d ( a s*ool is n /atic or complet$1 b a con/antly gr[+ organism4 ,! only limit to :i* x may gr[ lies 9 ! imag9ation & initiative ( tea*]s & pupils4 ,& ! s*ool _c be judg$ 9 cross-section4 ,ev5 :5 x />ts ) s admirable an equipm5t1 its life has j begun4 ,= ! me*anical & arti/ic1 manual "w & intellectual /udy1 are all direct$ t[>ds enri*+ ! physical body & ! spiritual life & atmosph]e ( ! s*ool4 ,?is int5sive cultivation ( res\rces produces t 8embryonic community life0 :i* is ,pr(essor ,dewey's ideal1 :]e 9 actual "w ! *ild s5ses ! occupations & int]e/s ( ! l>g] society into :i* he is to ent]4 ,mr4 ,wirt's s*ools w\ld be unwor?y ( discussion 7 !y n capable ( imitation g5]ally 9 ,am]ican t[ns & cities4 ,already a numb] ( communities h copi$ ! ess5tial features1 & ,mr4 ,wirt is at pres5t occupi$ 9 remodel+ a few ( ! ,new ,york ,city s*ools1 successfully1 too1 9 spite ( ! fact t ,new ,york1 on acc\nt ( its rapid gr[?1 its great ali5 population1 & its political cross-curr5ts1 pres5ts p]haps ! mo/ =midable s*ool problems 9 ! c\ntry4 ,! only sub/antial difficulty 9 remodel+ s*ools accord+ to ! ,g>y s*eme is ! matt] ( playgr\nds4 ,ev5 ?is is surm\ntable1 = mo/ cities h p>ks or usable vacant lots )9 rea* ( ! s*ool4 ,mr4 ,wirt's great triumph 9 ,g>y is ! old ,jeff]son ,s*ool :i* he f\nd :5 he came to ! t[n4 ,?is 0 an or?odox t5-room build+ built by ! city fa!rs to accommodate ,g>y *ildr5 = _m g5]ations4 ,by turn+ ! spaci\s attic into a gymnasium1 trans=m+ five ( ! classrooms into music & art /udios & nature-/udy laboratories1 by build+ a jack-(-all-trades work%op ar\nd ! eng9e-room 9 ! cell>1 a dome/ic-sci5ce kit*5 9 an unus$ corn]1 & by appropriat+ a ne>by p>k space1 he trans=m$ a p]fectly ord9>y s*ool build+1 ^: prototype may be f\nd 9 e t[n 9 ! l&1 into a full-fl$g$1 v>i$ & smoo?ly-function+ ,wirt s*ool4 ,?r\gh ! 8rotation ( crops0 sy/em1 ?is s*ool1 built = ?ree hundr$ & sixty *ildr51 actually accommodates ov] eight hundr$1 & gives !m e facility1 if less elaborately1 ( ! specially design$ new s*ools4 ,p]haps ,i may "h recapitulate4 ,! m]e prosaic bus9ess economy ( ! ,wirt s*eme is en\gh to recomm5d x4 ,no s*ool bo>d c af=d to neglect a plan :i* n only saves money to ! taxpay]s1 b provides bett] facilities1 m v>i$ equipm5t & bett] educational opportunities ?an ev5 well-to-d communities c at pres5t af=d4 ,! ,wirt s*ool solves ! vex+ 8"p-"t0 problem4 ,g>y is ! only city ,i "k t has room 7,m>*1 #aiae7 9 its pres5t build+s = at lea/ "o-?ird m *ildr5 ?an !re n[ are to g to s*ool4 ,9 ! second place1 ! plan solves mo/ ( ! problems ( vocational & indu/rial tra9+ :i* n[ confront ! public s*ool4 ,x cat*es ! *ild's curiosity & skill on ! up/roke4 ,x makes no sep>ation ( manual f intellectual "w1 & avoids t s9i/] ca/e-feel+ :i* seems to be creep+ into ! vocational movem5t4 ,& f ! po9t ( view ( economy aga91 ! s*eme ( devot+ indu/rial "w to actual c>e ( ! s*ool-plant enables ! s*ool to provide a great v>iety ( occupations almo/ )\t additional co/ to ! community4 ,9 ! ?ird place1 ! plan provides a l>ge measure ( individual in/ruction4 ,x is a s*ool = e k9d ( a *ild4 ,! flexibility ( s*$ules1 ! cop]ation ( outside ag5cies l ! *ur*es1 ! v>i$ activities1 give opportunity = ! fulle/ developm5t ( diff]+ int]e/s & capacities4 ,9 ! f\r? place1 ! plan c>ries out ?r\gh\t ! s*ool life ! educational tru? t le>n+ c only come ?r\gh do+4 ,! habits & attitudes ( c>eful sci5tific obs]vation1 or purposeful int]e/+ activity :i* is nei!r "w nor play1 ! social1 democratic1 & cop]ative backgr\nd :i* su* a s*ool cultivates1 are exactly ! qualities we ne$ = our y\ng] g5]ation 9 ,am]ican society4 ,su* a s*ool c>ries out ! be/ ideals ( ,am]ican democracy1 z ,i see !m1 9 an extremely effective way4 ,its philosophy is ,am]ican1 its democratic organization is ,am]ican4 ,x is "o ( ! in/itutions t our ,am]ican culture %\ld be pr\de/ (4 ,p]haps pr(essional educators1 accu/om$ to o!r concepts & milit>y me?ods & adm9i/rative illusions1 w n welcome ?is k9d ( s*ool4 ,b tea*]s hamp]$ by drill & r\t9e w want x1 & s w p>5ts & *ildr54 ,,xviii ,,! ,,democratic ,,s*ool ,a rec5t article 9 ! 8,new ,york ,times0 7,oct4 #ag1 #aiae7 by ,dr4 ,?omas ,s4 ,bak]1 ,headma/] ( ! ,tome ,s*ool1 conta9s an able p$agogical criticism ( ! ,g>y s*ool :i* is typical ( ! g5]al attitude t[>ds ! ,g>y idea on ! "p ( cons]vative s*oolm54 ,no?+ c\ld br+ out m cle>ly ! diff]5ce 9 educational values betwe5 ?is pr(essional tea*+ op9ion & ! broad social vision ( ,sup]9t5d5t ,wirt4 ,dr4 ,bak] admits ! impressive social effectiv5ess ( ! plan4 ,x is 8! la/ developm5t 9 socializ+ ! s*ools40 ,mr4 ,wirt is 8n only an educator1 b also a social re=m]1 a city work]40 ,b ,dr4 ,bak]'s argum5t is really ! specializ$ p$agogical "o aga9/ ! social4 ,:]e ,mr4 ,wirt sees ! s*ool z a community c5t]1 a *ildr5's _w1 ,dr4 ,bak] sees x z an educational factory4 8,! social value ( ! ,g>y s*ools10 he says1 8is beyond "q4 ,its p$agogic excell5ce has /ill to be det]m9$40 ,f 8 po9t ( view1 a s*ool is n s mu* a place to tra9 effective citiz5s z to make 8?or\gh s*ol>s40 ,he que/ions :e!r 8^! side issues 9 ! s*eme ( *ild-tra9+0--! gymnasia1 %ops1 laboratories1 :i* ! ,g>y s*ool conta9s--8are really ess5tial 9 m5tal developm5t40 ,he is afraid t ! "y citiz5s ( ,g>y le>n m f _! indu/rial %ops & sci5ce laboratories ?an f _! books4 ,dr4 ,bak]'s gu>d$ argum5t is really a glorification ( 8intellectual discipl9e0 z aga9/ an intellig5t capacity to lead an organic life 9 a mod]n society :i* ne$s above all ?+s res\rceful adaptation & social appreciations4 ,x is a "q ( ideals1 & no m important issue 0 ev] put to a p ?an ?is "o ( h[ we want our next g5]ation tra9$4 ,! s*ool is n only ! "o in/itution :i* assimilates all ! p1 b x is ! mo/ easily modifiable4 ,x is n only ! easie/ lev] ( social progress b ! mo/ effective1 = x deals ) relatively pla/ic human mat]ial4 ,to decide :at k9d ( a s*ool we want is almo/ to decide :at k9d ( a society we want4 ,if we only want t k9d ( a s*ool :i* w\ld 8make h>d-work+ & accurate s*ol>s & produce ?\ghtful m510 we mu/ resign ourselves to a progressive s(t5+ ( ! fib] & capacity ( ! mass ( our p4 ,! av]age educator acts z if he ?\ght ( 8 *ild-_w z a level pla9 ( capacities4 ,!re is ! mass ( unskill$1 unawak5$ m9ds2 "h is ! level ( s*ol>%ip1 k1 civic virtue1 appreciations4 ,education is to him ! process ( lift+ up ! mass f _! primitive level to ! high] "o4 ,! public s*ool is ! elevator into :i* all are to be %ovel$ & transport$ to ! upp] /ory4 ,& ! ,am]ican public s*ool 9 ! la/ fifty ye>s has be5 fai?fully foll[+ ?is ideal4 ,! tru? is1 ( c\rse1 t m5tal aptitude is n any su* level des]t1 b r a s]ies ( incl9$ planes4 ,:5 we try to educate all ! *ildr5 ( all ! p1 we are n deal+ ) a homog5e\s mass1 b ) slid+ scales ( capacity4 ,a m5tal te/ ( ! s*ool-*ildr5 ( a /ate w\ld reveal an incl9e ext5d+ 9 ord]ly gradation f ! g5ius d[n to ! imbecile4 ,a physical te/ w\ld give u a diff]5t slant1 a te/ = arti/ic or me*anical capacity ano!r4 ,/& at ! c5t] ( div9e av]age & try to lev] any ( ^! slopes into a horizontal position & y f9d half ( y\r society squatt+ heavily at ! l[] end4 ,y may ascribe x to race capacity1 p]sonal h]$ity1 social environm5t1 malnutrition1 defective n]v\s organization or any?+ y please1 b ! fact rema9s t ! great] "p ( ! human raw mat]ial w be p]man5tly resi/ive to or only dully appreciative ( any attempts to elevate !m to a level4 ,?is is true ( any capacity y may *oose4 ,! out/&+ tru? ( society seems to be ! het]og5e\s di/ribution ( capacities4 ,& ! irony ( x is t aft] arti/ic capacity true intellectual capacity is probably ! r>e/4 ,= ! public s*ool to try to make intellectuali/s ( all its *ildr5 is a %e] defiance ( sociological reality4 ,"s educators1 :ile !y recognize ?is div]sity1 yet insi/ on uni=m /&>ds1 uni=m curricula1 uni=m discipl9e1 on ! gr\nd t social ord] 9 a democracy is imp]il$ unless ! highe/ degree ( l-m9d$ness prevails4 ,su* a democracy w\ld be ! /agnant democracy ( ,*9a4 ,! result ( ^! attempts at /&>dization h be5 ! automatic c5trifugal fl++ (f into space ( ! *ildr5 ^: int]e/s 7 n intellectual1 :o 7 no m capable ( be+ made into 8accurate s*ol>s0 ?an !y 7 into arti/s & poets4 ,& f ^? :o did n get q flung (f1 b clung on ) _! tee?1 we get mo/ ( our prevail+ pseudo-culture4 ,to keep on try+ to 8develop ! m9d0 & produce 8?or\gh s*ol>%ip0 9 ^? :om we =ce to submit to educational processes1 means simply to g on creat+ a n]veless & semi-helpless mass ( boys & girls :o w nev] take _! effective & int]e/$ place 9 ! _w because !y h no m5tal tools :i* !y c wield4 ,su* a c\rse is com+ to be g5]ally recogniz$ z a k9d ( sl[ national suicide1 a sl[ suffocation ( indu/rial & social progress4 ,! s*ools d *ange1 b ! s*oolm5 yield grudg+ly4 ,no?+ c\ld be m nave ?an ! te/ :i* ,dr4 ,bak] proposes = evaluat+ ! ,g>y plan4 ,submit1 he says1 ! highe/ class 9 ! ,g>y s*ools to an exam9ation by ! ,college ,exam9+ ,bo>d4 ,if ! /ud5ts pass1 ! ,g>y sy/em w be ju/ifi$ ( its *ildr54 ,0 ev] a m pat5t ass]tion ( ! pr(essional bias8 ,let ! *ildr5 drop out ( ! l[] grades untra9$ except 9 ! rudim5ts1 b if ! small m9ority 9 ! highe/ class passes its ,v]gil & algebra & ,engli% lit]ature & ,g]man ) m>ks z high z ! graduates ( ! ,tome ,s*ool1 !n ! ,g>y sy/em w cease to be consid]$ a 8m]e exp]im5t40 ,if ?is is :at ! critics ( ! ,g>y plan mean :5 !y plead = an 8evaluation ( ?is novel exp]im5t10 we may well hope t x w escape ! p]il4 ,su* a conception ( educational values _c become too spe$ily obsolete4 ,a public s*ool is a mock]y unless x educates ! public4 ,x _c make ! r>efi$ & /ra9$ product at ! top ! te/ ( its effectiv5ess4 ,& ! public is n ideally educat$ unless its individuals--all ( !m--are intellig5t1 in=m$1 skill$1 res\rceful1 up to ! limit ( _! respective capacities4 ,life itself c no long] be tru/$ to provide ?is education2 ! s*ool mu/ sub/itute4 ,! ,g>y s*ool delib]ately sets su* an ideal4 ,democracy does n mean uni=mity1 b x does mean equality ( opportunity4 ,a democratic s*ool w\ld be "o :]e e *ild _h ! *ance to discov] & develop aptitude4 ,! ,g>y s*ool1 ) its h>moni\s activities ( intellectual1 manual1 arti/ic & sci5tific "w1 physical education & play1 gives j ?is *ance4 ,democratic education does n mean ! provision ( sep>ate s*ools = diff]5t k9ds ( *ildr51 or ev5 sep>ate c\rses 9 ! same s*ool1 z ! movem5t = indu/rial education is n[ ?reat5+ to br+4 ,?is is to create at once invidi\s di/9ctions1 & fa/5 class education ^u u4 ,to say t *ildr5 are diff]5t does n mean t "s are fitt$ to be s*ol>s & o!rs to be manual work]s1 "s to be arti/s & "s to be sci5ti/s4 ,! diff]5ces are diff]5ces ( focus & n ( quality4 ,to mo/ *ildr5 w appe> 9 ! c\rse ( s*ool life "s dom9ant int]e/1 & x is ^u ! cultivation ( t int]e/ t ! *ild's *ance ( be+ m ?an a n]veless m$iocrity w dep5d4 ,x is ^u t tra9+ t 8 *ance ( be+ absorb$ out ( ! s*ool into ! social & indu/rial _w w dep5d4 ,at ! same "t1 )\t a common backgr\nd ) 8 fell[s he w be ali5 & adrift 9 ! _w4 ,int]e/ & skill 9 "o's "w1 :e!r x be mak+ automobiles or tea*+ ,greek1 an acqua9tance ) ! contempor>y _w1 an al]t intellig5ce :i* is always seek+ to dim9i% ! area ( ?+s human t are ali5 to "o--a man or woman ) ?is w\ld be truly educat$ 9 any society4 ,b bo? focus & backgr\nd are supremely necess>y4 ,! pres5t educational sy/em does n really set itself to provide ei!r4 ,only 9 a s*ool organiz$ on "s su* plan z ! ,g>y plan w su* education be possible4 ,?is does n mean t e *ild is to m>vel\sly blossom into ideally al]t & skill$ intellig5ce4 ,b we c be sure t a s*ool :i* gives opportunity = ! developm5t ( ! mo/ v>i$ aptitudes 9 ! free play ( a *ild-community life w h done all t x c\ld4 ,no "o pret5ds t ! ,g>y education is ! intr9sically ideal education = all "t4 ,b we c say t1 giv5 ! be/ social dem&s ( ,am]ica to-day1 ?is s*ool w make = ! mo/ robu/1 effective1 intellig5t citiz5%ip ( :i* we are at pres5t capable4 ,,xix ,,! ,,tra9$ ,,m9d ,h[ mu* long] are we to expect ! headma/]s ( our private second>y s*ools to view ) any?+ b al>m ! curr5t radical t5d5cies 9 education8 ,9 ! ,novemb] 8,atlantic10 ,dr4 ,alfr$ ,e4 ,/e>ns ( ,phillips-,&ov] is /irr$ to wra? aga9/ ! fallacies ( ! mod]n s*ool z exp\nd$ by ,mr4 ,flexn] & o!rs4 ,! pap] contributes little new to ! well-worn !ory ( m5tal discipl9e ^u :i* upp]-class education has s long be5 bas$4 ,b x is highly significant z a patt]n ( ! 8tra9$0 m9d z x works 9 ! exposure ( fallacies4 ,dr4 ,/e>ns is presumably an imm5sely successful product ( ! old ideali/ic & l+ui/ic education1 ga9$ by /r5u\s ef=t & vigor\s ?9k+4 ,x is wor? :ile to exam9e h[ su* a m9d argues1 :at x consid]s z cl9*+ evid5ce1 h[ x hopes to conv9ce ! al]t intellectual ( to-day4 ,! 8fallacies0 9 mod]n education :i* ,dr4 ,/e>ns is expos+ are ! mat]iali/ic & utilit>ian ideal1 ! belief 9 ! non-transf]ability ( m5tal p[] f "o field to ano!r1 ! cultivation ( int]e/ r ?an discipl9e1 ( play r ?an drudg]y1 ! sci5tific r ?an ! cultural emphasis4 ,he wi%es to p]suade ! read] t all ^! t5d5cies make = ! p]v]sion ( ! *ild's "*1 ! weak5+ ( 8 m5tal grasp1 ! mat]ializ+ ( 8 s\l4 ,"o waits eag]ly = pro(s ( su* v s]i\s m5aces4 ,! /ud5t ( education to-day is rapidly acquir+ a belief 9 objective evid5ce1 9 /ati/ical or at lea/ analytic exp]im5t1 9 sci5tific =mulation4 ,! k9d ( evid5ce t appeals to ! al]t /ud5t to-day is ! k9d t comes out ( ! psy*ological laboratory ( ,cl>k ,univ]sity1 or ,columbia or ,*icago1 out ( ! great city s*ool surveys1 l ,portl& or ,clevel& or ,new ,york1 out ( ! exp]im5tal s*ools 9 diff]5t p>ts ( ! c\ntry4 ,^! are ! ar5as :]e educational problems w1 he believes1 ultimately be solv$4 ,& to him ! s-call$ 8fallacies0 9 mod]n education are n 8dogmas0 or 8assumptions0 at all1 b r hopeful hypo!ses :i* are n[ be+ te/$ 9 doz5s ( ,am]ican s*ools4 ,is ?is ! sort ( evid5ce to :i* ,dr4 ,/e>ns' tra9$ m9d appeals :5 he wi%es to discr$it ! 8new0 education8 ,n at all4 ,he does n ev5 s mu* z %[ t he is acqua9t$ ) ! exi/5ce ( ! great mass ( lit]ature :i* w\ld ?r[ light on ! success or failure ( ! radical !ories :i* he deplores4 ,educational j\rnals1 s*ool surveys1 reports ( intellig5ce te/s1 descriptions ( play s*ools1--none ( ^! seem to h come into contact ) 8 tra9+4 ,= ! b5efit ( ! philosophically-m9d$1 he does n ev5 ref] to ! writ+s ( ,dewey or ,hall1 or ! o!r radical writ]s on education4 ,all ?is writ+ & do+ :i* repres5ts ! new education at "w1 he lumps into 8! p$agogical exp]t10 ^u :om he lavi%es 8 anxi\s scorn4 ,! only concrete data he (f]s is ! record ( ! ,college ,exam9ation ,bo>d1 :i* ,dr4 ,flexn]1 :om he is criticiz+1 _h cit$ 9 8 8,mod]n ,s*ool40 ,dr4 ,flexn] _h argu$ aga9/ ,lat9 & ma!matics 9 ! second>y s*ool on ! gr\nd t ! majority ( ev5 ! pick$ /ud5ts fail$ 9 !m4 ,dr4 ,/e>ns succe$s 9 %[+ t a majority ( college c&idates fail n only 9 ,lat9 & ,algebra b 9 all o!r subjects z well4 ,! normal m9d1 untra9$ by ! old disp5sation1 w\ld consid] ^! /ati/ics v damag+ to ,dr4 ,/e>ns' cause4 ,! inexorable conclusion w\ld be n t ,lat9 & algebra %\ld be reta9$ 9 ! second>y s*ool curriculum1 b t ! entire curriculum %\ld und]go a radical reorganization 9 tea*+ me?ods & educational philosophy4 ,dr4 ,/e>ns1 l mo/ ( ! critics ( ! 8new0 education1 makes ! fundam5tal error ( confus+ ! n>r[ bus9ess man1 :o sees no 8use0 = 8 son's tak+ ,lat9 or algebra 9 s*ool1 ) ! 8new0 educator :o w\ld give ^! subjects a new ori5tation 9 ! curriculum4 ,! 8practical0 bus9ess man is z mu* ana!ma to ! 8mod]n s*ool0 z he is to ! cultural s*ool4 ,! 8mod]n s*ool0 w\ld n refuse any subject to m9ds t f$ ^u x & fus$ x into vital exp]i5ce4 ,b x w\ld n =ce x on m9ds t c\ld n dige/ x4 ,& ,dr4 ,/e>ns' own figures %[ h[ g5]ally indige/ible1 ) all ! drudg]y & m5tal discipl9e 9 ! _w1 is ! entire conv5tional second>y s*ool curriculum4 ,! pseudo-mod]n high s*ool :]e sci5ce & manual arts h be5 add$1 only to be taught 9 ! same unillum9at$ way1 is z objectionable to ! 8new0 educator z x is to ,dr4 ,/e>ns4 ,s9ce ! latt]'s only use ( objective evid5ce proves a boom]ang1 :at consid]ations does he ?9k w be p]suasive 9 8 attack on ! 8new0 education8 ,x is easy to see4 ,8 reliance is entirely on au?ority1 ^u p]sonal belief4 ,sev]al v successful bus9ess m5 ( 8 acqua9tance attribute _! success to ! tra9+ ( ! old education4 ,! majority ( s*oolma/]s are n yet ready to ab&on ! doctr9e ( m5tal discipl9e4 ,! sons ( ,mr4 ,hill g to college to get some?+ :i* _! fa!r1 = all 8 success1 recognizes t he miss$4 ,x is a s]i\s "q 9 ! m9ds ( _m obs]v]s :e!r ,dr4 ,eliot's advocacy ( 8obs]vational0 tra9+ is s\nd4 ,always ! ref]5ce to p]sonal au?ority1 to pre/ige1 to any?+ b objective /&>ds on :i* bo? sides may agree6 ,always ! nave appeal to s*oolma/]s & successful bus9ess m51 ! pill>s ( 8 _w6 ,dr4 ,/e>ns deplores ! mat]iali/ic tr5d ( ! age1 b he does n consid] h[ p[]fully 8 own innoc5t use ( ! v]dict ( successful bus9ess m5 z sci5tific evid5ce is likely to glorify mat]ial success 9 ! m9ds ( 8 /ud5ts4 ,dr4 ,/e>ns' logic is z unconv9c+ z 8 evid5ce4 ,a doctr9e is mon/r\s4 ,!re=e1 he implies1 x is untrue4 ,intellig5t *ildr5 are usually bright 9 all _! s*ool subjects4 ,!re=e1 if y =ce a *ild to le>n ?r\gh drudg]y1 y automatically end[ him ) g5]al intellig5ce4 ,! int]e/ ( boys 9 wireless telegraphy & automobiles1 he ?9ks1 is ! be/ argum5t = keep+ all ^! ?+s out ( a s*ool :]e "o mu/ le>n to "w4 ,at ! same "t1 ,dr4 ,/e>ns objects to sci5tific s*ools because /ud5ts s soon lose int]e/ 9 _! "w4 ,b1 accord+ to ! gospel ( drudg]y1 :y w\ld n ?is make sci5ce ! ideal 8m5tal discipl9e08 ,su* a pap] z ?is %[s ! te*nique ( a ?or\ghly obsolete m9d4 ,su* 8m5tal discipl9e0 z ?is old education gave is evid5tly ( little use 9 h&l+ a _w ( facts1 ( exp]im5t1 ( record$ te/s4 ,criticism does n make su* ?9k]s critical4 ,x only makes !m bellig]5t4 ,!y d n analyze1 !y repel4 ,!y are m int]e/$ 9 a moral ju/ification = ! /ructure ( _! craft & _! practices ?an 9 ! tru?4 ,dr4 ,/e>ns' pap] is ! be/ evid5ce ( h[ little relevant is ! old l+ui/ic & ideali/ic education to ! intellectual dem&s ( to-day4 ,! critical1 analytic1 imp]sonal1 exp]im5tal approa* is :olly lack+ 9 8 pap]4 ,8 evid5ce is p]sonal au?ority1 8 logic is special plead+4 ,p>5ts ) sons 9 private s*ools might well view ) grave conc]n ! k9d ( 8tra9$ m9d0 :i* is likely to be develop$ "u su* ma/]s ( ! old education4 ,!y might ask h[ likely a boy1 taught to use 8 m9d ! way ,dr4 ,/e>ns uses 81 is to analyze & grasp ! complex facts ( ! _w into :i* he w come4 ,,xx ,,class ,,& ,,s*ool ,! propos$ exp]im5tal s*ool :i* ! ,g5]al ,education ,bo>d is to f\nd 9 conjunction ) ,tea*]s' ,college 9 ,new ,york has s5t a %iv] ?r\gh ! cons]vative s*oolm5 ( ,am]ica4 ,x is assum$ t ! policy ( ! new s*ool w foll[ ,dr4 ,flexn]'s manife/o ( ! 8,mod]n ,s*ool10 t adroit & uncompromis+ cry/allization ( ! radical philosophy ( our new ,am]ican education4 ,dr4 ,flexn] has prov$ himself to be an admirable agitator1 = he has succe$$1 ) doctr9es t public-s*ool educators h be5 discuss+ = t5 ye>s & :i* exp]im5tal s*ools all ?r\gh ! c\ntry h be5 te/+ out1 9 r\s+ ! slumb]\s camp ( private second>y s*oolma/]s to a s5se ( :at is go+ on 9 ! educational _w4 ,! private second>y s*ool is ! la/ /ronghold ( educational cons]vatism4 ,enlight5m5t has to proce$ upw>d ?r\gh ?ick lay]s ( prejudice & smugness4 ,dr4 ,flexn]'s voice seems to h brok5 9 ! walls & gott5 a he>+ = ! new education ev5 9 ! walls ( ! traditional ,new ,engl& academy4 ,x is = ^! p t ! 8,mod]n ,s*ool0 0 writt51 = only ^? w f9d its proposals 8revolution>y & dang]\s0 :o h nev] read a l9e ( ,dewey or ,g4 ,/anley ,hall1 nev] read a copy ( an educational j\rnal1 nev] visit$ an exp]im5tal s*ool1 or ev5 ! new] plants ( ! be/ public s*ools 9 ,am]ican cities4 ,!re is irony 9 ! location ( ! new s*ool at ,tea*]s' ,college4 ,= ! latt] has be5 "o ( ! mo/ p]si/5tly exp]im5tal educational c5t]s 9 ! c\ntry4 ,if its 8model0 s*ools h felt 9 ! c\rse ( "t ! blight+ t\* ( conv5tionality1 at lea/ 9 ! ,spey] c\rse ( indu/rial arts !re has be5 develop$ a me?od ( p]man5t value4 ,!re is no m accurate application ( ,dr4 ,flexn]'s dem& t 8*ildr5 %\ld beg9 by gett+ acqua9t$ ) objects10 8foll[ ! life-cycles ( plants & animals10 8! obs]vation & execution ( indu/rial & comm]cial processes10 & s =?4 ,9 ?is indu/rial arts c\rse ! *ildr5 are conc]n$ f ! beg9n+ ) food-products & clo?+ & build+ & ! way diff]5t peoples make _! liv+4 ,out ( ?is h&l+ ( homely ?+s gr[ ! geography & sci5ce & hi/ory & ma!matics4 ,x seems only a "q ( "t be=e !re w be sc>cely an elem5t>y s*ool unt\*$ by ?is practical approa* to k ?r\gh objects & projects & concrete facts4 ,dr4 ,flexn]'s tilt+ is n aga9/ our rapidly improv+ public elem5t>y s*ool s mu* z x is aga9/ ! private second>y s*ool1 ) its sub-college1 classical1 =mal curriculum1 & its obsolete educational !ory ( =mal discipl9e & salvation ?r\gh drudg]y4 ,x is z an object-lesson = ?is bran* ( ,am]ican education t ! new s*ool w h p]man5t value4 ,x w be ! heavie/ assault :i* has yet _h to be met by t ve/$ educational int]e/ :i* we "k z ! private second>y s*ool4 ,! private s*ool has made x its function to prep>e ! sons & daught]s ( ! well-to-d = college1 & s keep up ! tradition ( leisur$ & cultur$ weal?4 ,?is is ! ideal at ! bottom ( ! he>ts ( ! cons]vative s*oolm54 ,a k :i* is useless1 l ! =mal classics & ma!matics1 is only a %>p5$ tool ( exclusiv5ess1 = only ! y\ng] g5]ation ( a rul+ class c af=d to give its "t to x4 ,9 a gr[+ indu/rial society su* an education becomes ev] m & m a divid+ l9e betwe5 classes4 ,t ! public high s*ool has be5 l>gely controll$ by ! same ideals does n mean at all t ?is k9d ( education has be5 democratiz$1 b m]ely t ! un?9k+ & clamb]+ middle classes h be5 hypnotiz$ by vague aspirations ( 8culture0 & 8intellectual tra9+0 into imitation ( ! traditional rul+-class education4 ,"s ( ! /ronge/ opposition to vocational education 9 ! public s*ools comes ev5 f ! ranks ( ! ambiti\s wage-e>n]s :o 8want _! *ildr5 to h ! educational advantages !y 7 d5i$40 ,!y res5t :at !y mis9t]pret z an attempt to keep _! y\ng] g5]ation 9 a subord9ate labor class4 ,:at !y d n see is t ! traditional education :i* !y admire is no real education = ! mod]n _w4 ,we f9d ! indu/ri\s prolet>ian & ! exclusive ,tory jo9+ h&s 9 oppos+ ! new democratic education :i* is meant to h ! effects ( free+ bo? classes & mak+ !m fit toge!r to adm9i/] a free society4 ,! ,tory wants to keep = 8 *ildr5 8 privileg$ /atus2 ! wage-e>n] wants to obta9 = 8 *ildr5 ?is privileg$ /atus4 8,book0 education1 innoc5t ( practicality & use1 is /ill an accept$ m>k ( ?is g5iality4 ,nei!r class has any real s5se yet ( a democratic attitude t f9ds bo? ! 8utilit>ian0 & ! 8cultural0 irrelevant t]ms1 & dem&s only effective activity & imag9ative und]/&+ f e citiz5 up to ! limit ( 8 capacity4 ,! 8old0 education !n is a class-education1 & !re=e has no place 9 a society :i* is try+ to become democratic4 ,h[ mu* class-feel+ is beh9d ! curr5t allegiance to ! education ( discipl9e & drudg]y is %[n 9 a pap] by ,miss ,edi? ,hamilton ( ! ,bryn ,mawr ,s*ool 9 ! 8,new ,republic0 = ,febru>y #aj1 #aiag4 ,%e pleads = ! 8old0 education 9 behalf ( h] girls4 ,b :5 %e says 8s*ool0 %e has 9 ! back ( h] m9d an in/itution = ! tra9+ ( ! well-to-d classes4 ,h] argum5t aga9/ a *ange 9 education seems to be bas$ on ! idea t *ange w\ld be prejudicial to ! life :i* %e accepts z wor?ie/ = ^? =tunate classes ) :i* %e is be/ acqua9t$4 ,h] argum5t is t life w make no /]n dem&s ^u ! %elt]$1 economically end[$ leisure :i* mo/ ( h] girls w enjoy4 ,)\t ext]nal /&>ds _! fib] mu/ det]iorate unless !y h le>n$ ! joy ( "w by ! do+ ( ?+s because !y are h>d4 ,)\t imp]sonal intellectual int]e/s1 _! p]sonal en]gy1 %e says1 w wa/e away 9 futility or 9 a m$dlesome control ( _! own daught]s4 ,! boy is h>ness$ into "s k9d ( self-discipl9e by ! exig5cies ( bus9ess life4 ,b = ! girl1 ! sub/itution 9 ! 8mod]n s*ool0 ( dome/ic sci5ce = 8elegant accompli%m5ts0 is only an illusory discipl9e4 ,n only are ^! arts ( h\sekeep+ too easy to provide discipl9e1 b !y w nev] be dem&$ f ! upp]-class girl4 ,only ! traditional curriculum1 !re=e1 imp]sonal1 cultural1 labori\s1 w give h] ! ne$$ /imulus to play h] leisur$ rle wor?ily4 ,at fir/ sight no?+ c\ld be m ironic ?an ?is gospel ( /r5u\s ef=t prea*$ 9 ! "n ( a %elt]$ class4 ,:y %\ld a girl be discipl9$1 tra9$ to d ?+s 8because !y are h>d10 = a life :i* becomes 8easi] & easi]10 unless h] tea*]s wi% to provide h] ) "s k9d ( moral & intellectual ju/ification = h] social rle8 ,! 8old0 education comb9es uselessness & ef=t1 & x is j ?is comb9ation :i* w\ld ma9ta9 leisure-class functions & yet leave ! individuals morally ju/ifi$4 ,! uselessness makes y exclusive & ! ef=t satisfies y\r moral s5se4 ,x is a little curi\s to f9d ,miss ,hamilton us+ ! 8utilit>ian0 argum5t aga9/ dome/ic sci5ce1 t is1 t x w nev] be us$ by h] girls4 ,yet %e wi%es !m to acquire 8imp]sonal intellectual int]e/s10 :i* !y c nev] use except 9 n v real 8cultural0 dabbl+s & social "w4 ,miss ,hamilton's argum5t = tradition is ! or?odox "o t is n[ be+ repeat$ by all ^? :o oppose ! new ,rockefell] s*ool4 8,! old education is sup]ior to any tra9+ :i* makes int]e/ n discipl9e1 effici5cy n k1 ! /&>d40 ,n[ ?is po9t at issue betwe5 int]e/ & discipl9e has be5 s ?or\ghly discuss$ by ,john ,dewey 9 8 8,int]e/ z ,relat$ to ,w0 & o!r writ+s1 t "o is surpris$ at ?is late day to f9d responsible educators :o are will+ to give ! impression t !y are unacqua9t$ ) ,dewey's argum5ts4 ,ev5 if disciples l ,dr4 ,flexn] & myself 9 our en?usiasm unconsci\sly c>icature him1 ! philosophy is !re 9 its classic =m 9 ,dewey = all to read4 ,! curi\s notion ( ! 8old0 educator t int]e/ makes "w 8easy10 in/ead ( int5sify+ ! ef=t1 is only possible1 ( c\rse1 to m9ds soak$ 9 a ,puritan tradition4 ,dewey %[s t int]e/ & discipl9e are n antagoni/ic to effici5cy & k1 b t k is m]ely in=mation effectively us$ & manipulat$1 & discipl9e is will$ & focus$ int]e/4 ,ea* has an elem5t ( ! o!r4 ,x is mean+less to talk ( int]e/ vs4 discipl9e :5 all real int]e/ has an organiz+ effect on "o's activity1 & any real discipl9e is built up on a f\ndation ( int]e/4 ,inde$ 9 "o ( my articles to :i* ,miss ,hamilton takes exception1 ,i def9e discipl9e z 8will$ skill10 :i* is z f> f any conception ( 8mak+ ?+s easy10 ( 8smatt]+ & sup]ficiality10 z c\ld well be imag9$4 ,x is a sup]/ition1 ( c\rse1 z ,miss ,hamilton says1 to suppose t all *ildr5 burn ) a h>d gem-l flame ( curiosity to "k1 b x is equally a sup]/ition to suppose t ) all *ildr5 /r5u\s drudg]y fl[]s into ! imm5se joy ( "w & creation1 or t ef=t tak5 consi/5tly aga9/ ! gra9 ( int]e/ c sudd5ly be transmut$ into spontane\s activity4 ,a c]ta9 habit1 a me*anical r\t9e _s1 may be evolv$ by drudg]y1 b n imag9ative skill4 ,all true discipl9e comes f ov]com+ ob/acles beyond :i* "o is consci\s ( a goal 9 itself wor? :ile4 ,x is only a feeble _s :i* c be drugg$ by ef=t 9 & = itself4 ,9 ^? admir$ cases :]e facility comes aft] consci5ti\s b un9t]e/+ ef=t1 let ! old-fa%ion$ educator ask h]self :e!r ! *ild ga9$ ! satisfaction ( accompli%m5t because he w5t ?r\gh ! discipl9e1 or :e!r x 0 n only because he lik$ ! satisfaction ( accompli%m5t t he 0 will+ to g ?r\gh ! drudg]y4 ,if y admit ! latt]1 !n y h admitt$ ! case = ! new education4 ,temp]am5ts1 impulses1 int]e/s--or1 if y l1 ! lack ( int]e/s--w insi/ on dom9at+1 on det]m9+ ! way ea* *ild takes 8 exp]i5ce4 ,all education c ev] d is to provide ! exp]i5ce1 & /imulate1 guide1 organize int]e/s4 ,any?+ else may produce1 at its be/1 a tra9$ animal4 ,x w n be education1 & x w n produce m5 & wom54 ,! task ( ! democratic s*ool is to provide j ?is g5]al exp]i5ce & /imulation4 ,miss ,hamilton's pap] %[s t su* a s*ool w\ld be a *all5ge to ! k9d ( in/itution %e has 9 m9d :5 %e speaks ( education4 ,:5 leisure-class functions & leisure-class education clasp 9 a p]fect circle1 a new sociological & indu/rial emphasis1 su* z ! 8,mod]n ,s*ool0 sugge/s1 might make ! leisure-class pupils uneasy1 re/less1 que/ion+4 ,if y began emphasiz+ int]e/ in/ead ( drudg]y1 y might f9d y\rself call+ into "q ! s9c]ity ( ^? 8imp]sonal intellectual int]e/s40 ,if y emphasiz$ effici5cy in/ead ( k1 y might make uncom=tably evid5t ! unreality ( mu* ( :at passes = culture 9 society to-day4 ,y w\ld be mak+ insecure ! moral & intellectual ju/ifications ( ca/e4 ,b t is exactly ! critical & und]m9+ "w :i* a democratic education is design$ to /imulate4 ,^! new educators are seek+ a type ( s*ool :i* %all provide = *ildr5 z human be+s & n z memb]s ( any "o social class4 ,!y want a s*ool :i* creates a common sympa?y1 a common intimacy ) ! v>i\s activities & expressions ( ! mod]n well-r\nd$ p]sonality1 j s f> z ea* individual is capable1 ) 8 end[m5ts & intellig5ce1 ( acquir+ su* an intimacy4 ,! 8,mod]n ,s*ool0 w\ld turn ! *ild's att5tion to ! projects1 objects1 processes1 facts1 ( ! active _w ab\t him1 n because !y are good 9 !mselves1 b because !y are ! common /ock ( all classes4 ,! developm5t ( communal functions & s]vices =ces e family m or less into t\* ) ! active _w out ( :i* ! 8,mod]n ,s*ool's0 curriculum gr[s4 ,x is 9 ! /udy ( ^! 8real ?+s10 r ?an 9 ! logical sy/ems ( text-books1 ! pr$ige/$ ideals ( lit]ature or a leisur$ class1 ! te*nical manipulation ( dead languages & (ficial sci5ce1 t common int]e/ & ! s5se ( common possession w arise4 ,! expectation is t int]pretations & ideals :i* gr[ out ( su* a /udy w be m vital & s\nd because !y w h come out ( ! *ild's own exp]i5ce1 & n h be5 m]ely %ovel$ into 8 memory4 ,x is expect$ t ! 8/r5u\s ef=t0 ( ! pa/1 :i* 0 s mu* an ef=t ( memory & r\t9e1 w become1 9 a curriculum h>ness$ to occupational life1 an ef=t ( int]e/ & intellig5t en?usiasm4 ,out ( su* a _s & su* a s*ool %\ld issue ! self-su/a9$ discipl9e by :i* all good "w is done 9 ! _w4 ,,xxi ,a ,,policy ,,9 ,,vocational ,,education ,n[ t ! passage ( ! ,smi?-,hughes bill is assur$1 int]e/ moves to ! di/ribution ( ?is f$]al subsidy = vocational cont9uation & "p-"t s*ools4 ,= ! actual sums appropriat$1 ev5 ! maximum :i* w be available 9 n9e ye>s1 are too small to be ( con/ructive significance4 ,inde$ !re is some?+ grotesque ab\t ! solemn & ardu\s /udy :i* w5t into ! passage ( ?is timid educational bill by a ,congress :i* c\ld appropriate a full ?ird ( a billion = armam5ts4 ,! ,smi?-,hughes bill has all ! aspect ( a pi\s wi% r ?an ! beg9n+ ( a ?or\gh national policy 9 education4 ,!re 0 no?+ revolution>y 9 ?is pr9ciple ( f$]al aid4 ,! pr9ciple 0 e/abli%$ by ! ,morrill act ( #ahfb & rec5tly confirm$ by ! ,smi?-,lev] bill = agricultural education4 ,! halt+ "* ( ?is new legislation mu/ be expla9$ p>tly by ! novelty ( vocational tra9+ 9 ,am]ica & by ! extremely confus$ condition ( m9d ab\t x4 ,we sc>cely "k yet h[ to in/itute a vocational education t w make out ( our y\? effective work]s & at ! same "t free & initiat+ citiz5s4 ,! hopeless lack ( cord9ation betwe5 indu/ry & our educational sy/em blocks & bewild]s our ef=ts4 ,9 work+ t[>ds a solution we meet two v real p]ils4 ,:5 we attempt a cord9ation we run ! risk ( turn+ ! public s*ool into a m]e prep>atory s*ool = factory1 /ore & work%op1 produc+ helpless work]s rivet$ by _! v tra9+ to a rigid & arbitr>y indu/rial life4 ,! bett] tra9$ !y are1 or at lea/ ! m int5se _! specialization1 ! great] w be _! subjection4 ,organiz$ labor fe>s1 & n unju/ly1 t a public vocational education might be ! means ( ov]-cr[d+ ! labor m>ket & !reby 8furni%+ /rike-break]s to indu/ry40 ,?is is always ! dang] :5 we attempt to adju/ our tra9+ too tightly to exi/+ indu/rial conditions4 ,on ! o!r h&1 if we try to evade ?is dang] & make ! "y work]'s tra9+ m g5]al1 s t a numb] ( fields ( indu/rial opportunity w be op5 to him1 we may leave him m helpless ?an ev]1 = he has no assurance ( be+ fit = ! v concrete dem&s ( skill t pay+ indu/ry w make ^u him4 ,?is is ! dilemma4 ,if ! organization ( vocational tra9+ is left 9 *>ge ( ! repres5tatives ( ! employ]s1 educators fe>1 & fe> rightly1 t ! fir/ result w ensue4 ,if x is left exclusively 9 ! h&s ( educators1 ! employ]s fe> ! o!r dang]4 ,vocational education 9 ?is c\ntry has1 !re=e1 run its unc]ta9 c\rse ?r\gh exp]im5ts 9 cont9uation s*ools1 8pre-vocational0 c\rses 9 ! regul> s*ools1 trade c\rses1 8cop]ative0 c\rses1 until a c]ta9 skepticism has be5 ar\s$ 9 ! m9ds ( pr(essional educators & ! int]e/$ public :e!r we c in/itute a workable sy/em at all 9 our pres5t public s*ool4 ,skepticism has meant hesitation4 ,9 spite ( ! propag&a & survey "w ( an influ5tial society ( educators1 employ]s & labor m5--! ,national ,society = ! ,promotion ( ,indu/rial ,education--progress has be5 v sl[4 ,only eight /ates h provid$ = ! enc\ragem5t ( vocational education & 9 only "o is cont9uation s*ool+ compulsory4 ,! :ole movem5t has ne$$ "s v def9ite conc5trat$ /imulus & "s new1 cle> focus+ ( ! issues4 ,?is is ! real value ( ! new f$]al bill4 ,if x is negligible 9 its actual p[] = aid1 its indirect effects %\ld be ( great importance 9 ! way ( /imulus4 ,x w und\bt$ly sugge/ to ! majority ( /ates ! imm$iate e/abli%m5t ( a compreh5sive sy/em ( cont9uation s*ools4 ,! grants w be j l>ge en\gh to make x seem possible4 ,!y are n ne>ly l>ge en\gh to exempt ! /ates f local appropriations4 ,accord+ to ! f$]al bill ^! mu/ duplicate ! f$]al grants4 ,! latt] w !re=e mean actual additional res\rces1 an increm5t to local & /ate appropriations4 ,if ! /ates are wise1 & appropriate ?is increm5t to ! paym5t & tra9+ ( tea*]s1 !n ^! small sums may be made to mean j ! diff]5ce betwe5 ! pres5t h>dly atta9$ m$iocrity ( vocational tea*+ & a new & effective type ( artisan-in/ructors4 ,! bill puts ! di/ribution ( ! funds 9 ! h&s ( su* /ate bo>ds z ! legislatures %all designate4 ,! latt] may designate ! regul> /ate bo>d ( education1 or a special bo>d ( indu/rial education work+ "u ! direction ( ! regul> bo>d1 or x may create a new & indep5d5t bo>d to h&le ^! funds4 ,no /ate is likely to trifle ) ?is n[ ?or\ghly discr$it$ 8dual0 sy/em orig9ally sponsor$ 9 ,ill9ois "u ! =m ( sep>ate bo>ds controll$ :olly by employ+ int]e/s4 ,! practical *oice w lie betwe5 ! purely 8educational0 control & ! mix$ educational1 indu/rial & labor control1 su* z exi/s 9 ,wiscons94 ,! objection to ! =m] gr[s p]si/5tly on ! gr\nd t ! new vocational me?ods & "w t5d infallibly 9 ! h&s ( ! pr(essional educator to drift back to ! academic4 ,educators h too (t5 %[n a will+ness ei!r to divorce ! 8pre-vocational0 "w entirely f ! regul> s*ool1 or else to emasculate x ( its reali/ic pot5cy4 ,in/ead ( see+ ! new practical emphasis infus+ & re9vigorat+ ! regul> prim>y & second>y s*ool1 ! en?usia/ = ! 8new0 education has too (t5 _h to wat* m]ely ! sl[ r$uction ( ! vocational "w to ! old unimag9ative level ( 8manual tra9+40 ,! "q ( control1 !re=e1 :i* ! new bill puts indirectly to ! /ates is ( ! greate/ mom5t1 bo? to ! traditional type ( s*ool & to ! new activities4 ,! bo>d t di/ributes ! funds w 9 ! la/ analysis control ! policy4 ,c]ta9ly ! cons]vatism ( ! pr(essional educator is f> less to be fe>$ ?an ! n>r[ness & self-int]e/ ( employ]s' associations4 ,9 foll[+ ! provisions ( ! f$]al bill t ! aid$ s*ools %all be bel[ college grade1 = *ildr5 ov] f\rte51 ! /ate bo>d w control ! /&>ds ( ! individual s*ools4 ,:i*ev] =m ( control is adopt$1 ! tr5d t[>ds /ate c5tralization ( ! s*ool sy/em is likely to be greatly /r5g!n$4 ,9 ?is developm5t ! /ates w be influ5c$ l>gely by ! exp]i5ce ( ,wiscons9 & ,massa*usetts1 :]e ! cont9uation s*ools1 "p-"t s*ools1 appr5tice classes1 :i* ! bill enc\rages1 h be5 longe/ 9 op]ation4 ,! ,wiscons9 exp]i5ce w be f\nd p>ticul>ly in/ructive4 ,! /ate subsidizes its vocational s*ools by duplicat+ ! funds rais$ by ! community "u an obligatory half-mill tax4 ,! local s*ools are "u ! control ( a special bo>d ( indu/rial education appo9t$ by ! local bo>d ( education1 & consi/+ ( ! sup]9t5d5t ( s*ools ) two labor repres5tatives & two employ]s4 ,! di/ribution ( ! /ate funds is 9 ! h&s ( ! regul> /ate educational adm9i/ration4 ,!re is an advisory indu/rial bo>d ( simil> composition to ! local bo>ds4 ,at pres5t ! situation is mu* confus$ ow+ to ! reluctance ( ?is /ate bo>d ( indu/rial education to rema9 m]ely advisory4 ,a 8develop]0 has be5 appo9t$ z its secret>y1 an exp]t 9 ! field1 b )\t adm9i/rative p[] ov] ! s*ools4 ,8 attempts at accel]ation h produc$ _! inevitable & int5se res5tm5t among ! regul> s*ool (ficials4 ,obvi\sly su* a sy/em1 ) two bo>ds cont5d+ = ma/]y1 creates an impossible situation4 ,) ! exception ( ?is--& ! actual effect ( ?is v l>gely p]sonal & political feud ^u ! local developm5t seems to h be5 negligible--! ,wiscons9 sy/em seems to be bas$ on s\nd pr9ciples4 ,! local indu/rial bo>ds h work$ ) effectiv5ess & responsibility4 ,9 ,milwaukee a rem>kable sy/em ( cont9uation s*ools has be5 built up1 :i* provides = no less ?an eight ?\s& *ildr5 betwe5 ! ages ( f\rte5 & sev5te51 *ildr5 :om ! public & p>o*ial s*ools h sl\gh$ (f into 8bl9d-alley0 "w1 & at ^: education & guidance ! city makes a la/ /ab 9 ! f\r-h\r-a-week cont9uation s*ool4 ,"o def9ite pr9ciple ^! ,milwaukee s*ools seem to h e/abli%$--t education mu/ n be 8prep>atory0 to "w1 t !re is no real place = ! m]ely 8pre-vocational10 b t education %\ld accompany "w & d t j z long z !re is any?+ to le>n4 ,! ideal vocational education w be a lib]al 8"p-"t0 education1 9 :i* ! s*ool furni%es ! backgr\nd & ! con/ant op5+ ( new sugge/ions & possibilities1 & ! %op or trade or (fice provides ! ar5a = act+ skilfully on :at is le>n$4 ,! ,wiscons9 sy/em is p>ticul>ly sugge/ive4 ,= ! local bo>ds con/itute "o ( our fir/ ,am]ican attempts at repres5tation by int]e/ in/ead ( political p>ties or arbitr>y geographical divisions4 ,_! success is l>gely ascrib$ 9 ,wiscons9 to ?is fact1 t !y d accurately repres5t j ! ?ree classes mo/ conc]n$ 9 ?is =m ( education--organiz$ labor1 ! employ]s1 & ! pr(essional s*oolman4 ,! labor repres5tatives are on ! bo>d to see t ! policy does n sw+ ov] to n>r[ employ+ int]e/s1 ! employ]s are on ! bo>d to see t ! s*ool is kept 9 t\* ) ! practical dem&s ( indu/ry4 ,! pr(essional educator holds ! balance ( p[] betwe5 ^! two int]e/s4 ,) ?is adm9i/rative developm5t to build on1 ) ! improvem5t 9 tea*+ calib] t ! new f$]al grants %\ld br+1 ) ! /ate c5tralization ( ! s*ool sy/em to :i* ! new bill w give impetus1 ! future is good = a national sy/em ( education = "w & ) "w1 a free & democratic vocational tra9+4 ,,xxii ,,an ,,issue ,,9 ,,vocational ,,education ,no?+ is m significant ( ! new _s 9 public education ?an our use ( ! t]m 8vocational tra9+40 ,x /rikes out at a bl[ ! old anti!sis betwe5 ! cultural & ! utilit>ian4 ,= a g5u9e vocation implies nei!r a life devot$ to ?\ght1 nor a dull me*anical job to :i* p]sonal & arti/ic & intellectual int]e/s are m]e trimm+s--recreations :i* c be easily omitt$ by ^? :o _c af=d to pay = !m4 ,a vocation is r a nucleus ( any k9d ( int]e/+ activity by :i* "o e>ns "o's liv+1 & ar\nd :i* :atev] else comes to "o's exp]i5ce clu/]s to enhance its value & int]e/4 ,x is n fanta/ic to hope t ! v dem&s ( mod]n indu/rial te*nique w make ( mo/ trades j su* nuclei4 ,:5 we ju/ify trade-s*ools & indu/rial c\rses by ! exi/5ce ( law & m$ical & eng9e]+ s*ools1 we are imply+ t ! skill$ work] 9 mod]n indu/ry c & %\ld lead a life z g5u9ely 8pr(essional0 z ! lawy] & doctor & eng9e]4 ,new ,york ,city has at ! pres5t "t 7,june1 #aiae7 a unique opportunity to meet ^! important issues4 ,9 no o!r city has ! "q be5 s squ>ely pres5t$4 ,new ,york has to *oose betwe5 :at is call$ ! ,ett+] plan1 put into op]ation by a local sup]9t5d5t to solve 8"p-"t0 & vocational tra9+ problems1 & ! ,g>y plan1 z work$ out by ,william ,wirt & n[ on trial "u 8 p]sonal direction 9 sev]al ( ! ,new ,york s*ools4 ,9 t *oice may be indicat$ ! t5d5cies & purposes ( indu/rial education 9 ?is c\ntry4 ,! ,ett+] plan emphasizes 9 ! %>pe/ way ! diff]5ce betwe5 8cultural0 & 8indu/rial0 "w4 ,! *ild *ooses betwe5 !m 9 8 six? or sev5? ye> ( s*ool4 ,if economic pressure is go+ to =ce him into manual "w1 he is all[$ to try a numb] ( diff]5t trades 9 ! s*ool indu/rial %ops 9 ord] to discov] :at he is be/ fitt$ =4 ,?is ha/y exp]im5tation has receiv$ ! s*oolman's label ( 8prevocational40 ,hav+ *os5 8 trade1 ! "y work] specializes 9 ! %op1 "u conditions z ne>ly z possible l ! trade1 cont9u+ 9 trade-s*ool or te*nical high s*ool1 or 9 ! indu/ry "u a cop]ative s*eme1 z 9 ! ,g]man s*ools4 ,8 academic /udies1 z f> z !y are cont9u$1 are ( a sev]ely practical "*1 !ory & sci5ce be+ us$ m]ely to expla9 ! indu/rial processes :i* he is le>n+4 ,! ideal is a specializ$ s*ool1 gradually break+ (f f ! traditional "o & develop+ radically diff]5t me?ods & int]e/s4 ,! object ( ! indu/rial c\rse is to turn out a compet5t workman :o has escap$ ! bl9d occupations ( ^? :o leave s*ool at ! m9imum age4 ,! s*ool "u ?is plan may give ! *ild an elem5t>y indu/rial tra9+1 ) an intellectual ori5tation bett] ?an he c\ld get "u any sy/em ( appr5tice%ip1 b x c sc>cely be said to give a vocational tra9+4 ,! ,ett+] plan treats ! *ild solely z a pot5tial workman :o is to be absorb$ z a p]man5t subord9ate 9 "o specializ$ trade ( a rigidly organiz$ indu/rial sy/em4 ,x makes ( ! s*ool a m]e d[nw>d ext5sion ( ! /aple trades & ma*9e indu/ries1 a sort ( k9d]g>t5 :]e ! employ] gets 8 workm5 tra9$1 free ( co/ to himself4 ,x q ignores any o!r rles ! "y work] may be call$ ^u to play 9 society--z citiz5 or z memb] ( an economic class4 ,x makes an undemocratic class-division 9 ! public s*ool1 & by divorc+ ! academic f ! indu/rial "w gives to bo? ! wrong sett+4 ,! ,g>y plan1 on ! o!r h&1 prep>es = a g5u9ely vocational life4 ,x views ! _w outside ! s*ool n z a collection ( trades b z a community1 a network ( occupations & int]e/s1 ( int]weav+ s]vices1 intellectual1 adm9i/rative1 manual4 ,x sees ! individual z a citiz5 :o contributes 8 %>e to ! community & pays = ! ?+s he enjoys4 ,! s*ool itself is organiz$ z a community1 self-support+ indu/rially & z v>i$ 9 its "w1 /udy & play z is ! l>g] community4 ,! indu/rial "w is made an indisp5sable "p ( ! ma9t5ance & enhancem5t ( ?is s*ool community life4 ,! ,g>y *ild beg9s 9 8 ?ird or f\r? s*ool ye> z help] 9 a %op or laboratory t int]e/s him4 ,if he is to "w at a trade aft] he leaves s*ool1 he gets a long & ?or\gh tra9+ "u real workm5 9 ! s*ool %ops engag$ 9 ! repair & ma9t5ance ( ! s*ool-plant4 ,he is at no "t call$ ^u to *oose betwe5 ! 8academic0 & ! 8indu/rial40 ,8 "w is a focus+ ( all ! int]e/s ( ! s*ool1 & ! attitudes develop$ 9 ! s*ool are b\nd to be c>ri$ into productive life & to give a new sett+ to ! bus9ess ( mak+ a livelihood4 ,sci5ce1 ap>t f ! light x ?r[s ^u ! artisan's trade1 is b\nd to mean some?+ to him1 = 9 ! ,g>y s*ool x has answ]$ 8 que/ions ab\t ! physical _w ar\nd him4 ,hi/ory & geography & sociology & economics are likely to mean some?+ because !y h answ]$ que/ions ab\t ! social in/itutions & ! relations ( m54 ,art & music w cont9ue to int]e/ him because !y h be5 an integral "p ( ! s*ool life4 ,! ,g>y plan w\ld t5d to produce n only a skill$ workman b a critical citiz51 ready1 l ! en]getic pr(essional man1 to affect ! /&>ds & endeavors ( 8 pr(ession & ! community life4 ,! ,ett+] plan is z economically uns\nd z x is p$agogically uns\nd4 ,x requires special tea*]s1 & exp5sive %ops :i* are unproductive4 ,)\t /ate or f$]al subsidies1 ! co/ ( any ext5sive or ev5 adequate indu/rial tra9+ 9 trade-s*ool or elem5t>y s*ool w cont9ue to be prohibitive4 ,! ,g>y plan1 :i* connects ! s*ool %ops directly ) ! repair & ma9t5ance ( ! s*ool-plant1 dem&s & c af=d a mu* great] v>iety ( %ops ?an ! ord9>y s*ool4 ,& s9ce ! workm5-tea*]s e>n _! sal>ies by _! "w1 ! *ildr5 get _! indu/rial tra9+ practically )\t co/ to ! community4 ,by ! ,g>y plan ! vocational tra9+ features are only practicable if all ! o!r lib]ally v>i$ 8cultural0 features are put into op]ation at ! same "t4 ,?is effectually prev5ts t 8exploitation0 ( ! *ildr5 :i* its oppon5ts fe> because ! "y work]s get _! tra9+ z 8appr5tices0 9 ! s*ool %ops4 ,_m :o admit ! sup]ior social aims ( ! ,g>y plan are incl9$ to feel t ! practical results ( ! two plans w n be radically diff]5t4 ,b ! ,g>y plan & ! ,ett+] plan are n m]ely two diff]5t ways ( rea*+ ! same end4 ,!y n only involve diff]5t conceptions ( ! s*ool & ( indu/rial society1 b !y are b\nd to turn out diff]5t k9ds ( p4 ,! ,ett+] plan is dang]\s because x is typical ( mo/ s*emes n[ be+ put =w>d by ! advocates ( indu/rial education4 ,^! plans are conc]n$ nei!r ) g5u9e educational int]e/s nor ) g5u9e indu/rial int]e/s1 b only ) ! int]e/ ( ! employ]4 ,no p]son :o feels t ! public s*ools %\ld tra9 critical citiz5s :o w h some?+ to say to ! indu/rial sy/em into :i* !y g1 & n m]e docile work]s1 c\nt+ socially no m ?an _! tools1 w fail to realize ! va/ importance t ! ,g>y plan %\ld prevail ov] all ^! s*emes4 ,,xxiii ,,organiz$ ,,labor ,,on ,,education ,at a rec5t labor conf]5ce 9 ,new ,york ,city1 ,may1 #aiaf1 call$ to pres5t a program = ! local public s*ools1 ,mr4 ,gomp]s express$ himself z op5-m9d$ t[>ds ! ,g>y plan :i* is ab\t to be ext5d$ to ?irty-five m ,new ,york s*ools4 ,?is op5-m9d$ness ( ,mr4 ,gomp]s is 9 welcome & significant contra/ to ! attitude tak5 by "s ( ! small] lead]s 9 ! city1 :o h app>5tly tri$ to l9e up organiz$ labor ) a p]sonal political ma*9e & ) reaction>y s*oolm5 9 ob/ruct+ ! reorganization ( ! elem5t>y s*ools4 ,b organiz$ labor has bett] bus9ess ?an oppos+ educational re=m1 & ,mr4 ,gomp]s's rem>ks1 made ) full responsibility & 9 direct opposition to ! ?9ly-veil$ p>tisan _s ( ! conf]5ce1 sugge/ t ! responsible lead]s ( labor are will+ to take a m enlight5$ /& 9 ?is important movem5t4 ,organiz$ labor has repeat$ly gone on record 9 favor ( a public s*ool sy/em :i* w tra9 a labor citiz5ry s v]satile & intellig5t z to be able to protect itself f exploitation & ! haz>ds ( our social %iftlessness4 ,x has dem&$ t vocational tea*+ be kept intimately relat$ to life1 s t *ildr5 come out f ! s*ool nei!r helpless unskill$ work]s nor n>r[ ma*9e-t5d]s1 b pot5tial citiz5s acqua9t$ ) ! backgr\nds ( _! crafts1 ) ! significance ( ! labor movem5t & ! in/itutions & movem5ts ( ! _w ab\t !m4 ,labor above all classes has a vital int]e/ 9 an education = all *ildr5 :i* ackn[l$ges ! full intellectual & social mean+s ( indu/rial processes & occupations4 ,! education t labor desires is "o :i* w give1 p>ticul>ly to ^? :o engage 9 indu/rial call+s1 ! desire & ability to %>e 9 social control1 & to become ma/]s ( _! indu/rial fate4 ,n[ organiz$ labor mu/ be rapidly com+ to see t ?is dem& w nev] be satisfi$ by ! conv5tional type ( city public s*ool4 ,a traditional s*ool f\nd$ on ! booki% education ( a leisure class c nev] be made into a pre-vocational s*ool t w give p[] & dignity to labor1 )\t a fundam5tal trans=mation ( ! pres5t _s1 subject matt] & tea*+ me?ods4 ,an elem5t>y s*ool :i* gives its *ildr5 no m ?an n>r[ drill 9 ! ?ree ,r's plus a little remote & unreal text-book in=mation 9 hi/ory & geography1 ) :at little half-he>t$ music & draw+ & nature-/udy c be squeez$ 91 w nev] provide ! f\ndation t ! tra9$ work] w ne$4 ,no sy/em ( trade-tra9+ or vocational education sup]impos$ ^u su* an elem5t>y s*ool w rem$y ! evils4 ,*ildr5 :o h be5 li/lessly & ineffectively drill$ 9 book-"w w h acquir$ attitudes t are likely to be c>ri$ ov] into vocational "w4 ,except = ! few1 indu/rial tra9+ w seem %e] drudg]y1 = x w h its roots 9 no int]e/s & p[]s develop$ 9 e>li] ye>s4 ,pre-vocational education mu/ mean some?+ m ?an a m]e sop to ! motor-m9d$ boys & girls :o are re/less ) _! books & are on ! v]ge ( leav+ s*ool = "w4 ,su* tra9+1 if x is to mean any?+1 mu/ be wov5 9 z an organic "p ( ! s*ool c\rse4 ,! entire elem5t>y s*ool c\ld be a g5]al1 free1 spontane\s1 amateur pre-vocational s*ool1 :]e 9 direct contact ) ma*9es & indu/rial processes z well z books1 ) g>d5s & gymnasiums z well z laboratories & kit*5s1 ) tools & pr9t & pott]y %ops & draw+ & music /udios1 *ildr5 might h _! imag9ations /irr$1 try out _! busy h&s on ?+s1 & gradually sift out ( ! v>iety ! int]e/s t !y c lay hold on ) "s promise ( creative use4 ,! s*ool might be a place :]e play pass$ ins5sibly into "w1 & aimless exp]im5t into purposeful con/ruction4 ,mo/ ( ! curr5t criticism ( ! public s*ools arises f ! rapidly gr[+ conviction t only 9 su* a s*ool w ! mod]n city *ild h a *ance to be educat$ 9 any way :i* w meet ! dem&s 9 indu/rial or comm]cial life t w be made ^u him4 ,!re is dang] 9 curr5t educational exp]im5ts t we become too easily satisfi$ ) ! m]e addition ( desirable c\rses1 )\t at ! same "t trans=m+ ! s*ool s t ! new "w is organically assimilat$4 ,labor _c be cont5t ) ! s*ool re=m :i* _m cities are adopt+ 9 ! introduction ( vocational c\rses m]ely 9 ! upp] grades4 ,su* a po/ponem5t means an invidi\s class-di/9ction 9 ^? grades betwe5 ! *ildr5 :o are go+ on to academic "w & ^? :o are go+ on to indu/rial "w4 ,x broad5s ! gulf betwe5 labor & leisure r ?an dim9i%es x4 ,labor %\ld be ! fir/ to prote/ aga9/ ^! 8pre-vocational c\rses10 8junior high s*ool plans10 z !y are v>i\sly call$4 ,a s*ool :i* consi/s m]ely ( six ye>s ( booki% s*ool+ ) trade-le>n+ & a?letics tack$ on at ! top w\ld m]ely int5sify ! evils "u :i* labor n[ suff]s4 ,x w\ld produce me*anical drudges4 ,x w\ld almo/ gu>antee t indu/rially exploitable horde ( "y work]s ! creation ( :i* organiz$ labor s mu* fe>s4 ,9 advocat+ su* a sy/em ! less] labor *iefs 9 ,new ,york h be5 v badly advis$4 ,! program ( 8imm$iate dem&s10 put =? "u ,mr4 ,gomp]s's nose ) a great fl\ri% ( ! rights ( labor1 is n only unprogressive b actually reaction>y4 ,x is exactly ! k9d ( speci\s program t ! n>r[-m9d$ employ] might dem& :o wi%$ a docile b intellig5t labor =ce tra9$ at ! public exp5se4 ,9 ^: int]e/ does labor dem& ! 8imm$iate elim9ation f ! c\rse ( /udy ( any activity :i* takes away f ! ess5tials & fundam5tals ( education 9 ! elem5t>y s*ools80 ,to elim9ate organiz$ play1 auditorium dramatics1 %opwork1 g>d5+1 danc+1 etc41 is surely ! be/ way to drive *ildr5 out ( s*ool1 or to tra9 !m into m]e app5dages to ma*9es4 ,:at labor ne$s is ! mo/ v>i$ k9d ( "w-/udy-&-play s*ool1 :]e imag9ation & int]e/ are awak5$4 ,yet "h we f9d a conf]5ce on organiz$ labor & education dem&+ simply m ( ! old k9d ( traditional s*ools6 ,:at good w x d to h m s*ool build+s1 m tea*]s1 m pay = tea*]s1 ev5 m night-s*ools & playgr\nds1 if ! s*ools m]ely pursue ! old limit$ gr9d8 ,labor ne$s a s*ool enri*$ 9 opportunity & vitaliz$ ) ! mod]n _s ( 8le>n+ by do+10 yet all x c ?9k ( to dem& is 8a seat = e *ild06 ,& to ram home to ! public a s5se ( its /rait5$ vision1 ?is conf]5ce records its 8emphatic prote/ aga9/ any fur!r ext5sion ( ! ,g>y plan40 ,n[ opposition to ! ,g>y plan may be a useful attitude = ! less] labor lead]s :o are play+ = political /akes1 b we _c believe t ?is is ! attitude ( ! intellig5t elem5ts 9 ! labor movem5t4 ,= :at ! ,g>y plan does is exactly to make possible = ! fir/ "t on a l>ge public scale ?is greatly enri*$ elem5t>y s*ool :i* labor ne$s = ! realization ( its own express$ educational ideals4 ,! broad curriculum1 ! flexibility :i* adapts ! s*ool to ! ne$s ( e *ild1 ! int]weav+ "w1 /udy & play1 trans=m ! traditional s*ool into a k9d ( *ild-community1 :]e *ildr5 ?r\gh\t ! c\rse are lay+ ! rudim5ts ( _! vocations4 ,!y h a *ance f ! e>ly ye>s1 by trial & error1 by exp]im5t & realization1 to f9d out :at !y c d & :at !y _c d4 ,to quote ,sup]9t5d5t ,wirt1 ! ,g>y s*ool is educat+ !m j z ! home1 %op & s*ool tea*] educat$ ! *ildr5 ( e>li] ,am]ican days4 ,no =mal pre-vocational c\rse begun 9 ! sev5? or eigh? ye> c d :at ?is simple intimate contact ) ?+s & processes does4 ,9 a s5se1 indu/rial education may beg9 9 ! ,g>y s*ool z soon z ! small *ild is int]e/$ 9 go+ into ! s*ool-%ops or laboratories z help] or obs]v]4 ,all ! activities may be te/$ 9 ! same way4 ,! s*ool is ?or\ghly democratic because ! opportunities1 booki%1 manual1 arti/ic1 are op5 on equal t]ms to all ! *ildr54 ,= labor to oppose ! ,g>y plan means t labor is suicidally oppos+ ! v k9d ( s*ool t holds out ! mo/ opportunity = an enri*$ education = its *ildr54 ,mr4 ,gomp]s & ! o!r responsible lead]s ( organiz$ labor c\ld d no?+ m important ?an make an imm$iate & ?or\gh /udy ( ! educational promise ( ! ,g>y s*ool4 ,if organiz$ labor 7 to put itself en?usia/ically beh9d ! ,g>y plan1 x w\ld h at once an enlight5$ policy on elem5t>y education :i* w\ld effectively prev5t any insidi\s exploitation ( ! movem5t4 ,x w\ld be well if ! responsible lead]s w\ld repudiate ^! less] labor *iefs :o manipulate education = political purposes4 ,! "t has come = a bold & progressive /&4 ,,xxiv ,,education ,,= ,,"w ,! urg5cy ( vocational education 9 ?is c\ntry has be5 imm5sely re9=c$ dur+ ! pa/ few ye>s by ! rapidly gr[+ social solicitude = *ild welf>e4 ,*ild-labor laws1 compulsory education1 m9imum wage1 *ildr5's c\rts1 welf>e bureaus1 devis$ prim>ily z m]e protective ag5cies = ! weak] & less self-def5sible memb]s ( ! community1 are n[ sudd5ly se5 to involve a ho/ ( positive social responsibilities4 ,we are recogniz+ t ! /ate has a duty n only to save ! y\ng] g5]ation f exploitation1 premature labor & demoraliz+ environm5ts1 b also to give x e possible opportunity to be tra9$ = an effective vocation4 ,9 p>ticul>1 ! rec5t rais+ ( ! age limit = *ild labor 9 _m ( ! /ates1 by keep+ 9 s*ool ?\s&s ( *ildr5 :o w\ld o!rwise h pass$ out to "w1 has put a great /ra9 ^u ! public s*ool4 ,! *all5ge s f> has done little else ?an make evid5t an al>m+ inadequacy ( ! pres5t type ( s*ool to tra9 *ildr5 = ! "w :i* !y w %ortly be call$ ^u to d4 ,! s*ool sy/ems ( ! l>ge nor!rn cities are hav+ ?ru/ ^u !m great numb]s ( *ildr5 = ^: education1 9 ?is new s5se ( ! ^w1 !y are unprep>$4 ,& ! burd5 & urg5cy is "o t w increase r ?an dim9i%4 ,?is is "o ( ! lessons ( a docum5t l ! rec5t admirable report ( ! ,m9neapolis ,survey = ,vocational ,education1 made la/ ye> "u ! auspices ( ! ,national ,society = ! ,promotion ( ,indu/rial ,education4 ,x w\ld be difficult to advise read+ m important = educator1 employ] & employee ?an ?is cross-section ( ! skill$-labor life ( a great ,am]ican city1 look$ at ) a view to vocational guidance4 ,9 ,m9neapolis all ! conditions 7 at _! be/ = su* a social laboratory exp]im5t4 ,! rapid gr[? ( manufactur+ & ! unusually high proportion ( skill$ indu/ries make ! dem& = ! tra9+ ( work]s p>am\nt4 ,! /r+5t /ate laws require att5dance at ! s*ool until ! age ( sixte5 or ! completion ( ! entire elem5t>y c\rse4 ,! city has a s*ool sy/em ( high traditional excell5ce4 ,cle>ly all ! factors t w\ld /imulate a campaign = vocational education are "h 9 _! mo/ exact+ =m4 ,! analysis "h giv5 ( ! tra9+ :i* ! manufactur+ & me*anical indu/ries require = _! v>i\s skill$ positions1 ! tra9+ :i* public s*ools & special s*ools are purport+ to give1 ! increase 9 res\rces :i* s*ool & %op w h to make to meet ! social dem&s made ^u !m--all ?is w be f\nd typical 9 great] or less degree ?r\gh\t ! c\ntry4 ,! mo/ g5]al impression "o gets f ! ,survey is ( indu/rial unprep>$ness4 ,! public s*ool is se5 n ) its usual fault z an in/itution ( g5]al education :i* has ignor$ pre-vocational ne$s1 b z a pre-vocational s*ool ( n>r[ & exclusive type1 = ! vocational tra9+ ( ! classes 9 ! community ^: actual ne$ 0 lea/4 ,= above ! e>li] ye>s ( rudim5t>y s*ool+ !re has be5 sup]impos$ a booki% s*ool :i* is really a pre-vocational s*ool = ! pr(essions or = dome/ic leisure4 ,! boys & girls ^: futures 7 to be pr(essional & dome/ic _h ! b5efit ( ! public s*ool4 ,! va/ majority1 ! motor-m9d$ & ^? ^: aptitudes 7 n intellectual1 v prop]ly & automatically left ?is booki% s*ool z soon z !y _h obta9$ _! rudim5t>y g5]al education4 ,:5 ! /ate sudd5ly refuses to all[ ^! *ildr5 to leave ! s*ool until !y h f9i%$ ! elem5t>y c\rse1 ! s*ool sy/em is fac$ ) ! necessity ( broad5+ itself f a n>r[ pre-vocational s*ool = ! pr(essions into a pre-vocational s*ool = all ! indu/ries & arts ( ! mod]n community4 ,! smatt]+s ( wood-work+ & dome/ic sci5ce :i* ! city s*ools h introduc$ are %[n n to h broad5$ ! s*ool 9 ! lea/4 ,ev5 ! te*nical c\rses 9 ! high s*ools h q fail$ to meet ! problem4 ,( ! rec5t graduates f ^! c\rses 9 ! ,m9neapolis s*ools x is %[n t "o-half w5t directly to college1 only "o-t5? pass+ into occupations = :i* ! c\rse c\ld 9 any way be reg>d$ z prep>atory4 ,mo/ ( ^! /ud5ts1 moreov]1 w5t into draft+ rooms4 ,x may be said !re=e t to ! tra9+ ( ! great artisan class ( su* a mod]n & progressive city ! public s*ools h contribut$ practically no?+4 ,a typically ,am]ican progressive s*ool sy/em ) all its te*nical & manual accessories is %[n function+ at its v highe/ limit z a pre-vocational s*ool1 n = skill$ labor1 b = ! pr(essions & :at ! ,survey sugge/ively calls ! 8commission$ (fic]s ( indu/ry40 ,! indu/ries !mselves1 h[ev]1 are f\nd to be no m adequately engag$ ?an ! s*ool 9 tra9+ _! own work]s4 ,appr5tice%ip has all b di$ out1 & among nei!r employ]s nor employees is !re any en?usiasm = its return4 ,yet1 al?\gh all ! trades require a con/ant supply ( tra9$ work]s1 no sub/itute has yet be5 f\nd = appr5tice%ip4 ,! movem5t = indu/rial education has at times seem$ l an attempt ( employ]s to get _! skill$ work]s tra9$ at public exp5se4 ,! ef=t to e/abli% sep>ate bo>ds 9 ! cities = indu/rial education ?reat5$ to limit su* tra9+ to ! n>r[ skill :i* ea* indu/ry w\ld dem& & to supply employ]s ) appr5tices at no co/ to ! indu/ry itself4 ,=tunately ! ,m9neapolis ,survey w>ns aga9/ ?is n>r[ & s9i/] conception ( vocational education4 ,indu/rial int]e/s _c %irk ! responsibility = ! special tra9+ ( _! work]s4 ,! rapid gr[? ( 8corporation s*ools0 %[s t at lea/ ! mo/ prosp]\s & highly skill$ %ops & factories are accept+ ?is responsibility4 ,all ! employ] has a "r to dem& is t ! s*ool give ! "y work] a g5]al pre-vocational tra9+ :i* w introduce him to ! special trade "w4 ,! graduate ( ! elem5t>y s*ool %\ld h be5 ?r\gh a well r\nd$ c\rse :i* n only cultivat$ a g5]al intellig5ce1 b discov]$1 by submitt+ him to _m diff]5t k9ds ( activity1 8 p>ticul> flair or knack1 & ?us enli/$ 8 int]e/ 9 fur!r tra9+ = a p>ticul> vocation4 ,! elem5t>y s*ool %\ld1 9 o!r words1 be a g5]al pre-vocational s*ool1 :]e ! boy or girl c\ld get a be>+ t[>ds e type ( vocation4 ,! ,survey /rik+ly confirms ! f>-sight$ vision ( ,william ,wirt & 8 unspecializ$ & v>i$ ,g>y s*ool 9 :i* ! *ildr5 f _! e>lie/ ye>s are te/+ out _! p[]s 9 %op & f\ndry & laboratory & /udio & classroom4 8,:at is ne$$10 x says1 8is n a c\rse 9 special woodwork+--! ext5t ( manual "w 9 mo/ elem5t>y s*ools ( ! pres5t "t--b r organiz$ tra9+ 9 practical arts :i* w include a v>iety ( exp]i5ces fundam5tal to ! life ( ! community4 ,woodwork1 metal "w1 pr9t+ & bookb9d+1 clay model+1 concrete & electrical "w1 are "s ( ! indu/ries :i* give an opportunity = exp]i5ce 9 c]ta9 fundam5tal processes :i* are mo/ valuable to boys )\t respect to ! occupation 9 :i* !y may lat] engage40 ,9 ! la/ ye> ( ! elem5t>y s*ool1 or 9 ! ye>s ( ! junior high s*ool1 m specializ$ te*nical c\rses c\ld be introduc$4 ,= ! advanc$ "w1 m & m responsibility %\ld be ?r[n on ! %op1 ! s*ool provid+ ! backgr\nd ( !ory1 ! %op ! practical application1 & ! /ud5t alt]nat+ betwe5 %op & s*ool z 9 ! s-call$ cop]ative c\rse4 ,= ! work]s already engag$1 "p-"t cont9uation classes are advis$1 ) 8dull-season classes10 & ev5+ trade-ext5sion c\rses4 ,= ^! ! v>i\s special s*ools 9 ! city1 comm]cial & te*nical1 c\ld cop]ate4 ,9 ?is correlation ( %op & s*ool a new =m ( appr5tice%ip w\ld gr[ up4 ,! ,survey reports trade agreem5ts already work$ out 9 sev]al trades :i* provide t aft] two ye>s ( high-s*ool in/ruction 9 practical1 te*nical & academic subjects1 ! work] w be plac$ 9 ! occupation at wages equal to ^? ( a ?ird-ye> appr5tice4 ,! agreem5ts require ! approval ( ! union1 & ! employ]s agree to use ! s*ool z ! fir/ s\rce ( supply 9 engag+ new work]s4 ,on "s su* con/ructive l9es z are sugge/$ 9 ?is ,m9neapolis ,survey w ! problems ( vocational education be work$ out4 ,9 its discussion ( su* topics z home g>d5+1 (fice "w1 art education1 dome/ic s]vice1 ! ,survey sugge/s ! bread? ( ! field to be cov]$4 ,an ideal sy/em ( vocational tra9+ w\ld n only give e boy & girl 9 ! s*ool an opportunity to f9d an aptitude & cultivate "s skill b x w\ld make possible ! tra9+ ( 8non-commission$ (fic]s0 9 ! indu/rial army4 ,! education ( su* lead]s w really be ! goal ( organiz$ vocational education4 ,z ! indu/ries1 trades & occupations become m te*nical & m sci5tifically manag$1 ! dem& = adm9i/rative1 sup]visory1 directive & plann+ (fic]s tak5 f ! ranks is con/antly wid5+4 ,effici5t managem5t is becom+ recogniz$ z almo/ ! mo/ important factor 9 production1 & managem5t w be ! rew>d = intellig5ce & skill4 ,until we h an educational sy/em :i* 9 cop]ation ) %op & factory gives fulle/ opportunities = ea* *ild 9 ! s*ools to "w t[>ds qualify+ z su* a 8non-commission$ (fic]0 9 "s occupation ( ! social army1 we %all n h our democratic s*ool or our framework = ! future democratization ( indu/ry4 ,nor %all we be able to attack ^? m\nta9\s problems ( unskill$ labor :i* no sy/em ( vocational tra9+ c t\*4 ,,xxv ,,cont9uation ,,s*ools ,! movem5t = vocational education has done no?+ m valuable ?an to %[ u h[ f> we are /ill f realiz+ ! public s*ool z a *ild-community1 fir/ ( all z a quick5+ life & only second>ily z an educational in/itution4 ,! rapidly ext5d+ 8cont9uation s*ool0 is p]haps ! mo/ obvi\s symptom ( ?is failure4 ,! t]m itself is un=tunate1 = x drags along ) x ! old sep>ation ( education f liv+4 ,x sugge/s some?+ 9 ! way ( a surplus1 ( ext5sion s*ool+ beyond an allott$ "t1 z if its pupils 7 gett+ an educational l>gess out ( "s great social b\nty4 ,actually ! 8cont9uation s*ool0 repres5ts educational deficit2 ! necessity = x regi/]s our failure to provide an e>li] s*ool-community life = *ildr5 :i* w\ld h kept !m out ( indu/ry4 ,also x regi/]s our failure to provide *ild-labor laws :i* w\ld h protect$ !m4 ,! cont9uation s*ool is (ficially a 8s*ool = employ$ m9ors f\rte5 to sixte5 ye>s ( age10 & is int5d$ to hold1 by ! t5u\s ?read ( f\r to six h\rs a week s*ool att5dance1 ^? boys & girls :o h gott5 _! employm5t c]tificates at ! e>lie/ legal age & are fl\nd]+ ab\t 9 l[-paid occupations1 mo/ly unskill$4 ,new ,york ,city alone has #eh1jjj su* *ildr51 f\rte5 & fifte5 ye>s ( age1 two-?irds ( :om h nev] complet$ ! elem5t>y s*ool4 ,/ores1 (fices1 %ops1 dome/ic s]vice1 mess5g] s]vice absorb ^! boys & girls1 untra9$ & unfocus$1 & ! truly =midable burd5 is plac$ ^u !m ( mak+ _! skilful way 9 ! _w4 ,popul> tradition tries to make u gl[ ) ! belief t ?is _w is a ladd] up :i* virtue & indu/ry w automatically asc5d4 ,b un=tunately ! ladd] ( opportunity r>ely rea*es d[n s f>4 ,! l[e/ rung is beyond _! rea*4 ,! gap betwe5 x & ! gr\nd is (t5 too great ev5 = initiative & "* to bridge4 ,! 8employ$ m9ors f\rte5 to sixte5 ye>s ( age0 become ! nucleus = t p>tly employ$1 sodd5 & anemic mass ( drift]s :i* drags d[n labor ev]y:]e & clogs social progress4 ,! education :i* ^! *ildr5 h _h has 9 mo/ cases b>ely fitt$ !m to rema9 upright on ! gr\nd1 n to speak ( rea*+ = ! ladd]4 ,! acquirem5t ( lit]acy1 a m or less unc]ta9 skill 9 figur+1 ! exposure to "s miscellane\s hi/orical & geographical in=mation--?is has be5 ! real sub/ance ( _! five or six ye>s' s*ool+4 ,to mo/ ( ^! *ildr5 x is probable t ! _w ( pr9t$ symbols w nev] mean v mu*4 ,a real s*ool w\ld h /riv5 to awak5 _! concrete & con/ructive intellig5ce1 giv5 play to all ! non-intellectual impulses4 ,x is j ! t$ium & artificiality ( ! old s*ool :i* has s5t5c$ !m n[ to /& at ! bottom ( ! occupational scale4 ,)\t class-pre/ige1 economic advantages1 mann]s1 extraord9>y initiative or intellig5ce1 mo/ ( ^! *ildr5 are h&icapp$ f ! />t4 ,lit]ate1 !y are p]haps fitt$ to compete on equal t]ms ) ea* o!r = "w4 ,b = ! pass+ into bett]-paid1 m int]e/+1 m responsible & skilful activity1 _! s*ool+1 ?\gh x came at ! mo/ pla/ic & active "t ( *ildhood1 has done no?+ :atev]4 ,we try1 !re=e1 ?r\gh ! 8cont9uation s*ool0 to make up bravely to ^! *ildr5 :at !y h lo/4 ,we try to lift !m s t !y c clut* at ! l[e/ rung ( ! ladd]4 ,we f9d x easi] to make /abs at repair+ ! damage ?an to reorganize ! elem5t>y s*ool s z to prev5t x4 ,9 ,wiscons9 cities a boy or girl leav+ s*ool at f\rte5 to g to "w is requir$ to att5d day cont9uation s*ool f\r or five h\rs a week = ?ree ye>s4 ,9 ,bo/on ! *ildr5 mu/ att5d = f\r h\rs a week = two ye>s4 ,9 ,p5nsylvania cities !y mu/ att5d eight h\rs a week = two ye>s4 ,cont9uation s*ools = #bj1jjj *ildr5 are 9 process ( =mation by ! ,new ,york ,city ,bo>d ( ,education4 ,wiscons9's =ty-five indu/rial & cont9uation s*ools are compulsory1 :ile 9 ! o!r /ates :i* h p]missive laws ! s*ools may be made locally compulsory4 ,employ]s are requir$ to dismiss _! *ild employees on work+ days & )9 work+ h\rs1 ! s*ool "t be+ reckon$ z "p ( ! "t t m9ors are p]mitt$ by law to "w4 ,su* laws obvi\sly foll[ ! l9e ( lea/ resi/ance4 ,!y add to ! s*ool sy/em )\t revitaliz+ x4 ,at ! same "t1 a s*eme l ! ,massa*usetts plan sugge/s t ! cont9uation s*ool may be develop$ into a real /imulus ( inc5tive4 ,?is plan provides = ?ree k9ds ( classes4 ,= ^? 8employ$ m9ors0 :o are already 9 semi-skill$ "w1 x provides "s tra9+ & backgr\nd = ! trade or occupation *os54 ,!re are also trade prep>atory classes = pupils :o h def9itely *os5 ! trade = :i* !y wi% tra9+1 b h n yet f\nd placem5t 9 ! trade4 ,!n !re are 8pre-vocational0 classes = ^? :o are ambiti\s to make "s intellig5t *oice ( an occupation4 ,^! pupils are giv5 v>i$ %opwork1 visits to %ops & factories1 & p]sonal consultation ) tea*]s & employ]s4 ,classes are small1 & int5sive "w c be done4 ,! o!r pupils1 employ$ 9 unskill$ labor & )\t def9ite vocational lean+s1 g into 8g5]al improvem5t c\rses10 :]e half ! "t is sp5t 9 regul> s*ool subjects cont9u+ ! elem5t>y s*ool "w2 a qu>t] ( ! "t is devot$ to 8! discov]y & developm5t ( dom9ant int]e/s & p[]s10 & ! re/ ( ! "t to :at is qua9tly call$ 8civics1 hygi5e1 recreation & culture40 ,9 ?is latt] activity "o-qu>t] ( ! "t ( ! 8pre-vocational0 & trade c\rses is simil>ly sp5t4 ,pupils may transf] f "o class to ano!r :5 !y are ready4 ,if ! purpose ( ! cont9uation s*ool is to bridge t gap betwe5 ! gr\nd & ! level :]e opportunity c at all beg9 to mean any?+1 ?is ,massa*usetts plan w\ld seem to d x 9 an easily graduat$ & flexible way4 ,! untra9$ & unfocus$ work] has at lea/ a *ance to h 8 imag9ation /imulat$ & to le>n ! rudim5ts ( "s bett] "w4 ,! sangu9e advocates ( ! cont9uation s*ool1 h[ev]1 are apt to assume t ?is *ance is equival5t to an effective vocational tra9+4 ,!y =get t ( ! #aj1jjj or m *ildr5 :om ,wiscons9 provides ) compulsory cont9uation s*ool+ a majority mu/ necess>ily rema9 9 ! g5]al improvem5t classes or else get only a rudim5t>y tra9+4 ,& five h\rs a week = education aga9/ fifty = r\t9e labor is n likely to make ov] ! boys & girls :o are pull$ into ! s*ool = a brief respite f ! dep>tm5t /ores1 mess5g] & dome/ic s]vice1 mills & factories1 mill9]y & dressmak+ %ops4 ,ev5 9 ! /imulat+ ,massa*usetts atmosph]e "o h\r a week = 8civics1 hygi5e1 recreation & culture0 seems h>dly avail+4 ,9 ! light ( ! k9d ( s*ool-community life :i* e progressive /ate n[ kn[s en\gh to provide & c\ld af=d to provide1 ! cont9uation s*ool seems a pa!tic if necess>y palliative = our educational s9s4 ,already l\d compla9ts are he>d aga9/ 8all[+ ! public s*ool to pass on its failures = "s "o else to bury40 ,! fir/ lesson ( ! cont9uation s*ool is t x %\ld n be ne$$4 ,ev5 employ]s repeat$ly decl>e t to indu/ry *ildr5 "u sixte5 are ( no real value z work]s4 ,! /ates are "o aft] ano!r jack+ up _! *ild-labor limit to sixte5 ye>s4 ,we are rapidly com+ to ! public conviction t ! s*ool %\ld c>e = all *ildr5's activity up to t age4 ,:at ! cont9uation s*ool does n[ = f\r h\rs a week1 we are insi/+ t ! regul> s*ool %all d = ?irty or ev5 =ty h\rs a week4 ,b ?is means t we %all h to h a re9vigorat$ s*ool4 ,x mu/ n be a prison :]e *ildr5 are kept :5 !y long = ! fre$om ( outside "w4 ,x mu/ be a place :]e full opportunity = expression is provid$ = ea* *ild 9 a v>i$ life ( /udy & "w & play4 ,x mu/ be an organic life & n an in/itution4 ,no sy/em ( indu/rial & cont9uation s*ools pil$ on at ! top w effect ?is4 ,! ev5+ s*ool has l>gely fail$ because x dem&$ an impossible conc5tration & p]sev]ance f ! ov]-fatigu$ & excitem5t-crav+ work]4 ,! cont9uation s*ool1 deal+ ) re/less & un9tegrat$ *ildr51 w be ineffective = ! same reason4 ,! vocational movem5t goes blund]+ on 9 amaz+ disreg>d ( ! psy*ology ( ! work]4 ,ev5 ! docile ,g]man *ild1 x is said1 mu/ be co]c$ into 8 admirable cont9uation s*ool :]e he gets a ?or\gh ori5tation 9 8 relations to 8 "w1 ! community & 8 comrades4 ,:at are admirable trades & /udies go+ to mean to boys & girls :o are do+ ! mo/ rudim5t>y "w1 _! impulses undirect$1 _! m9ds fill$ ) sex-fantasy1 p]sonal mirages1 & all ! *eap & feeble excitem5ts ( ! city /reets8 ,! grop+ & desir+ _s ( y\? is go+ indomitably to resi/ y\r mo/ ?\ghtful s*emes until y h a s*ool :i* f ! e>lie/ ye>s1 by its fre$om1 its expressive life1 its broad communal & p]sonal excitem5ts1 its contact ) real ?+s1 provides a *ild-life :i* meets ^! inn] ne$s4 ,our be/ ,am]ican public s*ools already beg9 to %[ t su* a *ild-community life is n at all impossible4 ,until we a*ieve x g5]ally1 our cont9uation s*ool w be "o ( ! /op-gaps1 & a lu/y w>n+ ( :at we h fail$ to a*ieve4 ,,xxvi ,,:o ,,owns ,,! ,,univ]sities ,! m>k$ & imm$iate reaction ( ! ?9k+ public to ! ,scott ,ne>+ case %[s a gr[+ conviction t all is n well )9 ! conv5tional =ms ( univ]sity control4 ,x implies a s5se t univ]sities1 :e!r support$ by ! /ate or privately1 are becom+ too vitally in/itutions ( public s]vice to be mu* long] direct$ on ! plan ( a private corporation4 ,univ]sity tru/ees are g5]ally m5 ( affairs1 & z m5 ( affairs !y naturally t5d to hold ! same attitude t[>ds ! univ]sity t !y d to ! o!r in/itutions--! *ur*es & railroads & corporations--!y may direct4 ,! univ]sity (fic]s :om !y appo9t seem to h exactly ! same duties ( uphold+ ! cr$it ( ! in/itution1 ( secur+ funds to meet its press+ ne$s1 ( organiz+ ! adm9i/rative ma*9]y1 :i* _! corporation (fic]s w\ld h4 ,pr(essors are engag$ by contract z any highly-skill$ sup]9t5d5t w\ld be engag$ 9 a factory4 ,if a well-paid subord9ate ( a m9+ corporation c\ld n get along ) 8 colleagues & 8 m51 or if he consort$ ) ! ,i4 ,w4 ,w4 or made revolution>y spee*es 9 ! /reets1 8 s]vices w\ld be disp5s$ ) z readily z ! ,p5nsylvania tru/ees rid !mselves ( ! unpleasantness ( ,pr(essor ,ne>+4 ,tru/ees may respect a pr(essor m ?an !y d intr9sically a f\r? vice-presid5t4 ,!y may t5d to err1 z ,*ancellor ,day has sugge/$1 on ! side ( 8m]ciful consid]ation40 ,b !y _c see t ! am5ities ( ! case mat]ially alt] ! pr(essor's /atus4 ,?is w\ld be ! case ( univ]sity tru/ees /at$ 9 its rawe/ t]ms4 ,t !y t5d s (t5 to act z if !y 7 a m]e bo>d ( directors ( a private corporation gives rise to endless suspicion t !y consult _! own int]e/s & ! int]e/s ( ! donors ( ! ve/$ weal? !y repres5t z tru/ees ( ! univ]sity1 j z !y w\ld protect1 z fai?ful corporation directors1 ! int]e/s ( ! %>ehold]s ( ! company4 ,x is j ?is attitude :i* ! ?9k+ public is no long] incl9$ to tol]ate4 ,we are acquir+ a new view ( ! place ( ! univ]sity 9 ! community4 ,:5 ! ,am]ican college 0 no m ?an an advanc$ boys' academy1 !re may h be5 "s excuse = ?is =m ( control by self-p]petuat+ & irresponsible bo>ds ( tru/ees4 ,b _m ?+s h *ang$ s9ce ,h>v>d & ,yale1 ,pr9ceton1 ,p5nsylvania & ,columbia1 7 f\nd$4 ,n[ ?is det]m9$ autocracy may n h work$ s badly :5 mo/ ( ! tru/ees & practically all ( ! in/ructors 7 m9i/]s ( ! ,gospel1 al?\gh ev5 9 ^? days faculties sometimes compla9$ t _! c>eful plans 7 ov]ridd5 by m5 ignorant ( collegiate bus9ess & little int]e/$ 9 educational policy4 ,! dem& t tru/ees' functions %\ld be limit$ to ! managem5t ( funds1 leav+ ! faculties to regulate adm9i/ration & control appo9tm5ts is a ho>y "o4 ,b ) ! pass+ ( control f ! gho/ly to ! money$ elem5t1 ! gulf betwe5 tru/ee & pr(essor has become extreme4 ,pr(essors h fall5 into a m & m subord9ate place1 & ! presid5t1 :o us$ to be _! repres5tative1 has n[ become almo/ entirely ! executive ag5t ( ! tru/ees1 f> remov$ 9 p[] & purse & public di/9ction f ! pr(essor4 ,! univ]sity presid5t 9 ?is c\ntry has become a conv5i5t symbol = autocratic p[]1 b ev5 :5 he has become a 8mayor ( ! palace0 & pr(essors may n approa* _! gov]nors except ?r\gh him1 ! real autocracy /ill lies 9 ! ext]nal bo>d beh9d him4 ,?is abs5tee & amateur =m ( univ]sity control is be+ con/antly ratifi$ by our ,am]ican notions ( democracy1 & t folkway1 :i* runs s omnipres5tly ?r\gh our in/itutional life1 ( giv+ ! pla9 ultimate citiz5 control1 9 ord] t we may be protect$ f ! tyranny ( ! bureaucrat4 ,! new] /ate univ]sities are controll$ 9 exactly ! same _s4 ,reg5ts1 elect$ by legislatures1 h %[n !mselves q z capable z ! mo/ private tru/ees ( repres5t+ ve/$ political int]e/s4 ,nor has democracy be5 a*iev$ by ! cauti\s admission1 9 rec5t ye>s1 ( alumni tru/ees1 z 9 ! case ( ,columbia1 or1 z 9 ! case ( ,h>v>d & ,yale1 by ! sub/itution ( alumni = ! =m] /ate (ficials4 ,self-p]petuat+ bo>ds w always propagate _! own k9d1 & ev5 if alumni tru/ees 7 ev] incl9$ to be any?+ b docile1 _! m9ority repres5tation w\ld always be ineffective = democracy4 ,! issues ( ! mod]n univ]sity are n ^? ( private prop]ty b ( public welf>e4 ,irresponsible control by a bo>d ( amateur notables is no long] adequate = ! effective sci5tific & sociological laboratories = ! community t ! univ]sities are becom+4 ,! prote/s 9 ! mo/ rec5t case imply a gr[+ realization t a pr(essor :o has a dynamic & n a purely academic int]e/ 9 social movem5ts is an asset = ! :ole community4 ,! late/ controv]sy betwe5 tru/ee & pr(essors seems to h be5 v def9itely an issue betwe5 int]e/$ policy & accurate1 te*nical fact4 ,x seems to h be5 cle>ly a case ( old tradition aga9/ new sci5ce1 ! prejudic$ guesses ( corporation (ficials aga9/ ! data ( a sci5tific /ud5t ( economics4 ,any =m ( univ]sity control :i* gives ! prejudic$ guess ! p[] ov] ! sci5tific rese>* is ?us a direct bl[ at our own social k & effectiv5ess4 ,! public simply _c af=d to run ?is risk ( hav+ ! /eady =g+ ahead ( social & economic rese>* curtail$ & hamp]$4 ,we _c af=d to dep5d :olly on ! temp]+ ( tru/ees by ! fe> ( ! clamor ( public op9ion4 ,x is :olly undesirable t tru/ees %\ld be deta9$ only by 8m]ciful consid]ation0 f dis*>g+ pr(essors :om !y f9d uncong5ial or :o !y feel are spread+ uns\nd doctr9e4 ,make univ]sity tru/ees directors ( a private corporation & y give !m ! traditional "r ( t]m9at+ contracts ) _! employees )\t giv+ reasons or any =m ( trial4 ,b if ! univ]sity is n to be a m]e degree-manufactory1 or a pre-vocational s*ool repres5t+ ! n>r[ int]e/s ( a specializ$ economic class1 b is to be t public intellectual & sci5tific s]vice t we all want x to be1 ! gov]nance mu/ be diff]5t f t ( a m9+ company1 & ! /atus ( ! pr(essor diff]5t f t ( a railroad employee4 ,pr(essors %\ld h "s security ( (fice4 ,an int]e/$ public :i* feels ?is way w dem& t ! faculties be repres5t$ /rongly 9 ! det]m9ation ( all univ]sity policy & 9 ! selection & dismissal ( ! in/ructors4 ,x may ev5 dem& t ! community itself be repres5t$4 ,tru/ees :o really envisage ! mod]n univ]sity z a public s]vice1 z a body ( sci5tific & sociological exp]ts1 w gladly %>e _! p[]4 ,if !y d n1 !y w demon/rate h[ radically _! own conception ( a univ]sity diff]s f ! g5]al "o1 & x w be ! duty ( pr(essors to ass]t _! rights by all ^? =ms ( collective organization :]eby controll$ classes f ! beg9n+ ( "t h made _! desires effective4 ,,xxvii ,,! ,,und]graduate ,9 ^! days ( academic self-analysis1 ! intellectual calib] ( ! ,am]ican und]graduate f9ds few admir]s or def5d]s4 ,pr(essors speak resign$ly ( ! pov]ty ( 8 backgr\nd & imag9ation4 ,ev5 ! und]graduate himself 9 college editorials confesses t ! /ud5t s\l vibrates reluctantly to ! l>g] intellectual & social issues ( ! day4 ,! absorption 9 petty gossip1 sports1 class politics1 frat]nity life1 sugge/s t too _m und]graduates reg>d _! college 9 ! light ( a glorifi$ prep>atory s*ool :]e ! activities ( _! boyhood may be work$ out on a gr&iose scale4 ,!y d n act z if !y ?\ght ( ! college z a new intellectual society 9 :i* "o acquir$ c]ta9 r def9ite sci5tific & pr(essional attitudes1 & le>n$ new int]pretations :i* ?rew exp]i5ce & in=mation into new t]ms & new lights4 ,! av]age und]graduate t5ds to meet /udies l philosophy1 psy*ology1 economics1 g5]al hi/ory1 ) a frankly puzzl$ wond]4 ,a :ole new _w seems to dawn ^u him1 9 its sett+ & vocabul>y ali5 to any?+ 9 8 previ\s life4 ,e tea*] kn[s ?is baffl+ resi/ance ( ! und]graduate m9d4 ,x is n s mu* t ! /ud5t resi/s facts & details4 ,he w absorb tru/s & labor unions1 municipal gov]nm5t & direct prim>ies1 ! poems ( ,mat!w ,arnold1 & ,james's !ory ( ! emotions4 ,!re is no unk9dl9ess ( 8 m9d t[>ds fairly concrete mat]ial4 ,:at he is m or less imp]vi\s to is po9ts-(-view1 int]pretations4 ,he seems to lack philosophy4 ,! college has to let too _m und]graduates pass out into pr(essional & bus9ess life1 n only )\t ! g]m ( a philosophy1 b )\t any desire = an int]pretative clue ?r\gh ! maze4 ,9 ?is respect ! ,am]ican und]graduate pres5ts a di/9ct contra/ to ! ,european4 ,= ! latt] does seem to get a c]ta9 intellectual sett+ = 8 ideas :i* makes him intelligible1 & gives j\rnalism & ! ord9>y expression ( life a c]ta9 tang :i* we lack "h4 ,few ( our und]graduates get f ! college any su* intellectual impress4 ,! explanation is probably n t ! /ud5t has no philosophy1 b t he comes to college ) an unconsci\s philosophy s t5aci\s t ! f\r ye>s ( ! college 9 its pres5t te*nique c d little to dis9tegrate x4 ,! cultural backgr\nd ( ! well-to-d ,am]ican home ) its 8nice0 p1 its s5tim5tal fiction & popul> music1 its amiable religiosity & vague moral optimism1 is f> m ali5 to ! /]n secul> realism ( mod]n univ]sity tea*+ ?an mo/ p are will+ to admit4 ,! college _w w\ld f9d itself less fru/rat$ by ! und]graduate's secret ho/ility if x w\ld m frankly recognize :at a *all5ge its own attitudes are to our homely ,am]ican ways ( ?9k+ & feel+4 ,s9ce ! college has n felt ?is dramatic contra/1 or at lea/ has n felt a holy mission to assail our ,am]ican mu%9ess ( ?\ght ?r\gh ! und]graduate1 x has r let ! latt] run away ) ! college4 ,x is a trite compla9t t ! und]graduate takes 8 extra-curricul> activities m s]i\sly ?an 8 /udies4 ,b he does ?is because 8 homely lat5t philosophy is ess5tially a sport+ philosophy1 ! good old ,anglo-,saxon conviction t life is ess5tially a game ^: significance lies 9 t]ms ( w9n+ or los+4 ,! passion ( ! ,am]ican und]graduate = int]collegiate a?letics is m]ely a symbol ( a g5]al int]pretation = all ! activities t come to 8 att5tion4 ,if he is int]e/$ 9 politics1 x is 9 election campaigns1 9 ! conte/s ( p>ties & p]sonalities4 ,8 p>ades & *e]+s are ! enc\ragem5t ( a rac] = ! goal4 ,aft] election1 8 en?usiasm collapses4 ,8 spiritual en]gy goes into class politics1 frat]nity & club emulation1 a?letics1 e activity :i* is translatable into t]ms ( w9n+ & los+4 ,9 ,cont95tal univ]sities ?is en]gy w\ld g r into a turbul5ce = causes & ideas1 a militant radicalism or ev5 a m militant cons]vatism t w\ld s5d ,p>is /ud5ts out into ! /reets ) a 8,cail-laux z-sas-s960 or tie up an ,italian t[n = ! sake ( ,italia ,irr$5ta4 ,ev5 ! w>1 ?\gh x has call$ out a fund ( anti-milit>i/ s5tim5t 9 ! ,am]ican colleges1 /ill t5ds to be spok5 ( 9 t]ms ( an int]national sport+ ev5t4 8,:o w w980 is ! "q "h4 ,n[ ?is sport+ philosophy by :i* ! ,am]ican und]graduate lives1 & :i* he seems to br+ ) him f 8 home1 may be a v good philosophy = an ,am]ican4 ,x is ( ! same /uff ) our good-humor$ contempt = introspection1 our dread ( ! 8morbid10 our dislike ( conflict+ issues & insoluble problems4 ,! sport+ attitude is a grateful & easy "o4 ,issues are decid$ cleanly4 ,no irritat+ fr+es are left ov]4 ,! game is won or lo/4 ,analysis & speculation seem sup]flu\s4 ,! po9t is t su* a philosophy is z diff]5t z possible f t :i* motivates ! intellectual _w ( ! mod]n college1 ) its se>*+s1 its hypo!ses & int]pretations & revisions1 its flexibility & op5ness ( m9d4 ,9 ! sci5tific _w ( ! in/ructor1 ?+s are n won or lo/4 ,8 attitude is n a sport+ "o4 ,yet ! college has all[$ "s ( ^! sport+ attitudes to be impos$ ^u x4 ,! und]graduates' gladiatorial conte/s proce$ "u faculty sup]vision & patronage4 ,alumni contribute _! support to screw+ up a?letic competition to ! highe/ semi-pr(essional pit*4 ,!y l5d _! hall[+ patronage to frat]nity life & o!r college in/itutions :i* t5d to emphasize social di/9ction4 ,& ! college adm9i/ration1 9 contra/ to ! ,european s*eme1 has turn$ ! college c\rse into a sort ( race ) a prize at ! goal4 ,! degree has become a sort ( honorific badge = all classes ( society1 & ! colleges h be5 =c$ to give x ?is quasi-a?letic sett+ & fix ! elaborate rules ( ! game by :i* x may be won--rules :i* %all be easy en\gh to get all classes compet+ = x1 & h>d en\gh to make x a suffici5t prize to keep !m all 9 ! race4 ,an intricate sy/em ( po9ts & c\rses & exam9ations sets ! /ud5t work+ = m>ks & ! completion ( s*$ules r ?an = a new ori5tation 9 important fields ( human int]e/4 ,! und]graduate c sc>cely be blam$ = respond+ to a sy/em :i* s /rongly resembles 8 sports1 or = b5d+ 8 en]gies to play+ ! game "r1 r ?an assimilat+ ! intellectual backgr\nd ( 8 tea*]s4 ,s /rongly has ?is sport+ te*nique be5 acquir$ by ! college t ev5 :5 ! und]graduate lacks ! sport+ in/9ct & does become int]e/$ 9 ideas1 he is apt to f9d t he has only drawn att5tion to 8 own precocity & won amus$ notice r ?an respect4 ,9 spite ( ! desire ( in/ructors to get !mselves ov] to _! /ud5ts1 9 spite ( a real ef=t to break d[n ! 8class-consci\sness0 ( tea*] & /ud5t1 ! gulf betwe5 _! attitudes is too fundam5tal to be easily bridg$4 ,unless x is bridg$1 h[ev]1 ! und]graduate is left 9 a sort ( ,pet] ,pan condition1 look+ back to 8 s*oolboy life & c>ry+ along 8 s*oolboy int]e/s ) him1 in/ead ( anticipat+ 8 graduate or pr(essional /udy or 8 active life4 ,:at %\ld be an introduction to pr(essional or bus9ess life 9 a _w ( urg5t political & social issues1 & ! acquir+ ( intellectual tools ) :i* to meet _! dem&s1 becomes a sort ( seque/]$ retreat out ( :i* to jump f boyhood into a badly-prep>$ middle age4 ,! college w n really get ! und]graduate until x becomes m consci\s ( ! contra/ ( its own philosophy ) 8 sport+ philosophy1 & tackles 8 boyi% ,am]icanisms less m]cifully1 or until x makes college life less l t ( an und]graduate c\ntry club1 & m ( an intellectual work%op :]e m5 & wom5 9 ! fire ( _! y\?1 ) conflicts & idealisms1 que/ions & ambitions & desire = expression1 come to s]ve an appr5tice%ip "u ! ma/]s ( ! "t4 ,,xxviii ,,m$ievalism ,,9 ,,! ,,colleges ,if ! ,am]ican college is to h a "p 9 t new educational movem5t :i* is beg9n+ to make ! s*ool n m]ely a prep>ation = life b life itself1 int]e/$ 9 :at has mean+ to ! /ud5t at 8 p>ticul> age & situation1 x w h to reca/ "s ( its mo/ *]i%$ practices & ideals4 ,! l>ge univ]sity to-day repres5ts all /ages 9 ! adju/m5t ( intellectual activity to social dem&s1 f ! int5sely practical s*ools ( eng9e]+1 correlat+ ) ! te*nical progress ( indu/ry1 back to ! dep>tm5ts ( lit]>y s*ol>%ip--p]haps z pure an ana*ronism z we h 9 ! intellectual _w to-day4 ,! dem&s = te*nical k h pull$ ! univ]sity along1 z x 71 by ! nose1 & /rung x ?r\gh ! ages1 s t a 8pr(essor0 to-day may be an electrical exp]t fre% f ,we/+h\se1 or an ar*aic delv] into =gott5 poetry4 ,! te*nical dep>tm5ts ( ! univ]sities h kept bravely up ) ! "w ( 8le>n+ by do+40 ,laboratory & %opwork1 practical cop]ation ) indu/ry1 contact ) te*nical exp]ts1 h made ! new] dep>tm5ts :at !y %\ld be--en]getic work%ops :]e !ory & practice con/antly f]tilize ea* o!r1 & :]e ! /ud5t comes out a compet5t te*nician 9 8 craft4 ,b ! place ( ! college 9 ?is s*eme becomes m & m anomal\s4 ,devot$ to ! traditional /udies--! lit]atures1 ma!matics1 philosophy1 hi/ory--x is /ill /rangely rem9isc5t ( old mu/y folkways ( ! s*oolman & !ologian4 ,e pr(essor kn[s ! desire ( ! av]age /ud5t to f9i% 8 college c\rse & grapple ) 8 pr(essional /udies4 ,e pr(essor is aw>e ( ! %>p quick5+ ( int]e/ :i* comes on entrance to ! pr(essional s*ools4 ,?\gh "p ( ?is feel+ may be due to impati5ce to get out into ! _w1 mu* ( x c]ta9ly arises f a realization t at la/ "o has come into a sph]e :]e ?9k+ means action4 ,! college1 ) its light & unexact+ labor1 is *e]fully ex*ang$ = ! gr9d ( ! pr(essional s*ool1 because ! latt] t\*es a real _w4 ,:]eas ! high] s*ools give ! /ud5t active "w to d1 almo/ all ! me?ods ( ! college tea*+ conspire to =ce him into an attitude ( passivity4 ,! lecture sy/em is ! mo/ impressive example ( ?is attitude1 & ! lecture sy/em seems actually to get a tight5+ grip ^u ! mod]n college4 ,z /&>d =ms h become work$ out1 x is cu/om>y n[ actually to measure ! /ud5t's c\rse by ! numb] ( h\rs he exposes himself to lectures4 ,= ! college c\rse to be organiz$ on a basis ( lectures sugge/s t no?+ has happ5$ s9ce ,abel>d spoke 9 ,p>is to twelf?-c5tury bookless m54 ,x is z if ! magic ^w _h /ill to be communicat$ by ^w ( m\?1 l ! poems ( ,hom] ( old4 ,! emphasis is cont9ually ^u ! oral pres5tation ( mat]ial :i* ! pr(essor has (t5 himself writt5 9 a text-book1 or :i* c\ld be convey$ ) mu* great] exactness & fullness f books4 ,^! books ! /ud5t kn[s only z 8collat]al read+40 ,no?+ is left undone to impress him ) ! idea t ! books & reviews & atlases are m]e subsidi>ies to ! ?9 b preci\s trickle ( ! pr(essor's voice4 ,n[ !re may be "s excuse = ! lecture 9 a ,cont95tal univ]sity1 :]e ! pr(essor is a p]sonality1 is n compell$ to lecture1 & may make ( 8 deliv]y a k9d ( intellectual c]emony4 ,b ,am]ican pr(essors are n only likely to be atroci\s lectur]s1 b to hate su* compulsory talk+ z ! %e]e/ drudg]y4 ,too (t5 _! own palpable d]ision at ! artificiality ( x makes ! lecture an effective b>ri] betwe5 ! /ud5t's curiosity & its satisfaction4 ,?is is n to d5y t ! lecture might be made into a broad int]pretative survey1 :i* w\ld give ! /ud5t ! clues he ne$s ?r\gh ! maze ( books4 ,?is is exactly :at ! be/ college c\rses t5d to become4 ,b = ?is ! college w ne$ int]pret]s1 & n ! humdrum record]s & collators t x has a weakness =4 ,! cont9uance ( ! lecture sy/em is only symptomatic ( ! refusal ( ! college to see cle>ly ! *ang+ ideals ( s*ol>%ip4 ,if ! /ud5t has to ?9k *iefly ab\t expos+ himself to ! requir$ numb]s ( lectures1 & !n to exam9ations :i* te/ 8 p[]s ( receptivity1 he w be =c$ into an attitude :i* we are discov]+ is ! wor/ possible = any g5u9e le>n+4 ,?is passivity may h be5 all v well :5 education 0 look$ ^u z an amass+ ( ! 8symbols ( le>n+10 or ! acquir+ ( invidi\s social di/9ction4 ,! old college education 0 = a limit$ & homog5e\s class4 ,x presuppos$ social & intellectual backgr\nds :i* ! great majority ( college /ud5ts to-day d n possess4 ,! idea ( /udy+ ?+s 8= _! own sake10 )\t utilit>ian be>+s1 is s$uctive1 b x implies a society :]e ! gr\nd _h be5 prep>$ 9 *ildhood & y\? ?r\gh family & environm5tal influ5ces4 ,:5 high] education 0 conf9$ almo/ entirely to a pr(essional intellectual class1 ! y\? 0 accu/om$ to see intellect 9 action ar\nd him4 ,he did n come to college ignorant ev5 ( ! v t]ms & sett+ ( ! philosophy & hi/ory & sociology /udi$ !re4 ,n[1 :5 all classes come to college1 ! college mu/ give t active1 positive backgr\nd :i* 9 =m] g5]ations 0 prep>$ = x outside4 ,x mu/ create ! intellectual /oma* z well z pres5t ! food4 ,we are le>n+ t ?is c only be done by putt+ ideas to "w1 by treat+ ! matt] taught 9 ! college z indisp5sable = any und]/&+ or improvem5t ( our mod]n _w4 ,9 ! te*nical s*ools1 ideas & processes become imm$iately effective1 b no?+ 9 ! college is really 8us$02 ideas are n put to "w4 ,pr(essors anxi\sly desire to 8tea* /ud5ts to ?9k10 b !y d n give !m opportunities = t h>d ex]cise :i* alone c produce tra9$ ?\ght4 ,! college organs ( expression1 ! debat+ clubs1 lit]>y magaz9es1 newspap]s1 speak+ conte/s1 dramatic societies1 etc41 are usually amateuri%1 spasmodic1 unreal4 ,! flimsy backgr\nd ( ! und]graduate is n to be wond]$ at :]e und]graduate expression 9 any *annel is left by ! college au?orities unorganiz$ & *ildi%4 ,& 8 l[ /ate mu/ inevitably cont9ue until ideas are n m]ely collect$1 ) "s vague idea ( gild+ ! int]ior ( 8 s\l1 b resolutely put to "w4 ,"o reason = ! ov]ma/]+ devotion to a?letics 9 ! mod]n college is exactly its activity4 ,9 t field ! /ud5t c d some?+4 ,"h1 ?ank ,god1 he says1 is a place :]e "o c act6 ,to make intellectual expression & n receptivity ! keynote ( ! college does n mean to turn x into an intellectual eng9e]+ s*ool or to make x sev]ely utilit>ian4 ,x %\ld rema9 unspecializ$1 ! field = work+ out a backgr\nd = ! contempor>y social _w4 ,! p>adox is t only by ?is practical ex]cise c any real cultural or s*ol>ly p[] be atta9$4 ,z long z ! /ud5t c speak ( 8tak+ c\rses0 ! receptive & slightly m$ic9al "* ( college le>n+ w be emphasiz$4 ,moreov]1 z ! s*ools bo? above & bel[ ! college adju/ !mselves to ! new conceptions ( le>n+1 ! ar*aic =ms ( college w cause x to lag 9 ! race4 ,! reason = _! p]si/5ce is1 ( c\rse1 t :]eas ! te*nical dem&s ( indu/ry & ! ke5 emulation 9 ! pr(essions h %>p5$ ! high] s*ools & =c$ a revision ( ideals & me?ods1 ! practical application ( ! cultural /udies ( ! college has n seem$ s urg5t4 ,! turn+ ( ^! cultural /udies into p[] is to be ! exact measure ( our gr[+ conviction t ideas & k ab\t social relations & human in/itutions are to c\nt z urg5tly 9 our /ruggle ) ! future z any ma!matical or me*anical =mulas did 9 ! developm5t ( our pres5t4 ,transcrib]'s ,notes ,page #dh3 8cottom looms0 *ang$ to 8cotton looms0 ,page #ib3 8,pr(esor ,judd's0 *ang$ to 8,pr(essor ,judd's0 ,page #ii3 8imp]fect acompli%m5t0 *ang$ to 8imp]fect accompli%m5t0 ,page #afd3 8classics & ma!ma?ics0 *ang$ to 8classics & ma!matics0 ,page #aij3 8p>ticual>ly to ^?0 *ang$ to 8p>ticul>ly to ^?0 ,page #bcj3 8,! l>ge univ]sity to-day repres5t0 *ang$ to 8,! l>ge univ]sity to-day repres5ts0