Atlanta semi-weekly journal. (Atlanta, Ga.) 1898-1920, 1919-03-04
EDUCATION. TOMORROW
By H. Addington Bruce Y

T HAVE lately been reading an official doeu-y
ment which 1 commend to the consid-
a. GRAFTON, not only of all educators, but of
citizens gen orally It is-issued by the United
States bureau of education, and is the report
of the commission on the reorganization Of
secondary education az pointed by the Nation
al Education association. o. H. 0.r- E.+
It's Importance rests in the fact that it ex-
plicitly recognizes that education should aim
at something more than fitting the individual
to make his way in the world-th2t it should
always aim at developing in Rim keen social
consciousness as we'll as personal efficiency
and uprightness of character. ...-... -
Listen to this preamble to the report in
question: 49,.
1.-THE purpose of democracy is so to organ
ize society that each member may develop his
personality primarily through activities de-
signed for the well-being of his fellow mem
bers and of society as a whole .<-
''This ideal demands that human activities
be placed upon high level of efficiency; that
to this efficiency be added appreciation of
the significance of these activities and loyal
ty to the best ideals involved; and thatrthe
individual choose that vocation and those
forms of social service in which his personal
ity may develop and become most effective.
'For the achievement of these ends demOc-
racy must place chief reliance upon education
Consequently education in democracy, both
within and without the school, should de-
ve1op in each individual the knowledge, in
terests, ideals, habits, and powers whereby he
will find his place and use that place to shape
both himself and society to ever nobler ends"
Here is the higher note in educational
theory which l have long been hoping would
be officially sounded.
In the past education has been dominated
by too extreme an individualism. Authorities
have differed IS to whether the emphasis in
education should be placed on the develop
ment of efficiency or the development of
character. But they have pretty unanimous
lily agreed in assuming that they should
chiefly have at heart the good of the individ-
ual who is to be educated for life's oppor-
tunties
AS result there has been no systematic
cultivation of the sense of social response
bility.
The self-regarding instinct has been fos-
tered at the expense Of the altruistic i'm
pulse And the outcome has necessarily
been social conflict and disorder instead of
social harmony and justice. Glass differ
ences have been promoted rather than mass
solidarity
Only of recent years has there been an
awakening to this fundamental cause of the
social evils which all deplore. Now we hap
PLY have the promise of the one remedy
that can set the world right-an education
| al system which regards society's needs as
much as the needs of the individual.
| Under the plan proposed by the reorgan-
! iZation commission our secondary schools
will necessarily continue to train children in
| the efficient use of the three "R's" and other
''tools in the affairs Of life" But also 1t is
| urged upon them to pay increased attention
| to character training, to health education,
| to education for citizenship, and to educa-
| ton "for the worthy use of leisure"
! Copyright, 1919, by the Associated News
papers)
| The thinnest man in the world was ar
| guing with the man of the mighty fist as to
who was the greatest "draw in the theatre
cal-or, rather, circus--world.
He of the mighty fist listened patiently to
the thin man; tale of triumphs, and then
burst out:
"See these fists? Why the other day
took brick in aither hand, gave squeeze,
and-dust! Then went through forest,
pulled up tree With my right hand and one
with my left, succeed them together, and,
behold sawdust'"
The thin man wasn't impressed.
"Then,' went on the man with the fists,
| desperately. "I went into a field, picked up
bull in either nald squeezed em together,
and, hey, presto beef teal"