Evening star. [volume] (Washington, D.C.) 1854-1972, 1929-10-27
BY JESSE H. NEWTON.

to the highest development of
IL his inherent abilities, that most
effectively fits him to meet the
demands of modern life-this is the
quest today of teachers, Of educational
philosophers, of laymen interested in
the vital process which we call educa-
ton.
There is an implication in this state
ment that there may be some doubt in
the minds of interested persons as to
Just what education Is or what kind OF
education the modern world requires.
At first blush this may seem surprising
to the ordinary American. Education
he has always connected with books
and other impedimenta of schools. One
gets an education by studying text
books, by learning facts, by porting over
quadratic equations and irregular verbs,
by performing the many tasks that
have been associated from time imn1e-
mortal with school.
But questions have been raised. In
, deed, number of influences have con-
spired to upset the educational apple
cart, More than q generation ago I'M
porcaiiC changes pegali to be ict1o-
duced into American education. The
impact of the industrial revolution has
helped to produce and accelerate these
changes The researches of scholars in
the physical, biological and social
method to the study of education, the
increasing complexity of life and other
factors have tremendously influenced
our thinking on education.
Problems More Complicated.
Problems of the modern world, do
nestle and international, become more
complicated every decade; The weak
ening of basic social institutions, such
as the home and the church, steadily
increases the responsibilities placed on
' the schools. That the educational
regime of a simple, agrarian civlliza-
ton Is inadequate to the industrial age
becomes ever more apparent.
Except for those who attained to the
highest realms of learning and engaged
in productive scholarship or the pro-
LESSONS education has been in the past
largely q process of pouring IN, OF
examining the heads of boys and girls
with facts that too often have had lit
tie meaning or interest for them. The
effectiveness of such education has been
generally tested by examinations. the
best pupil was the one who could recall
the greatest number of facts at given
time.
Expansion Of Curriculum.
In other days youths who were sub
1ected to this regime got another KIND
Of education that In large measure COM
pensated for the deficiencies OF the
school. The numerous and varied ac-
tivities of life outside the school, work
on the farm and in the villages and
cities of another generation provided
wealth of meaningful experience and
training in initiative and self-rellance
no longer available.
wage earners, produced untold wealth.,
shortened the hours of labor and
greatly increased the leisure time OF
the people, The school to an increas-
ing extent must take the place OF the
home and the shop and the farm. 1t
must supply as best 1t can actlVitles
and experiences that in simpler civil
ization were available to pupils OUTSIDE
the school.
There is a perfectly good explanation
here of the expansion of the curriculum
during the last 40 years Prior to the
twentieth century the elementary school
curriculum was barren affair. The
three RS and little more told Its brief
story. This. curriculum now includes 9
wealth of history, literature. fine arts,
industrial arts, music. The social stud
les. history, government, geography, even
the rudiments of sociology and econom-
tcs. play an important part.
In similar fashion the curriculum OF
the intermediate grades, particularly In
those school systems that have 1nCro-
duced the junior high school. has been
made over and enriched. Though the
high school is in many respects the
stronghold Of tradition, its curriculum
has by the mere process OF ADDITION
been enormously expanded to meet the
needs of changing civilization.
In the enlargement of our concept OF
the educative process We are beginning
to see more clearly than ever that IL Is
hot 1pQrY1 IN dn
by doing. AS DR.. Dewey has said. edu-
cation is process of experiencing We
have not really learned anything until
we have explained it.
A child may study the rules of gram
mar until he is blue in the face, but
he win not know correct usage until he
has had practice-plenty. of practice,
is placed today on expression and prac-
tice in the use of good English, rather
than on an endless study of the techni-
calities Of the rules Of grammar.
Problems of Usage Study.
Educational scientists have made crit
ical functional analysis of usage with
view to determining what errors are
most commonly made. what the prob
lens of correct usage really are. 1t has
been found that most of the hair-Split-
ting Of the old grammarianS was not
only beside the point, but positively
harmful to the learner.
Most persons on the shady side Of 40
studied an elementary form OF anatomy,
learning, for example, the names OF all
the bones in the body. Learning the
principles of wholesome diet, to sleep
with an open window, acquisition of a
genuine desire to observe the rules OF
health and practice in them constitute
some of the detectives of health educa-
ton today.
We do best the things that we like to
do and that we feel the need of doing.
If the child sees the necessity for cor
rect speech, becomes keenly aware OF
its social usefulness, the most effective
learning situation has been created.
This is principle which applies at
every point.
This principle is illustrated in the
realm of school discipline and manage
ment. Discipline and management, Sc
, far as the good order is concerned, nave
largely disappeared from the category
of educational problems. The adage
SPARE the rod and spoil the child, /!
long since obsolete. If occasionally &
really unruly child is found, he Is likely
to be regarded as a case of maladjust
ment and sent to a psychological clinic.
Self Government introduced.
Student participation in the govern
ment of the school, student activities
in which the pupils have opportunit.
to engage in many useful and enjoy
able pursuits, are characteristic of thu
modern school. Why not learn to be ;
good citizen in the school? 1t is mex
to a crime to do for pupil anything
that he can do for himself or for !;
school anything that it can do for itself
A striking characteristic Of the ney
scl,ool is the large number of books Ono
text books that we find in it, and tn