Part 27 (1/1)

The new educational institutions have set themselves to meet the needs of the child and of the community Their success depends upon their ability to understand these needs and to supply them

The old-fashi+oned schoolmaster asked: ”How can I compel?” His ansas the rod The modern schoolmaster asks: ”How can I direct?” His answer is a laboratory, open-ned to meet the needs of individual children and of individual coreatly in their characteristics as do children It is now certain that no formula will provide education for all children

Each new study of community needs makes it more evident that no system will supply education for all communities It is the business of the educator to study the individual child and the individual community, and then to provide an education that will assist both to grow normally and soundly in all of their parts

V The Final Test of Education

The school is a servant, not a reatness of its opportunity and of its responsibility

As an institution its object is service--assistance in growth

Developoal of education Virility, efficiency, citizenshi+p, itimate products Its tools and formulas are such as will most effectively serve these ends When the increase of knowledge leads to new methods and formulas which will prove more effective than the old ones, then the old ones must be laid aside, reverently, perhaps, but none the less fires may not be made hastily and without due consideration; but when experieous in furthering the objects of education than the old and tried fore is inevitable

The first and last word on the subject is spoken when this question is asked and answered: ”Does education exist for children, or do children exist for education?”

If children exist for education, then it is just that an objective educational standard should be created; it is fair that a hard and fast course of study be ht that educational machinery be constructed which automatically turns away from the schools any child who does not conform to the school system as it is If children exist for education, they should either conform to its requirements, or else, if they will not or cannot conform, they should be mercilessly thrust aside

If, on the other hand, education exists for children, then the primal consideration roup of children, has needs which are noteducational institutions, then these institutions enial education is a part of the birthright of every Aanized and reshaped until they provide that birthright in the fullest possible measure

Already the answer has been fornized the potency of the saying: ”The schools were made for the children, not the children for the schools” Hence it follows that no school syste so venerable, no textbook so infallible, no ive way before the educational needs of childhood

Concerning the educational problee has its problee, or handed on unsolved to the future The past is dead Only its voice--its advice and suggestion--serves as a guide or as a warning

Of authority it should have not an atom

The educational opportunities of to-day are without peer The educationaltransformed to meet the newly understood needs of the child and of the community The spirit of the new education is the spirit of service, the spirit of fair dealing, the spirit of growth for the individual and of advancement for society

Here are individual needs There are aligned the social obligations and requiree In so far as it lies within the power of the school, the children who leave its doors shall have their needs supplied, and shall be equipped to play their part as virile, efficient citizens in a greater community Such is the spirit of the new education