Democracy
cannot flourish where the chief influences in selecting subject
matter of instruction are utilitarian ends narrowly conceived for
the masses, and, for the higher education of the few, the
traditions of a specialized cultivated class. The notion that
the "essentials" of elementary education are the three R's
mechanically treated, is based upon ignorance of the essentials
needed for realization of democratic ideals. Unconsciously it
assumes that these ideals are unrealizable; it assumes that in
the future, as in the past, getting a livelihood, "making a
living," must signify for most men and women doing things which
are not significant, freely chosen, and ennobling to those who do
them; doing things which serve ends unrecognized by those engaged
in them, carried on under the direction of others for the sake of
pecuniary reward. For preparation of large numbers for a life of
this sort, and only for this purpose, are mechanical efficiency
in reading, writing, spelling and figuring, together with
attainment of a certain amount of muscular dexterity,
"essentials." Such conditions also infect the education called
liberal, with illiberality. They imply a somewhat parasitic
cultivation bought at the expense of not having the enlightenment
and discipline which come from concern with the deepest problems
of common humanity. A curriculum which acknowledges the social
responsibilities of education must present situations where
problems are relevant to the problems of living together, and
where observation and information are calculated to develop
social insight and interest.
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