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Show 39 I would Certainly they must have skill. the child trained to accuracy in the tech nique of any work as much as anyone; but I would not put the mechanics of any subject first; neither would I crowd upon the child the formal side of education faster than his I should reduce growing needs called for it. the formal requirements, too, to their lowest terms--to things actually needed. This forcing of a child to plow through all the intricacies of bankers' arithmetic, of technical grammar, of stuffed spelling books is sheer waste of have child life--nothing more. These non-essentials should be displaced with thousands of more vital and valuable things that bear immediate.' ;relation ship in the evey day life of the child. What we want is to connect our schools more closely with life--to make them more practical it means we should make every subject practical.' ••••• Vmen asked if the be cultural side of education might neglected with all this emphasis on the practical, he replied: Not t all. There is no culture apart the from practical. A man who is truly cultured is one who performs his every-day duties, whether they be in the field, the ship, the office, the pulpit or elsewhere with sueh proper regard for others, such finish as bespeaks- the gentleman. The child becomes cultured, not by drilling on formal rules of etiquette, or by studying things apart from ordinary life, but rather by high In a thou minded association with·his fellows. sand ways the pupil can be trained to habits Our aim is constantly that reflect culture. to cultivate these qualities in the pupil. The \Loc. cit. school as a whole should reflect the |
