t must add to the largeness of his personal life, and at the
same time increase his working efficiency.

This is to say that one's education must (1) furnish him with the
particular _knowledge_ required for the life that he is to live, whether
it be in the shop, on the farm, or in the profession. For knowledge lies
at the basis of all efficiency and success in whatever occupation.
Education must (2) shape the _attitude_, so that the individual will
confront his part of the world's work or its play in the right spirit.
It must not leave him a parasite, whether from wealth or from poverty,
ready to prey upon others; but must make him willing and glad to do his
share. Education must (3) also give the individual training in
_technique_, or the skill required in his different activities; not to
do this is at best but to leave him a well-informed and well-intentioned
bungler, falling far short of efficiency.

The great function of the school, therefore, is to supply the means by
which the requisite _knowledge_, _attitude_, and _skill_ can be
developed. It is true that the child does not depend on the school alone
for his knowledge, his attitude, and his skill. For the school is only
one of many influences operating on his life. Much of the most vital
knowledge is not taught in the school but picked up outside; a great
part of the child's attitude toward life is formed through the
relations of the home, the community, and the various other points of
contact with society; and much of his skill in doing is developed in a
thousand ways without being taught. Yet the fact remains that the school
is organized and supported by society to make sure about these things,
to see that the child does not lack in knowledge, attitude, or skill.
They must not be left to chance; where the educative influences outside
the school have not been sufficient, the school must take hold. Its part
is to supplement and organize with conscious purpose what the other
agencies have accomplished in the education of the child. The ultimate
purpose of the school is _to make certain of efficiency_.

The means by which the school is to accomplish these ends are (1) the
_social organization_ of the school, or the life and activities that go
on in the school from day to day; (2) the _curriculum_, or the
subject-matter which the child is given to master; and (3) the
_instruction_ or the work of the teacher in helping the pupils to master
the subject-matter of the