etails of the work, can often get the perspective rather better
just because his mind is not filled with the details.

THE POINT OF VIEW

There is an endless, and perhaps worldwide, controversy as to what
constitutes the "essentials" of education; and as to the steps to
be taken in the teaching of these essentials. The safe plan for
constructive workers appears to be to avoid personal educational
philosophies and to read all the essentials of education within the
needs and processes of the community itself. Since we are using this
social point of view in making curriculum suggestions for Cleveland,
it seems desirable first to explain just what we mean. Some of the
matters set down may appear so obvious as not to require expression.
They need, however, to be presented again because of the frequency
with which they are lost sight of in actual school practice.

Children and youth are expected as they grow up to take on by easy
stages the characteristics of adulthood. At the end of the process it
is expected that they will be able to do the things that adults do; to
think as they think; to bear adult responsibilities; to be efficient
in work; to be thoughtful public-spirited citizens; and the like.
The individual who reaches this level of attainment is educated, even
though he may never have attended school. The one who falls below this
level is not truly educated, even though he may have had a surplus of
schooling.

To bring one's nature to full maturity, as represented by the best of
the adult community in which one grows up, is true education for life
in that community. Anything less than this falls short of its purpose.
Anything other than this is education misdirected.

In very early days, when community life was simple, practically all
of one's education was obtained through participating in community
activities, and without systematic teaching. From that day to this,
however, the social world has been growing more complex. Adults
have developed kinds of activities so complicated that youth cannot
adequately enter into them and learn them without systematic teaching.
At first these things were few; with the years they have grown very
numerous.

One of the earliest of these too-complicated activities was written
language--reading, writing, spelling. These matters became necessities
to the adult world; but youth under ordinary circumstances could not
participate in them as performed by adults sufficiently