who first measured the corn and then built his sheller to fit the
corn. The old education selected the class which was able to conform to
its requirements; the new education serves all classes.

III Education as Growth

Under the impetus given to it by modern thinkers, education has become
the direction of growth, rather than the application of a formula. The
child is a developing creature. It has become the function of education
to watch over and guide the development.

Nor do the modern schools consider mental development as the sole object
of educational endeavor. Physical growth is an equally essential part of
child life. Therefore the direction of physical growth becomes just as
vital a part of the educational machinery. Aesthetic and spiritual
growth require like emphasis. Each phase of child life receives
independent consideration.

The old education through mental impression is giving way before the new
education through physical, mental and spiritual expression. Expression
is the essence of growth; and since the school is to foster child growth
it must place child expression in a place of paramount importance.

Child needs, rather than abstract standards, have thus become the basis
of school activity. The old education developed its course of study by
surveying the interests of adults, and picking from among them those,
apparently the most simple, which were fit for children. The new
education applies the laboratory method--studying children and their
interests--reports, among its other findings, the quite evident fact
that children enter into life as whole-heartedly as adults; that the
field of their interest lies, not in the left-over problems of older
people, but in their own problems and processes; and that therefore the
educator must found his philosophy and his practice on an understanding
of the child and child needs.

There is in the world a phenomenon called adult life, with its phases,
problems and ideals. There is likewise in the world a phenomenon called
child life, with its phases, problems and ideals. A complete
understanding of either may not be derived through a study of the other.
Child needs exist separate from and different from adult needs. It is
the business of the new education to understand them and meet them.

Two appeals are reaching the ears of the modern educator: the first, the
appeal of the child; the second, the appeal of the community. The appeal
of the child is an appeal