for the opportunity of developing all of its
faculties. Physically, children grow. The school, recognizing this fact,
is making a vigorous effort to break the shell of custom, which has
confined its activities to purely intellectual pursuits, and provide a
physical training which will lead the school child to perfect normal
body growth, as well as normal growth of mind. Even in its intellectual
activity the school is recognizing the importance of making the child
mind an active machine for thought, rather than a passive storehouse for
information. Though less emphasized, the training for sensual growth is
becoming of ever increasing importance in the new education. Above all,
the aesthetic side of child life is being expanded in an effort to round
out a completed adulthood.

IV Child Needs and Community Needs

The recognition of child needs, which forms so integral a part of the
new education, is paralleled by a similar recognition of the needs of
the community. The progressive educator is laying aside for a moment the
details of his task, and asking himself the pertinent question: "What
should the community expect in return for the annual expenditure of a
billion dollars on public education?" What are community needs if not
the needs for manhood and womanhood? They are well summed up in three
words--virility, efficiency, citizenship. Possessed of those attributes
a group of individuals rounds itself inevitably into a vigorous,
progressive community. They are normal qualities which a people must
demand if their social standards are to be maintained. Since they
constitute so vital an element in social life, a community lavish in its
expenditures for schools may surely expect the school product to be
virile, efficient, worthy citizens. The new education, recognizing the
justice of this demand, is crying out insistently for social, as well as
individual, training in the school.

The new educational institutions have set themselves to meet the needs
of the child and of the community. Their success depends upon their
ability to understand these needs and to supply them.

The old-fashioned schoolmaster asked: "How can I compel?" His answer was
the rod. The modern schoolmaster asks: "How can I direct?" His answer is
a laboratory, open-minded, scientific method, and a host of varied
courses designed to meet the needs of individual children and of
individual communities.

Communities vary as greatly in their characterist