derstand the problem of teaching as determined by the
normal mental development of boys and girls, we must have in mind
constantly the use to which their capacities and abilities are to be
put. Any adequate recognition of the social purpose of education
suggests the necessity for eliminating, as far as possible, that type of
action which is socially undesirable, while we strive for the
development of those capacities which mean at least the possibility of
contribution to the common good. We study the principles of teaching in
order that we may better adapt ourselves to the children's possibilities
of learning, but we must keep in mind constantly that kind of learning
and those methods of work which look to the development of socially
efficient boys and girls. We must seek to provide situations which are
in themselves significant in our modern social life as the subject
matter with which children may struggle in accomplishing their
individual development. We need constantly to have in mind the ideal of
school work which will value most highly opportunities for cooeperation
and for contribution to the common good upon the part of children, which
are in the last analysis entirely like the situations in which older
people contribute to social progress. More and more we must seek to
develop the type of pupil who knows the meaning of duty and who gladly
recognizes his obligations to a social group which is growing larger
with each new experience and each new opportunity.

QUESTIONS

1. Why would you not be satisfied with a statement of the aim of
education which was expressed in terms of the harmonious development of
an individual's abilities and capacities?

2. Suggest any part of the courses of study now in force in your school
system the omission of which would be in accordance with the social aim
of education.

3. Name any subjects or parts of subjects which might be added for the
sake of realizing the aim of education.

4. How may a teacher who insists upon having children ask permission
before they move in the room interfere with the realization of the
social aim of education?

5. Can you name any physical habits which may be considered socially
undesirable? Desirable?

6. What is the significance of pupil participation in school government?

7. How does the teacher who stands behind his desk at the front of the
room interfere with the development of the right social attitude upon
the part of pupils?

8.