. Review of reviews and world's work . chooling must of neces-sity be complicated. Need it be as compli-cated as modern education ? Must the schoolitself—the public institution—do for everychild all that ought to be done to render himcompetent and loyal as a citizen, a worker,a member of the family, the community, andthe social w^hole, and to give him the com-mon means of appreciation and expression ?Must we not create a new educational or-ganization, of which the school shall be buta subordinate part? Must not the commu-nity itself be organized for education? In a New England town of early da
. Review of reviews and world's work . chooling must of neces-sity be complicated. Need it be as compli-cated as modern education ? Must the schoolitself—the public institution—do for everychild all that ought to be done to render himcompetent and loyal as a citizen, a worker,a member of the family, the community, andthe social w^hole, and to give him the com-mon means of appreciation and expression ?Must we not create a new educational or-ganization, of which the school shall be buta subordinate part? Must not the commu-nity itself be organized for education? In a New England town of early days theminister was the center of spiritual and so-cial life and the activities of home, commu-nity, and church provided a wide range ofeducative experiences. The environment ofthe modern child, at least in the city, has be-come by comparison passive, sterile, and un-inviting. It is neither stinuilating nor dis-ciplinary, although it is exciting, complicated,and dangerous to health and morals. The 616 THE AMERICAN REVIEW OF REVIEWS. A FORGE SHOP (With anvils, forger, and pneumatic hammer, the pupils turn out simplewrought-iron shapes—staples, hooks, brackets, bolts, chains, etc.) childs wants are supplied by invisible agen-cies and he is offered little opportunity to ex-periment, explore, or construct things forhimself. The unity of control over hisgrowth has been destroyed also. Church, school, and home are out oftouch with one another, and industry hasgone out of the home or neighborhood shopinto the factory. The playground has notyet taken the place of field and wood, andthere is less natural grouping of children foractive work and play with adults. No won-der Gary tried to enrich the program of itsschools; but can a single institution expandso far and so effectively as to compass whatwas once done by school, home, church,neighborhood industries, community enter-prises, and the infinite opportunities of anatural environment not yet despoiled ? No doubt the picture we pa
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