Clarifies Race Experience.—Finally, when a child is given problems by means of the school curriculum, the experiences come to him in a pure form. That is, the trivial, accidental, and distracting elements which are necessarily bound up with these experiences when they are met in the ordinary walks of life are eliminated, and the single type is presented. For instance, the child may every day meet accidentally examples of reflection and refraction of light. But these not being separated from the mass of accompanying impressions, his mind may never seize as distinct problems the important relations in these experiences, and may thus fail to acquire the essential principles involved. In the school curriculum, on the other hand, under the head of physics, he has the essential aspects presented to him in such an unmixed, or pure, form that he finds relatively little difficulty in grasping their significance. Thus the school curriculum renders possible an effective control of the experiencing of the child by presenting in a comprehensive form a classified, systematized, and pure representation of the more valuable features of the race experience. In other words, it provides suitable problems which may lead the child to participate more fully in the life about him. Through the subjects of the school curriculum, therefore, the child may acquire much useful knowledge which would not otherwise be met, and much which, if met in ordinary life, could not be apprehended to an equal degree.
DANGERS IN USE OF CURRICULUM
While recognizing the educational value of the school curriculum, it should be noticed that certain dangers attach to its use as a means of providing problems for developing the experiences of the child. It is frequently argued against the school that the experiences gained therein too often prove of little value to the child in the affairs of practical life. The world of knowledge within the school, it is claimed, is so different from the world of action outside the school, that the pupil can find no connection between them. If, however, as claimed above, the value of experience consists in its use as a means of efficient control of conduct, it is evident that the experiences acquired through the school should find direct application in the affairs of life, or in other words, the school should influence the conduct, or behaviour, of the child both within and without the school.
A. Child may not see Connection with Life.—Now the school curriculum, as has been seen, in representing the actual social life, so classifies and simplifies this life that only one type of experience—number, language, chemistry, geography, etc., is presented to the child at one time. It is evident, however, that when the child faces the problems of actual life, they will not appear in the simple form in which he meets them as represented in the school curriculum. Thus, when he leaves the school and enters society, he frequently sees no connection between the complex social life outside the school and the simplified and systematized representation of that life, as previously met in the school studies. For example, when the boy, after leaving school, is set to fill an order in a wholesale drug store, he will in the one experience be compelled to use various phases of his chemical, arithmetical, writing, and bookkeeping knowledge, and that perhaps in the midst of a mass of other accidental impressions. In like manner, the girl in her home cooking might meet in a single experience a situation requiring mathematical, chemical, and physical knowledge for its successful adjustment, as in the substitution of soda and cream of tartar for baking-powder. This complex character of the problems of actual life may prove so bewildering that the person is unable to see any connection between the outside problem and his school experiences. Thus school knowledge frequently fails to function to an adequate degree in the practical affairs of life.
How to Avoid This Danger.—To meet this difficulty, school work must be related as closely as possible to the practical experiences of the child. This would cause the teacher, for example, to draw his problems in arithmetic, his subjects in composition, or his materials for nature study from the actual life about the child, while his lessons in hygiene would bear directly on the care of the school-room and the home, and the health of the pupils. Moreover, that the work of the school may represent more fully the conditions of actual life, pupils should acquire facility in correlating different types of experience upon the same problem. In this way the child may use in conjunction his knowledge of arithmetic, language, geography, drawing, nature study, etc., in school gardening; and his arithmetic, language, drawing, art, etc., in conjunction with constructive occupations.
Value of Typical Forms of Expression.—A chief cause in the past for the lack of connection between school knowledge and practical life was the comparative absence from the curriculum of any types of human activity. In other words, though the ideas controlling human activity were experienced by the child within the school, the materials and tools involved in the physical expression of such ideas were almost entirely absent. The result was that the physical habits connected with the practical use of knowledge were wanting. Thus, in addition to the lack of any proper co-ordinating of different types of knowledge in suitable forms of activity, the knowledge itself became theoretic and abstract. This danger will, however, be discussed more fully at a later stage.
B. Curriculum May Become Fossilized.—A second danger in the use of the school curriculum consists in the fact that, as a representation of social life, it may not keep pace with the social changes taking place outside the school. This may result in the school giving its pupils forms of knowledge which at the time have little functional value, or little relation to present life about the child. An example of this was seen some years ago in the habit of having pupils spend considerable time and energy in working intricate problems in connection with British currency. This currency having no practical place in life outside the school, the child could see no connection between that part of his school work and any actual need. Another marked example of this tendency will be met in the History of Education in connection with the educational practice of the last two centuries in continuing the emphasis placed on the study of the ancient languages, although the functional relation of these languages to everyday life was on the decline, and scientific knowledge was beginning to play a much more important part therein. While the school curriculum may justly represent the life of past periods of civilization so far as these reflect on, and aid in the interpreting of, the present, it is evident that in so far as the child experiences the past without any reference to present needs, the connection which should exist between the school and life outside the school must tend to be destroyed.
C. May be Non-progressive.—As a corollary to the above, is the fact that the school, when not watchful of the changes going on without the school, may fail to represent in its curriculum new and important phases of the community life. At the present time, for example, it is a debatable question whether the school curriculum is, in the matter of our industrial life, keeping pace with the changes taking place in the community. It is in this connection that one of the chief dangers of the school text-book is to be found. The text is too often looked upon as a final authority upon the particular subject-matter, rather than being treated as a mode of representing what is held valuable and true in relation to present-day interests and activities. The position of authority which the text-book thus secures, may serve as a check against even necessary changes in the attitude of the school toward any particular subject.
D. May Present Experience in too Technical Form.—Lastly, the school curriculum, even when representing present life, may introduce it in a too highly technical form. So far at least as elementary education is concerned, each type of knowledge, or each subject, should find a place on the curriculum from a consideration of its influence upon the conduct and, therefore, upon the present life of the child. There is always a danger, however, that the teacher, who may be a specialist in the subject, will wish to stress its more intellectual and abstract phases, and thus force upon the child forms of knowledge which he is not able to refer to his life needs in any practical way. This tendency is illustrated in the desire of some teachers