EDUCATION 535 



thought processes so that he may continue to learn and to utilize the 

 tools of analysis. Attention must be given to developing mental 

 flexibility; skills for thinking logically, analytically and creatively; 

 and receptiveness to new ideas and emotional maturity. Attention 

 to these skills must come at all levels, kindergarten through the gradu- 

 ate school, and their development should permeate the entire 

 curriculum. 



It would be an unrealistic approach to pass laws or hand down 

 directives from any source forcing into the curriculum a new course 

 of study in this area. 



It is possible to create an awareness of problems existing in regard 

 to this issue and of need for solutions; it is possible to inform and 

 prepare teachers to deal with the issue, but approaches and programs 

 must vary. Flexibility must be encouraged. 



The school is an agency of society and the role and program of the 

 school respond to society's demands. Over the past 75 years, our 

 society has heaped upon the schools of this Nation a heroic assign- 

 ment. We have taken into our school system a greater proportion of 

 our youngsters and kept more of them in the system longer than any 

 other nation. During this same time we have been pressed to include 

 in the curriculum an incredible variety of subjects and to take over 

 more and more of the functions of the home. 



It is not necessary now to add yet another subject when what is 

 to be desired may be achieved (indeed, is being achieved in many 

 schools ) , through the present curriculum. Some schools may add a 

 subject or modify focus in present subjects. Many elementary 

 schools all over the country are engaged in outdoor education pro- 

 grams as a part of their regular study. Courses in civics, history, and 

 geography develop understanding and appreciation for natural re- 

 sources and heritage. Courses in art and humanities give emphasis 

 to beauty. 



Two cautions should be observed : 



1 . Generalizations about broad groups of children are harmful to 

 understanding. While it is true that educators face a great chal- 

 lenge in this area with culturally deprived children, it is also true 

 that often there is great receptiveness. Contrast may be an effective 

 teaching tool. The necessity to develop respect for property and the 

 desire to conserve resources as well as the development of an appre- 

 ciation for beauty is not confined to any one group in society. 



2. Schools are not the sole means by which a citizen is educated. 



