STEBBixs] GROWING CHILDREN 71 



of the world and brought the children to the factor of manu- 

 facturing. 



The motivating thought behind the market, the bank, the 

 press, the factory, was to bring the children in contact with the 

 social and business activities centered upon each in the com- 

 munity that the pupils might early become acquainted with 

 their future working field. With the gardens and agriculture 

 as a center, a miniature world, containing the factors which are 

 vital to community life, was readily produced. 



A school has two fundamental functions: (1) to produce 

 a well rounded man with a moral aim as the motivating factor; 

 (2) to make him fit his future working field. The latter function 

 is the greater of the two, for if a man "fits" he is a whole man. 



If these aims constitute the kingdom of the school, shall 

 we be amiss in examining the "future working field'' for the fac- 

 tors which make for its being? With these in hand shall they 

 not become a part of the curriculum of the school that they may 

 offer their essence to the children during their school life? 



If we desire to teach a man to swim at twenty we must 

 make him acquainted with the water before nineteen. If the school 

 desires to make a boy fit the place of his future labors socially 

 and otherwise at si.xteen it must acquaint the boy with the fac- 

 tors which constitute this field, previously. 



Analysis of community life reveals two main factors: (1) 

 a factor for pleasure and repose; (2) a factor for the more 

 serious affairs of life, namely, those of business. Its life of 

 pleasure contains the elements which are in tune with warped 

 or unwarped senses. The difference between true and false pleas- 

 ure depends upon the conditions of the senses, whether at- 

 tuned to artistic dishes, at artistic hours, whether loyal to old 

 Xick or attuned to the sky-city at night with its countless shining 

 lights. One is satisfying, the other leads to discontent. 

 One is true pleasure, the other is mere sensation. One is in 

 harmony with the driving force within forcing the destiny of 

 the world to better things, the other is antagonistic. 



The business life of the community contains four leading fac- 

 tors : (1) the printing office; (2) the bank; (3) the trades; 

 (4) the factories. 



One fails to find these factors in the life of the school, 

 yet these are the very essence of the working field of the pupils. 

 Essentially a school should have within it those things which 

 are vital to community life. The school should be a miniature 

 world giving the child contact with world forces, that he mav 



