It was felt that if the brief space at the disposal of this report could also look chiefly toward the future, and present constructive recommendations concerning things that observation indicated should be kept in mind, it would accomplish its largest service.  The time that the author spent in Cleveland was mostly used in observations in the schools, in consultation with teachers and supervisors, and in otherwise ascertaining what appeared to be the main outlines of practice in the various subjects.  This was thought to be the point at which further constructive labors would necessarily begin.

The recommendation of a thing in this report does not indicate that it has hitherto been non-existent or unrecognized in the system.  The intention rather is an economical use of the brief space at our disposal in calling attention to what appear to be certain fundamental principles of curriculum-making that seem nowadays more and more to be employed by judicious constructive workers.

The occasional pointing out of incomplete development of the work of the system is not to be regarded as criticism.  Both school people and community should remember that since schools are to fit people for social conditions, and since these conditions are continually changing, the work of the schools must correspondingly change.  Social growth is never complete; it is especially rapid in our generation.  The work of education in preparing for these ever-new conditions can likewise never be complete, crystallized, perfected.  It must grow and change as fast as social conditions make such changes necessary.  To point out such further growth-needs is not criticism.  The intention is to present the disinterested, detached view of the outsider who, although he knows indefinitely less than those within the system about the details of the work, can often get the perspective rather better just because his mind is not filled with the details.

THE POINT OF VIEW

There is an endless, and perhaps worldwide, controversy as to what constitutes the “essentials” of education; and as to the steps to be taken in the teaching of these essentials.  The safe plan for constructive workers appears to be to avoid personal educational philosophies and to read all the essentials of education within the needs and processes of the community itself.  Since we are using this social point of view in making curriculum suggestions for Cleveland, it seems desirable first to explain just what we mean.  Some of the matters set down may appear so obvious as not to require expression.  They need, however, to be presented again because of the frequency with which they are lost sight of in actual school practice.

Children and youth are expected as they grow up to take on by easy stages the characteristics of adulthood.  At the end of the process it is expected that they will be able to do the things that adults do; to think as they think; to bear adult responsibilities; to be efficient in work; to be thoughtful public-spirited citizens; and the like.  The individual who reaches this level of attainment is educated, even though he may never have attended school.  The one who falls below this level is not truly educated, even though he may have had a surplus of schooling.