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.—We have just pointed out the futility of trying to establish the aim of education—some one final aim which subordinates all others to itself. We have indicated that since general aims are but prospective points of view from which to survey the existing conditions and estimate their possibilities, we might have any number of them, all consistent with one another. As matter of fact, a large number have been stated at different times, all having great local value. For the statement of aim is a matter of emphasis at a given time. And we do not emphasize things which do not require emphasis—that is, such things as are taking care of themselves fairly well. We tend rather to frame our statement on the basis of the defects and needs of the contemporary situation; we take for granted, without explicit statement which would be of no use, whatever is right or approximately so. We frame our explicit aims in terms of some alteration to be brought about. It is, then, no paradox requiring explanation that a given epoch or generation tends to emphasize in its conscious projections just the things which it has least of in actual fact. A time of domination by authority will call out as response the desirability of great individual freedom; one of disorganized individual activities the need of social control as an educational aim.

The actual and implicit practice and the conscious or stated aim thus balance each other. At different times such aims as complete living, better methods of language study, substitution of things for words, social efficiency, personal culture,