Page:Indian Journal of Economics Volume 2.djvu/74

 and quantity, (b) to increas the appreciation and thus directly (8) Development of reasoned thought; power increase- reasoning power, (4) Development and of of matheric enjoyment. habits of imagination and retention of curiosity; (5) Instruction in the art of learning--reading, writing and their advanced analognos: studying religion and knowledge of books and composition; the fundamentals of matters of general (6) Instruction in life; (7) Imparting interest--such az elementary mathematics, science, geography, history. The teaching required to desire to benefit other persons promote the person's and the community, and the knowledge of how to do it, is almost entirely moral and civic. It is obvious that social benefit will accrue from giring this a very important place in the curriculum from the earliest stages. The production of the complex of qualities which we call character requires a course of instruction in the art of life which will run parallel with the moral course on conduct. This analysis of the objects of education shows that the customary education partially covers but two out ten desirable objects of education. In other words, present education covers about one-eighth of the desirable field.. Finally, in order to attain economic ettieieney in education, it is necessary firsfly, to have a clear percep- tion of the objects aimed at, secondly to secure ettieieney in the investment process--that is, proper training of teachers and a suttieient number and supply of books and equipment; thirdly, properly to adapt the teaching to the ends in view by employing expert investigators and advisers. There appears to be no known limit to the percentage rate of return of income to money outlay on education, so that provided the actual teaching be wisely directed to those aims which are socially most important, there need be no hesitation in making a great .expenditure of money in fulfilling the second of the abovs conditions. 