eals with conscious adjustment, to those
modifications of experience which are directed or controlled through an
educative agent, or, in other words, are brought about by means of
instruction.

REQUIREMENTS OF THE INSTRUCTOR

Formal education being an attempt to direct the development of the child
by controlling his stimulations and responses through the agency of an
instructor, we may now understand in general the necessary
qualifications and offices of the teacher in directing the educative
process.

1. The teacher must understand what constitutes the worthy life; that
is, he must have a definite aim in directing the development of the
child.

2. He must know what stimulations, or problems, are to be presented to
the child in order to have him grow, or develop, into this life of
worth.

3. He must know how the physical, intellectual, and moral nature of the
child reacts upon these appropriate stimulations.

4. He must have skill in presenting the stimuli, or problems, to the
child and in bringing its mind to react appropriately thereon.

5. He must, in the case of conscious reactions, see that the child not
only acquires the new experience, but that he is also able to apply it
effectively. In other words, he must see that the child acquires not
only knowledge, but also skill in the use of knowledge.

CHAPTER IV

THE SCHOOL CURRICULUM

=Valuable Experience: Race Knowledge.=--Since education aims largely to
increase the effectiveness of the moral conduct of the child by adding
to the value of his experience, the science of education must decide the
basis on which the educator is to select experiences that possess such a
value in directing conduct. Now a study of the progress of a nation's
civilization will show that this advancement is brought about through
the gradual interpretation of the resources at the nation's command, and
the turning of these resources to the attainment of human ends. Thus
there is gradually built up a community, or race, experience, in which
the materials of the physical, economic, political, moral, and religious
life are organized and brought under control. By this means is
constituted a body of race experience, the value of which has been
tested in its direct application to the needs of the social life of the
community. It is from the more typical forms of this social, or race,
experience that education draws the experience, or problems, for the
educative process. In ot