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total school program? Do school administrators practice democracy
in their staff relationships?
If we are to "educate the whole child," teachers must avoid
viewing their role in a narrow, restricted sense. They must guard
against paying attention to but a small fraction of the child's
personality, when they should be deeply concerned with his full
and complete development. The information about children we now
have in our schools should be broadened to include more detailed
and comprehensive knowledge about such things as pupils' emotional
problems, their social background, their economic status, and
their family relationships. As we approach the goal of universal
education in America, the need to know more about our children
and youth as individuals becomes increasingly urgent. Acting on
such knowledge, educators can better perform their primary mission:
training responsible citizens.
It has been said that if we want to know what kind of
citizens our children are most likely to become, all we have to do
is look at our communities. If children are taught one thing
in the home and in the school, and then bump into just the opposite
thing out in the community, they're going to ask questions. They're
going to wonder why their parents and teachers haven't built the
kind of community they profess to believe in. Why, our children
ask, don't adult community deeds measure up to adult living-room
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"ocrText": "- 3 -\ntotal school program? Do school administrators practice democracy\nin their staff relationships?\nIf we are to \"educate the whole child,\" teachers must avoid\nviewing their role in a narrow, restricted sense. They must guard\nagainst paying attention to but a small fraction of the child's\npersonality, when they should be deeply concerned with his full\nand complete development. The information about children we now\nhave in our schools should be broadened to include more detailed\nand comprehensive knowledge about such things as pupils' emotional\nproblems, their social background, their economic status, and\ntheir family relationships. As we approach the goal of universal\neducation in America, the need to know more about our children\nand youth as individuals becomes increasingly urgent. Acting on\nsuch knowledge, educators can better perform their primary mission:\ntraining responsible citizens.\nIt has been said that if we want to know what kind of\ncitizens our children are most likely to become, all we have to do\nis look at our communities. If children are taught one thing\nin the home and in the school, and then bump into just the opposite\nthing out in the community, they're going to ask questions. They're\ngoing to wonder why their parents and teachers haven't built the\nkind of community they profess to believe in. Why, our children\nask, don't adult community deeds measure up to adult living-room"
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