Excerpt from The Teaching of Mathematics
His analysis is carried even unto himself, so that his own body, mind and soul are known in their parts and relationships. He even finds an analysis of the analysis.
Man is uprooting all that was considered constant; upheaving the very foundations of the old regime; making over his politics, his ethics, his morals, yes even his religion. Is it any wonder that he is dissatisfied with his educational system? Is it any wonder that all those things, which appeared sane to his forbears, seem to his frenzied mind insane? Is it strange that the world is filled with promoters, agitators, reformers, and purists? Is it to be wondered at that sophistry finds ideal conditions for germination?
By no means is educational unrest out of place. It is the necessary product of the situation. There could be no other result. Educational unrest, though grating to some, is nevertheless the logical thing. To close our eyes to it is folly, and is equivalent to dying with the old system. Because of this prevailing state of unrest two questions have shaped themselves: the one, what shall we offer the child who is destined by social law to serve as a worker, and, the other, by what method shall the material of this instruction be presented? In answer to these questions two great movements stand out distinctly, the one toward vocational education, the other toward informality.
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