Excerpt from The Constructive Interests of Children
The school"s obligation is no doubt to society first, and only afterward to the child; so that the curriculum in its broader outlines must be determined with a view to what society will require rather than to what will please the child. But in developing the details, interests need to be carefully reckoned with. This is especially important with all of the more expressional subjects, whether manual training, design or English composition. Society is certainly demanding acquaintance with industrial life, and any mere tool practice, no matter how formal, which will give the pupil some notions about industrial life and his fitness for it, is probably worth having in the school. But practice in inventing is worth infinitely more-in inventing new uses for old tools and machines, new economics of material, new applications of old principles. A child"s inventiveness is never either trained or tested except while he is deep in some absorbing problem. The following study was a quest for additional data upon the question of what problems are the most likely to prove absorbing to children in the latter half of the elementary school period. It is the writers hope that some of the suggestions which it developed may be found applicable and helpful in practice.
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