Aleksandr Solzhenitsyn's Nobel Lecture with Response Questions

Hello Students,

Aleksandr Solzhenitsyn was awarded the Nobel Prize for Literature (one of the most prestigious awards any writer can receive) in 1970. Perhaps more than anyone else, Solzhenitsyn was responsible for revealing the evils of communist ideology to rest of the world. As such, he serves as a critical voice to Behaviorists who argue that mankind can be engineered at will to produce a more desirable society (and better behaved students).

Below is an excerpt from the lecture that Solzhenitsyn delivered after receiving his Nobel Prize for Literature. It comes from the final part of his speech where he pays tribute to his fellow writers across the globe and the awesome power that comes from Truth found in Literature.

Read the below excerpt and answer the following questions IN YOUR OWN WORDS as much as possible. You are responsible for submitting your answers on April 29, 2019.

1. Solzhenitsyn was a conservative. Conservatives want to see the world accurately and the way that it really is. Why then, does he argue that literature (including novels, plays, and other forms of fiction) can be used to tell the truth about human nature?

2. How does Solzhenitsyn express a critical view of behaviorism in this address?

3.Solzhenitsyn argues that literature has the power to conquer falsehood. What do you think he means by this statement, and do you agree with it? Why or why not?

4. One of the closing lines of Solzhenitsyn's address is, "One word of truth shall outweigh the whole world."  What do you think he means by this, and how does it relate to the goals of a good teacher?

Alexandr Solzhenitsyn

Nobel Lecture 1970

...However, I am cheered by a vital awareness of WORLD LITERATURE as of a single huge heart, beating out the cares and troubles of our world, albeit presented and perceived differently in each of its corners.

Apart from age-old national literatures there existed, even in past ages, the conception of world literature as an anthology skirting the heights of the national literatures, and as the sum total of mutual literary influences. But there occurred a lapse in time: readers and writers became acquainted with writers of other tongues only after a time lapse, sometimes lasting centuries, so that mutual influences were also delayed and the anthology of national literary heights was revealed only in the eyes of descendants, not of contemporaries.

But today, between the writers of one country and the writers and readers of another, there is a reciprocity if not instantaneous then almost so. I experience this with myself. Those of my books which, alas, have not been printed in my own country have soon found a responsive, worldwide audience, despite hurried and often bad translations. Such distinguished western writers as Heinrich Böll have undertaken critical analysis of them. All these last years, when my work and freedom have not come crashing down, when contrary to the laws of gravity they have hung suspended as though on air, as though on NOTHING – on the invisible dumb tension of a sympathetic public membrane; then it was with grateful warmth, and quite unexpectedly for myself, that I learnt of the further support of the international brotherhood of writers. On my fiftieth birthday I was astonished to receive congratulations from well-known western writers. No pressure on me came to pass by unnoticed. During my dangerous weeks of exclusion from the Writers’ Union the WALL OF DEFENCE advanced by the world’s prominent writers protected me from worse persecutions; and Norwegian writers and artists hospitably prepared a roof for me, in the event of my threatened exile being put into effect. Finally even the advancement of my name for the Nobel Prize was raised not in the country where I live and write, but by Francois Mauriac and his colleagues. And later still entire national writers’ unions have expressed their support for me.

Thus I have understood and felt that world literature is no longer an abstract anthology, nor a generalization invented by literary historians; it is rather a certain common body and a common spirit, a living heartfelt unity reflecting the growing unity of mankind. State frontiers still turn crimson, heated by electric wire and bursts of machine fire; and various ministries of internal affairs still think that literature too is an “internal affair” falling under their jurisdiction; newspaper headlines still display: “No right to interfere in our internal affairs!” Whereas there are no INTERNAL AFFAIRS left on our crowded Earth! And mankind’s sole salvation lies in everyone making everything his business; in the people of the East being vitally concerned with what is thought in the West, the people of the West vitally concerned with what goes on in the East. And literature, as one of the most sensitive, responsive instruments possessed by the human creature, has been one of the first to adopt, to assimilate, to catch hold of this feeling of a growing unity of mankind. And so I turn with confidence to the world literature of today – to hundreds of friends whom I have never met in the flesh and whom I may never see.

Friends! Let us try to help if we are worth anything at all! Who from time immemorial has constituted the uniting, not the dividing, strength in your countries, lacerated by discordant parties, movements, castes and groups? There in its essence is the position of writers: expressers of their native language – the chief binding force of the nation, of the very earth its people occupy, and at best of its national spirit.

I believe that world literature has it in its power to help mankind, in these its troubled hours, to see itself as it really is, notwithstanding the indoctrinations of prejudiced people and parties. World literature has it in its power to convey condensed experience from one land to another so that we might cease to be split and dazzled, that the different scales of values might be made to agree, and one nation learn correctly and concisely the true history of another with such strength of recognition and painful awareness as it had itself experienced the same, and thus might it be spared from repeating the same cruel mistakes. And perhaps under such conditions we artists will be able to cultivate within ourselves a field of vision to embrace the WHOLE WORLD: in the centre observing like any other human being that which lies nearby, at the edges we shall begin to draw in that which is happening in the rest of the world. And we shall correlate, and we shall observe world proportions.
And who, if not writers, are to pass judgement – not only on their unsuccessful governments, (in some states this is the easiest way to earn one’s bread, the occupation of any man who is not lazy), but also on the people themselves, in their cowardly humiliation or self-satisfied weakness? Who is to pass judgement on the light-weight sprints of youth, and on the young pirates brandishing their knives?

We shall be told: what can literature possibly do against the ruthless onslaught of open violence? But let us not forget that violence does not live alone and is not capable of living alone: it is necessarily interwoven with falsehood. Between them lies the most intimate, the deepest of natural bonds. Violence finds its only refuge in falsehood, falsehood its only support in violence. Any man who has once acclaimed violence as his METHOD must inexorably choose falsehood as his PRINCIPLE. At its birth violence acts openly and even with pride. But no sooner does it become strong, firmly established, than it senses the rarefaction of the air around it and it cannot continue to exist without descending into a fog of lies, clothing them in sweet talk. It does not always, not necessarily, openly throttle the throat, more often it demands from its subjects only an oath of allegiance to falsehood, only complicity in falsehood.

And the simple step of a simple courageous man is not to partake in falsehood, not to support false actions! Let THAT enter the world, let it even reign in the world – but not with my help. But writers and artists can achieve more: they can CONQUER FALSEHOOD! In the struggle with falsehood art always did win and it always does win! Openly, irrefutably for everyone! Falsehood can hold out against much in this world, but not against art.

And no sooner will falsehood be dispersed than the nakedness of violence will be revealed in all its ugliness – and violence, decrepit, will fall.

That is why, my friends, I believe that we are able to help the world in its white-hot hour. Not by making the excuse of possessing no weapons, and not by giving ourselves over to a frivolous life – but by going to war!

Proverbs about truth are well-loved in Russian. They give steady and sometimes striking expression to the not inconsiderable harsh national experience:

ONE WORD OF TRUTH SHALL OUTWEIGH THE WHOLE WORLD.

And it is here, on an imaginary fantasy, a breach of the principle of the conservation of mass and energy, that I base both my own activity and my appeal to the writers of the whole world.

Reading Response Questions for April 15 on Communist Manifesto

Hello students,

I apologize for not posting these questions earlier. As such, it is only required that you respond to the first two questions that are listed below. However, if you wish to respond to questions three and four, they will be treated as extra-credit. It is not mandatory that you answer questions three and four, but if you are in need of extra-credit, I strongly suggest you respond to them. Attempting the extra-credit questions can only help your grade.

1. Literally, what is a spectre? For Marx, what does he mean when he writes, "A spectre is haunting Europe?"

2. The Communist Manifesto is clearly in support of "reconstructionism."  For Marx, education has been used as a way of maintaining the status quo (where reconstructionists favor constant change) because it has supported the interests of the ruling class. In other words, Marx believed that education has been a device used to indoctrinate people into accepting and supporting the attitudes and outlooks of financial interests. Where does Marx express this idea in The Communist Manifesto? Do you think that Marx's views on education are still relevant to the formulating of good methods of education today?  Why or why not?




*Extra Credit Questions*

3. Do the ideas expressed in The Communist Manifesto reflect a more "utopian" or "realist" world view? Explain your reasons.

4. Marxism proposes that there has been a continuous "History" that has been put into motion by economic forces. That is to say, "History" has been moving in one direction where those in control of the means of production (bourgeoisie) brutally exploit workers (proletariat) in order to increase profits and enlarge their property. 

From this point of view, Marx believed that "History" has been unfolding in one continuous developmental wave. By "uncovering" or "scientifically proving" this wave, Marx believed that the direction or course "History" could take was ultimately in the control of the masses, so long as they are able to take control of the means of production.

Being able to have complete control over the navigation of the future is consistent with a reconstructionist approach to education. Where are these views expressed in The Communist Manifesto? Why do you think that the logical conclusion to following this type of ideology has lead to the creation of some of most unjust and illiberal totalitarian regimes that have ever existed?

Selections from The Communist Manifesto by Karl Marx and Friedrich Engels

Hello Students, below you will find selections from The Communist Manifesto by Karl Marx. You are responsible for read and scrutinizing the below sections. Specifically you are tasked with analyzing how this piece of literature (which was monumentally influential during the 20th century) reflects the view of reconstructionsim as a method of education. I will also post specific response questions for you to answer for next week's class.

Also, if you are interested in reading more of this text, the entirety of The Communist Manifesto can be accessed at http://www.gutenberg.org/cache/epub/61/pg61.html

MANIFESTO OF THE COMMUNIST PARTY

[From the English edition of 1888, edited by Friedrich Engels]

A spectre is haunting Europe—the spectre of Communism.
All the Powers of old Europe have entered into a holy alliance to
exorcise this spectre: Pope and Czar, Metternich and Guizot,
French Radicals and German police-spies.

Where is the party in opposition that has not been decried as Communistic by its opponents in power? Where is the Opposition that has not hurled back the branding reproach of Communism, against the more advanced opposition parties, as well as against its reactionary adversaries?

Two things result from this fact.

I. Communism is already acknowledged by all European Powers to be itself a Power.

II. It is high time that Communists should openly, in the face of the whole world, publish their views, their aims, their tendencies, and meet this nursery tale of the Spectre of Communism with a Manifesto of the party itself.

To this end, Communists of various nationalities have assembled in London, and sketched the following Manifesto, to be published in the English, French, German, Italian, Flemish and Danish languages.

I. BOURGEOIS AND PROLETARIANS

The history of all hitherto existing societies is the history of class struggles.

Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary re-constitution of society at large, or in the common ruin of the contending classes.

In the earlier epochs of history, we find almost everywhere a complicated arrangement of society into various orders, a manifold gradation of social rank. In ancient Rome we have patricians, knights, plebeians, slaves; in the Middle Ages, feudal lords, vassals, guild-masters, journeymen, apprentices, serfs; in almost all of these classes, again, subordinate gradations.

The modern bourgeois society that has sprouted from the ruins of feudal society has not done away with class antagonisms. It has but established new classes, new conditions of oppression, new forms of struggle in place of the old ones. Our epoch, the epoch of the bourgeoisie, possesses, however, this distinctive feature: it has simplified the class antagonisms. Society as a whole is more and more splitting up into two great hostile camps, into two great classes, directly facing each other: Bourgeoisie and Proletariat.

From the serfs of the Middle Ages sprang the chartered burghers of the earliest towns. From these burgesses the first elements of the bourgeoisie were developed.

The discovery of America, the rounding of the Cape, opened up fresh ground for the rising bourgeoisie. The East-Indian and Chinese markets, the colonisation of America, trade with the colonies, the increase in the means of exchange and in commodities generally, gave to commerce, to navigation, to industry, an impulse never before known, and thereby, to the revolutionary element in the tottering feudal society, a rapid development.

The feudal system of industry, under which industrial production was monopolised by closed guilds, now no longer sufficed for the growing wants of the new markets. The manufacturing system took its place. The guild-masters were pushed on one side by the manufacturing middle class; division of labour between the different corporate guilds vanished in the face of division of labour in each single workshop.

Meantime the markets kept ever growing, the demand ever rising. Even manufacture no longer sufficed. Thereupon, steam and machinery revolutionised industrial production. The place of manufacture was taken by the giant, Modern Industry, the place of the industrial middle class, by industrial millionaires, the leaders of whole industrial armies, the modern bourgeois.

Modern industry has established the world-market, for which the discovery of America paved the way. This market has given an immense development to commerce, to navigation, to communication by land. This development has, in its time, reacted on the extension of industry; and in proportion as industry, commerce, navigation, railways extended, in the same proportion the bourgeoisie developed, increased its capital, and pushed into the background every class handed down from the Middle Ages.

We see, therefore, how the modern bourgeoisie is itself the product of a long course of development, of a series of revolutions in the modes of production and of exchange.

Each step in the development of the bourgeoisie was accompanied by a corresponding political advance of that class. An oppressed class under the sway of the feudal nobility, an armed and self-governing association in the mediaeval commune; here independent urban republic (as in Italy and Germany), there taxable "third estate" of the monarchy (as in France), afterwards, in the period of manufacture proper, serving either the semi-feudal or the absolute monarchy as a counterpoise against the nobility, and, in fact, corner-stone of the great monarchies in general, the bourgeoisie has at last, since the establishment of Modern Industry and of the world-market, conquered for itself, in the modern representative State, exclusive political sway. The executive of the modern State is but a committee for managing the common affairs of the whole bourgeoisie.

The bourgeoisie, historically, has played a most revolutionary part.

The bourgeoisie, wherever it has got the upper hand, has put an end to all feudal, patriarchal, idyllic relations. It has pitilessly torn asunder the motley feudal ties that bound man to his "natural superiors," and has left remaining no other nexus between man and man than naked self-interest, than callous "cash payment." It has drowned the most heavenly ecstasies of religious fervour, of chivalrous enthusiasm, of philistine sentimentalism, in the icy water of egotistical calculation. It has resolved personal worth into exchange value, and in place of the numberless and indefeasible chartered freedoms, has set up that single, unconscionable freedom—Free Trade. In one word, for exploitation, veiled by religious and political illusions, naked, shameless, direct, brutal exploitation.

The bourgeoisie has stripped of its halo every occupation hitherto honoured and looked up to with reverent awe. It has converted the physician, the lawyer, the priest, the poet, the man of science, into its paid wage labourers.

III. SOCIALIST AND COMMUNIST LITERATURE

1. REACTIONARY SOCIALISM

A. Feudal Socialism

Owing to their historical position, it became the vocation of the aristocracies of France and England to write pamphlets against modern bourgeois society. In the French revolution of July 1830, and in the English reform agitation, these aristocracies again succumbed to the hateful upstart. Thenceforth, a serious political contest was altogether out of the question. A literary battle alone remained possible. But even in the domain of literature the old cries of the restoration period had become impossible.

In order to arouse sympathy, the aristocracy were obliged to lose sight, apparently, of their own interests, and to formulate their indictment against the bourgeoisie in the interest of the exploited working class alone. Thus the aristocracy took their revenge by singing lampoons on their new master, and whispering in his ears sinister prophecies of coming catastrophe.

In this way arose Feudal Socialism: half lamentation, half lampoon; half echo of the past, half menace of the future; at times, by its bitter, witty and incisive criticism, striking the bourgeoisie to the very heart's core; but always ludicrous in its effect, through total incapacity to comprehend the march of modern history.

The aristocracy, in order to rally the people to them, waved the proletarian alms-bag in front for a banner. But the people, so often as it joined them, saw on their hindquarters the old feudal coats of arms, and deserted with loud and irreverent laughter.

One section of the French Legitimists and "Young England" exhibited this spectacle.

In pointing out that their mode of exploitation was different to that of the bourgeoisie, the feudalists forget that they exploited under circumstances and conditions that were quite different, and that are now antiquated. In showing that, under their rule, the modern proletariat never existed, they forget that the modern bourgeoisie is the necessary offspring of their own form of society.

For the rest, so little do they conceal the reactionary character of their criticism that their chief accusation against the bourgeoisie amounts to this, that under the bourgeois regime a class is being developed, which is destined to cut up root and branch the old order of society.

What they upbraid the bourgeoisie with is not so much that it creates a proletariat, as that it creates a revolutionary proletariat.

In political practice, therefore, they join in all coercive measures against the working class; and in ordinary life, despite their high falutin phrases, they stoop to pick up the golden apples dropped from the tree of industry, and to barter truth, love, and honour for traffic in wool, beetroot-sugar, and potato spirits.

As the parson has ever gone hand in hand with the landlord, so has Clerical Socialism with Feudal Socialism.

Nothing is easier than to give Christian asceticism a Socialist tinge. Has not Christianity declaimed against private property, against marriage, against the State? Has it not preached in the place of these, charity and poverty, celibacy and mortification of the flesh, monastic life and Mother Church? Christian Socialism is but the holy, water with which the priest consecrates the heart-burnings of the aristocrat.

The bourgeoisie has torn away from the family its sentimental veil, and has reduced the family relation to a mere money relation.

Announcement for class on April 10

Hello Students,

We will conclude our class discussion on the topic of pragmatism today (although as we have learned, pragmatism stresses the continual learning process and therefore "conclude" is a bit of a misnomer) and begin our discussion on the topic of "reconstructionism" as a method of education in today's class. However, on Wednesday April 10 we will have a quiz on what we have discussed with respect to pragmatism. Please be prepared for this quiz. We will devote the last 30 minutes of Wednesday's class for this quiz. See you soon.

Professor Dan

Response Questions for Democracy and Education due April 8

Hello Students,

The following questions are due for class on April 8 based on what you read from John Dewey's Democracy and Education. If you would like to read more from this fascinating work, it can be accessed at:

 https://www.gutenberg.org/files/852/852-h/852-h.htm#link2HCH0007

Answer all questions in your own words.

1. Why does Dewey argue that education is the means of the social continuity of life?

2. What issues does Dewey have about "the capacities of the young and the concerns of adults?"

3. Do you think Dewey's views on education support Rousseau's views about the corruption of modern society? Explain why or why not.

4. After reading Dewey's work, why do you think he believed so passionately in the power and virtue of democracy?

Excerpts from Chapter One of "Democracy and Education" by John Dewey

Excerpts from Chapter One: Education as a Necessity of Life

We have been speaking of life in its lowest terms—as a physical thing. But we use the word "Life" to denote the whole range of experience, individual and racial. When we see a book called the "Life of Lincoln" we do not expect to find within its covers a treatise on physiology. We look for an account of social antecedents; a description of early surroundings, of the conditions and occupation of the family; of the chief episodes in the development of character; of signal struggles and achievements; of the individual's hopes, tastes, joys and sufferings. In precisely similar fashion we speak of the life of a savage tribe, of the Athenian people, of the American nation. "Life" covers customs, institutions, beliefs, victories and defeats, recreations and occupations.

We employ the word "experience" in the same pregnant sense. And to it, as well as to life in the bare physiological sense, the principle of continuity through renewal applies. With the renewal of physical existence goes, in the case of human beings, the recreation of beliefs, ideals, hopes, happiness, misery, and practices. The continuity of any experience, through renewing of the social group, is a literal fact. Education, in its broadest sense, is the means of this social continuity of life. Every one of the constituent elements of a social group, in a modern city as in a savage tribe, is born immature, helpless, without language, beliefs, ideas, or social standards. Each individual, each unit who is the carrier of the life-experience of his group, in time passes away. Yet the life of the group goes on.

The primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group—its future sole representatives—and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life. Even in a savage tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up, mere mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. Education, and education alone, spans the gap.

Society exists through a process of transmission quite as much as biological life. This transmission occurs by means of communication of habits of doing, thinking, and feeling from the older to the younger. Without this communication of ideals, hopes, expectations, standards, opinions, from those members of society who are passing out of the group life to those who are coming into it, social life could not survive. If the members who compose a society lived on continuously, they might educate the new-born members, but it would be a task directed by personal interest rather than social need. Now it is a work of necessity.

If a plague carried off the members of a society all at once, it is obvious that the group would be permanently done for. Yet the death of each of its constituent members is as certain as if an epidemic took them all at once. But the graded difference in age, the fact that some are born as some die, makes possible through transmission of ideas and practices the constant reweaving of the social fabric. Yet this renewal is not automatic. Unless pains are taken to see that genuine and thorough transmission takes place, the most civilized group will relapse into barbarism and then into savagery. In fact, the human young are so immature that if they were left to themselves without the guidance and succor of others, they could not acquire the rudimentary abilities necessary for physical existence. The young of human beings compare so poorly in original efficiency with the young of many of the lower animals, that even the powers needed for physical sustentation have to be acquired under tuition. How much more, then, is this the case with respect to all the technological, artistic, scientific, and moral achievements of humanity!


The Place of Formal Education.

There is, accordingly, a marked difference between the education which every one gets from living with others, as long as he really lives instead of just continuing to subsist, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association. While it may be said, without exaggeration, that the measure of the worth of any social institution, economic, domestic, political, legal, religious, is its effect in enlarging and improving experience; yet this effect is not a part of its original motive, which is limited and more immediately practical. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. Only gradually was the by-product of the institution, its effect upon the quality and extent of conscious life, noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.

But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. While it is easy to ignore in our contact with them the effect of our acts upon their disposition, or to subordinate that educative effect to some external and tangible result, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. Since our chief business with them is to enable them to share in a common life we cannot help considering whether or not we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect—its effect upon conscious experience—we may well believe that this lesson has been learned largely through dealings with the young.

We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education—that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. Savage groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group. They have no special devices, material, or institutions for teaching save in connection with initiation ceremonies by which the youth are inducted into full social membership. For the most part, they depend upon children learning the customs of the adults, acquiring their emotional set and stock of ideas, by sharing in what the elders are doing. In part, this sharing is direct, taking part in the occupations of adults and thus serving an apprenticeship; in part, it is indirect, through the dramatic plays in which children reproduce the actions of grown-ups and thus learn to know what they are like. To savages it would seem preposterous to seek out a place where nothing but learning was going on in order that one might learn.

But as civilization advances, the gap between the capacities of the young and the concerns of adults widens. Learning by direct sharing in the pursuits of grown-ups becomes increasingly difficult except in the case of the less advanced occupations. Much of what adults do is so remote in space and in meaning that playful imitation is less and less adequate to reproduce its spirit. Ability to share effectively in adult activities thus depends upon a prior training given with this end in view. Intentional agencies—schools—and explicit material—studies—are devised. The task of teaching certain things is delegated to a special group of persons.

Without such formal education, it is not possible to transmit all the resources and achievements of a complex society. It also opens a way to a kind of experience which would not be accessible to the young, if they were left to pick up their training in informal association with others, since books and the symbols of knowledge are mastered.

Summary. 

It is the very nature of life to strive to continue in being. Since this continuance can be secured only by constant renewals, life is a self-renewing process. What nutrition and reproduction are to physiological life, education is to social life. This education consists primarily in transmission through communication. Communication is a process of sharing experience till it becomes a common possession. It modifies the disposition of both the parties who partake in it. That the ulterior significance of every mode of human association lies in the contribution which it makes to the improvement of the quality of experience is a fact most easily recognized in dealing with the immature. That is to say, while every social arrangement is educative in effect, the educative effect first becomes an important part of the purpose of the association in connection with the association of the older with the younger. As societies become more complex in structure and resources, the need of formal or intentional teaching and learning increases. As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.