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Principol's Foreword For a long time education was thought of as a preparation for life . More recently a great American philosopher has told us that education is life . Accepting this newer conception, our schools are now placing more stress on practical social perform- ances of students as an important agency in education. The most effective way of learning to do certain things is to do them in their proper environment. For example, no one can learn to swim by going through the motions on dry land, because under such conditions the essential element is left out of account. Like- wise, to really learn the meaning of responsibility one must be instrusted with a task and carry it through to completion under normal circumstances. The modern school literally teems with life. Projects and other socialized efforts within the curriculum and various student activities without the curriculum furnish motivation for school life. The relatively passive business of perusing the printed page has no such appeal to young people as the opportunities offered them through the life of the school for the interplay of initiative and team-work. Such first-hand experiences in meeting prob- lems arising out of the corporate life of the school have a positive educational value. Therefore, the schools of today are learning to reproduce within themselves life situations approximating, as nearly as pos- sible, those existing outside. This evolution of school life through social organization and self-governing efforts has become a dis- tinguishing feature of American schools, in recognition of the needs of a great and varied democracy. In other words, the schools have become extensive social laboratories, offering an apprenticeship, as it were, in the duties of cooperative citizenship. .AX Kaleidoscope,' of this colorful school life, therefore, fur- nishes a fascinating theme for our Annual. cYYif3'x,aM.c..,
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