Maple Avenue Evening High School - Progress Yearbook (Los Angeles, CA)

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upon the whole field of human activity. Education probably should not be confined alone to preparation for complete living. Education is complete living. Education must measure up and stand the test of completeliving today, and, at the same time, perpetuate civilization of the future. A brief analysis of 1ife's activities reveals certain demands which might be placed under three heads, viz., Individual, Social, Economic. Individual Demands First: Physical, which calls for the intelligent maintenance and growth of the human body, through proper food, exercise, rest, sanitation, protection from injury and disease, etc. If man would be physically fit and efficient, these demands must be understood and properly and scien- tifically observed. Second: Mental development. There can be no complete living with- out a high state of mental development and knowledge. It is fundamental that man learn to read, write, and speak correctly the English language and to have a working knowledge of the elementary processes of mathema- tics, that he develop ability to appreciate and use art, history, literature, and the sciences, that he have an appreciation of the aesthetic arts, such as music, etc., and develop the ability to use the arts effectively in situa- tions arising in every day life. Class in Millinery Page Forty-four

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Education and Complete Living By W. S. KIENHOLZ Director Vocational Education Los Angeles School District DUCATION has been variously defined in the past. Many such de- finitions have been quite apropos for the age and the intellectual at- mosphere of the occasion. It is quite common for some educators to sum up a great educational conference by defin- A , ing education in terms of the prevailing thought. Many of these definitions are unquestionably good, but some of them were better when they were given than they are today or, perchance, will be tomorrow. A few definitions that have been given may interest. Education , says one writer, is the systematic development and cultivation, of the mind and other natural powers . An- other speaks of education in the following terms: Any full education must be the result in great ' ' part of instruction, training, and personal association . Another says, Education is the systematic development and cultivation of natural powers by inoculation, example, etc . One of our present day educators defines education as adjustment to spiritual possession of race with View to realizing one's potentialities and to perpetuate civilization . Another writer, discussing the function of edu- cation, has the following to say: It is a waste of public money to teach things that are not useful. Some test for relative value should be applied to all subject matter . Many other versions of education might be given, some accentuating the cultural, others the spiritual, still others the social and economic. When Spencer defined education as preparation for complete living , he touched Page Forty-three .4.

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Third: Spiritual development, soul culture, religion. In every normal individual there is an impulse toward good. This impulse should be cul- tivated and strengthened into habits of a moral sort, for morality is largely a matter of habit in thought, speech and action. Someone has said, mo- rality is not something added to man, it is the man . Thompson in his Philosophy of Teaching says: True moral teaching seeks to effect con- duct indirectly by the general elevation of life. Whatever brings out the features of the soul, develops fully and harmoniously its powers and fa- culties, directs the aspiring self to the highest claims of manhood, frees and stimulates the ethical possession among the forces of man's nature, reveals to the individual the beauty and worth of character, and inspires the soul with a passion for truth and righteousness that shall press towards abso- lute satisfaction, is moral teaching . Today, more than ever, there is this great need of moral education. Social Demands Clearly one of the prime objectives of education is to train for the duties and responsibilities of full citizenship. It becomes the duty of every individual to develop the ability to find available social and civic services and intelligently select from them and then to use such services with tact and judgment. On the other hand, the life complete calls for ability in taking the initiative in rendering service to the various social groups, the domestic group, neighborhood, vocational, political, religious, etc. Education that concerns itself with improving the social relationship in any or all social groups is social education. Improving the social groups means the improving of the individual in his relation to others. Such improvement calls for a clear understanding and regard for the social virtues and an absolute abhorrence for social vices. The man who possesses genuine social virtues is known in the family group as a good, kind, and considerate husband, father, brother or son. Among his vocational workers he is spoken of as a good foreman, straight shooter , square fellow, etc. In his community he is regarded as honest, dependable, law abiding and public spirited. In the Church he is praised for his Christian fellowship, fidelity, loyalty and piety. In politics he believes in the administration of justice, loyalty to institutions and policies that have been approved by the people and which aim to bring the greatest good to the greatest number. On the other hand, he abhors dishonesty, grafting, lawlessness, criminality etc. Since the social groups are growing more and more complex, while Page Forty-five