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- W2013417461 abstract "STUDENTS of American democracy are aware that the provisions for public education represent at once the most comprehensive, the most productive and the most important of the undertakings that may be classified under the term public welfare. These facts are not universally recognized however. Education is to such an extent an integral part of the life of all communities that it is taken for granted. The majority of the people do not appraise its meaning as a social enterprise. The true position of modern education becomes clear if we review the changes that have passed in this field of co6perative effort within a century. The function of the early public schools was a simple one. They were designed to cultivate a rudimentary familiarity with the three R's. Even where schools were best supported-and different sections of the country exhibited wide differences in this respect-only a minute fraction of the population ever secured, through organized institutions of education, anything more than these basic instruments of book learning. This was not because the people of the time had no need of further knowledge or training, but because their needs could be supplied by other agencies than the schools. The home, the farm, the shop, the office of the professional practitioner, all participated in the" @default.
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- W2013417461 date "1923-01-01" @default.
- W2013417461 modified "2023-09-27" @default.
- W2013417461 title "Public Welfare and Public Education: Historical Analogies and Present Correlations" @default.
- W2013417461 doi "https://doi.org/10.1177/000271622310500107" @default.
- W2013417461 hasPublicationYear "1923" @default.
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