By Decker F. Walker, Jonas F. Soltis
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Additional info for Curriculum and aims
We have] no hesitation in recognizing present adult society as possessed of the highest form of organized adaptation that the world knows. "11 P: But "the most striking characteristic of the contemporary situation is the enormous gap between the [traditional] curriculum and the content of American life.... [The] rift between curriculum and society must be bridged. The content of the school must be constructed out of the very materials of American lifenot from academic relics of Victorian precedents.
Page 16 After the age of twelve, when Emile had developed his body and senses, his education turned to other areas, including geography and astronomy, but still not to formal lessons. He learned about the earth and the stars directly through experience. With the help of his tutor and still outside the influence of society, Emile learned carpentry and found that he could build and make things useful to himself. The first book given to Emile was Robinson Crusoe. From it, he learned to read and shared Crusoe's "building" experiences vicariously.
Walker Stanford University Jonas F. Soltis Teachers College, Columbia University Teachers College, Columbia University New York and London Page iv Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 Copyright © 1997 by Teachers College, Columbia University Previous editions published by Teachers College Press in 1986 and 1992. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher Library of Congress Cataloging-in-Publication Data Walker, Decker F.