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10. Analyze the courses of instruction (272) at Hofwyl.

centuries to come, is how the constructive forces in modern society, of
which the schools of nations should stand first, can best direct their
efforts to influence and direct the deeper sources of the life of a
people, so that the national characteristics it is desired to display to
the world will be developed because the schools have instilled into every
child these national ideals
The problem of the twentieth century, then, and probably of other
centuries to come, is how the constructive forces in modern society, of
which the schools of nations should stand first, can best direct their
efforts to influence and direct the deeper sources of the life of a
people, so that the national characteristics it is desired to display to
the world will be developed because the schools have instilled into every
child these national ideals. Many forces must cooeperate in such a task,
but unless the schools of nations become clearly conscious of national
needs and of international purposes, become inspired by an ideal of
service for the welfare of mankind, substitute among national groups
competition in the things of the spirit–art, architecture, music, sports,
education, letters, sanitation, housing, public works, and such
applications of science as minister to health and happiness–for
competition in the creation of material wealth, the piling-up of
armaments, the extension of national boundaries, and the present
overemphasis of a narrow nationalism, and direct the energies of coming
generations to the carrying-out of this new and larger human service,
nations must inevitably fail to reach the world position they might
otherwise have occupied, destructive international competition and warfare
will continue, and the advancement of world civilization and international
well-being will be greatly retarded thereby.

[11] Bacon himself died a victim of one of his inductive experiments.
Wishing to try out his theory that cold would prevent or retard
putrefaction, he killed a chicken, cleaned it, and packed it in snow. In
so doing he contracted a cold which caused his death.

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artificiality attaches to much of what is learned in schools
However this may be, there can be no doubt that a peculiar
artificiality attaches to much of what is learned in schools. It
can hardly be said that many students consciously think of the
subject matter as unreal; but it assuredly does not possess for
them the kind of reality which the subject matter of their vital
experiences possesses. They learn not to expect that sort of
reality of it; they become habituated to treating it as having
reality for the purposes of recitations, lessons, and
examinations. That it should remain inert for the experiences of
daily life is more or less a matter of course. The bad effects
are twofold. Ordinary experience does not receive the enrichment
which it should; it is not fertilized by school learning. And
the attitudes which spring from getting used to and accepting
half-understood and ill-digested material weaken vigor and
efficiency of thought.