ABSTRACT
The second role is that of socialization. This is more directly associated with the developmental tradition, and implies that primary schools are places where children learn to live together in such a way that they will continue to live, in later years, in a manner appropriate to a civilized community. This may also involve some instruction; but socialization is more than instruction, and it is doubtful whether social values can be acquired in any other way than through participation in collective living, even though the excellence of the social values may depend heavily on the quality of the social living and the influences with which it is surrounded, and the wisdom with which this environment is adjusted to the developing capacities and vision of the children. The actual patterns of socialization in primary schools vary according to the fundamental beliefs of the teachers
and others who influence policy, but there can be little room for dispute about the importance of the socializing role itself.
