ABSTRACT
When you analyse in the light of experience the central task of education, you find that its successful accomplishment depends on a delicate adjustment of many variable factors. The reason is that we are dealing with human minds, and not with dead matter. The evocation of curiosity, of judgement, of the power of mastering a complicated tangle of circumstances, the use of theory in giving foresight in special cases – all these powers are not to be imparted by a set rule embodied in one schedule of examination subjects.
