ABSTRACT
MANY educationists have conceived of education, and still do conceive of it, as a process of growth. On the face of it, that they should have done so may seem neither surprising nor objectionable. For after all, education is concerned with people, and people live and therefore grow. Neither is the notion of 'growth' a technical one confined solely to the writings of these educationists, and stipulatively defined by them. Governments keep an eye on economic growth, or the lack of it. Historians trace the growth of institutions and botanists observe the growth of plants. Again, ideas, habits, attitudes, abilities, understanding and convictions can all properly be said to grow.
