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Neighbourhood Planning in Education

Nature volume 158, page 660 (09 November 1946) | Download Citation



THE Bureau of Current Affairs, acting on behalf of the Carneacjp United Kingdom Trust, has recently issued a pamphlet (No. 13) entitled Education for by Mr. John Mackay-Mure (London: Between of Current Affairs). The pamphlet deals with dn of the most important sociological problems of the present time. Asking his readers to “think again”, the writer puts to them the questions: What is the object of education, and what is the best way of fulfilling that object? Then he comes to closer quarters with his purpose. Can any child's education be complete by the age of fourteen or fifteen? Is education simply a matter of schooling? Are our schools sufficiently integrated with home life? What place can be found for education in neighbourhood planning? And so we arrive eventually at the climax of the meaning and purpose of the pamphlet. Every teacher in a socially degraded neighbourhood knows too well that the school is daily fighting a losing battle with the home and the streets. There is only one way out-the way of neighbourhood planning. Planners both in Britain and in the United States have taken the neighbourhood as the social unit of their planning, the neighbourhood being defined in terms of the population that would serve a school for children between the ages of seven and eleven, thus making the junior school undamental. This is a step towards an object whicrtsis ifiicult but not unattainable, an “educative con nity of whole men and whole women”. Such is a brief outline of this significant pamphlet, the keynote of which is “educative community”. The only fault we have to find with it is that the illustrations are not a successful effort at popularization.

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