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In Democracy and Education, Dewey argues that the primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group (its future sole representatives) and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life. Dewey observes that even in a "savage" tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up and mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. According to Dewey, education, and education alone, spans the gap. Dewey's ideas were never broadly and deeply integrated into the practices of American public schools, though some of his values and terms were widespread. Progressive education (both as espoused by Dewey, and in the more popular and inept forms of which Dewey was critical) was essentially scrapped during the Cold War, when the dominant concern in education was creating and sustaining a scientific and technological elite for military purposes. In the post-Cold War period, however, progressive education had reemerged in many school reform and education theory circles as a thriving field of inquiry learning and inquiry-based science. Some find it cumbersome that Dewey's philosophical anthropology, unlike Egan, Vico, Ernst Cassirer, Claude Lévi-Strauss, and Nietzsche, does not account for the origin of thought of the modern mind in the aesthetic, more precisely the myth, but instead in the original occupations and industries of ancient people, and eventually in the history of science. A criticism of this approach is that it does not account for the origin of cultural institutions, which can be accounted for by the aesthetic. Language and its development, in Dewey's philosophical anthropology, have not a central role but are instead a consequence of the cognitive capacity. While Dewey's educational theories have enjoyed a broad popularity during his lifetime and after, they have a troubled history of implementation. Dewey's writings can also be difficult to read, and his tendency to reuse commonplace words and phrases to express extremely complex reinterpretations of them makes him susceptible to misunderstanding. So while he held the role of a leading public intellectual, he was often misinterpreted, even by fellow academics. Many enthusiastically embraced what they mistook for Dewey's philosophy, but which in fact bore little or a distorted resemblance to it. ... (Wikipedia.org)

Little Men, or Life at Plumfield with Jo's Boys is a novel by American author Louisa May Alcott, first published in 1871. Little Men tells the story of Jo Bhaer and the children at Plumfield Estate School. The novel has been adapted to a film and a 1997 television series. Little Men follows the life of Jo Bhaer and the students who live and learn at the Plumfield Estate School that she runs with her husband, Professor Bhaer. The mischievous children, whom she loves and cares for as her own, learn valuable lessons as they become proper gentlemen and ladies. We also get cameo appearances of almost all the characters found in the previous books, almost all of them happy and well. Meg's older two children, Demi and Daisy, also attend the school and so do Mr. Bhaer's German nephews Franz and Emil.The story begins with the arrival of Nathaniel "Nat" Blake, a shy young orphan with a talent for playing the violin and a penchant for telling fibs. Through his eyes we are introduced to the majority of the characters, from the Bhaers' children to other classmates. We follow Nat's life from April through Thanksgiving, meeting new students and playing games and having adventures throughout. Each student has his or her own struggles: Nat lies; Demi, although adored by his mother and sister, is so naïve that he finds it hard to live in the real world, but swears that he will be like 'parpar' after John Brooke (Meg's husband) dies; Emil has a bad temper; Dan is rebellious and rude; Tommy is careless (and once sets the house afire); Annie alias Nan is too tomboyish; Daisy is too prim and even weak-willed etc. They all learn to cope with their faults as they grow into young men and women.

The Just Men of Cordova is a 1917 thriller novel by the British writer Edgar Wallace. Richard Horatio Edgar Wallace (April 1, 1875 - February 10, 1932) was an English crime writer, journalist, novelist, screenwriter, and playwright, who wrote 175 novels, 24 plays, and numerous articles in newspapers and journals. Over 160 films have been made of his novels. In the 1920s, one of Wallace's publishers claimed that a quarter of all books read in England were written by him. He is most famous today as the co-creator of King Kong, writing the early screenplay and story for the movie, as well as a short story "King Kong" (1933) credited to him and Draycott Dell. He was known for the J. G. Reeder detective stories, The Four Just Men, The Ringer, and for creating the Green Archer character during his lifetime. (wikipedia.org) "The Just Men Of Cordova" novel belongs to the Four Just Men series. In this novel the four men take it upon themselves to kill for the greater cause of justice-in theory, those who are "beyond the law" like government figures, lawmakers, and other figures powerful enough to thwart justice. The just men consider themselves patriots and defenders of law and order who must act to protect society.