The state of a society dictates the educational imperatives for its children. For instance, we can easily explore the state of society of the current developed world in the early 19th century when it was rapidly industrializing (around the time schools started to get mass-scaled) and see for ourselves how the educational imperatives naturally emerged out of them.
Specifically, the state of society in the industrialising world around 1810s (to make comparison with a time two centuries ago) can be listed as below:
These conditions of society in the early 19th century dictated the needs of education for the children. We can easily delineate the educational imperatives against each of the characteristic ‘state of society’ and we can see the organic linkage between the two.
The listing of such educational imperatives is as follows:
The educational needs of the young in a society are directly a function of the peculiar conditions of the society (‘the state of the society.’)
‘We are students of words: we are shut up in schools, and colleges, and recitation-rooms, for ten or fifteen years, and come out at last with a bag of wind, a memory of words, and do not know a thing.’
— Ralph Waldo Emerson
