<P> In the second lecture, the relation between schooling and the child is examined . It is here that Dewey proposes a student - centered curriculum . Authentic learning is valued, and must be centered on the natural interests of children: their desire to communicate with others, to build things, to inquire about things, and to express themselves artistically . </P> <P> Dewey begins by talking about the physical bias of the classroom . Student desks are small, crowded together . They have room to hold a book, room for studying, but no room to create . Rather than being created as a space to work, the classroom is designed as a place to listen, and to read (another sort of listening). And not only to listen, but to listen "en masse". </P> <P> The listening bias creeps into the curriculum . When the core of a curriculum is listening en masse, then everybody may be tested on the same thing at given intervals . The child in this system is an afterthought; education may be structured, and in theory the child will bend to it . </P> <P> Dewey proposes a different "center of gravity" for the instruction: the child himself . This, Dewey claims, is how children are educated in an ideal home setting . Children naturally incline to activity, to conversation, creation, and inquiry . The nature of education must be to take that inclination and direct it toward valuable ends . As an example he describes a cooking class which through a series of questions by the teacher and students ultimately leads to lessons in organic chemistry and experiments regarding the effects of heat on the organic material of eggs . </P>

Who said that the school be made as miniature society