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societies are reflected. Human civilization had never been a heritage that is received easily. It was
indeed a social tradition that took the greatest share of man’s endeavors for acquiring and saving
it for thousands of years. Education has been the only course through which such an effort‐
exerting heritage was conveyed to the other generations. This education carried, trustfully, the
intellectual fortunes, noble values, and esteemed habits to the next generations. An educationist
expresses that the reason beyond the essentiality of education is the fact that babies are not born
as humans, but they become so through education.[1]
The educational processes, without which the individual and social lives would extinct, propose
sound plans of the growth and durability of the social movements.
[1] Refer to Educational cognizance and future of the Arab countries; 19.
John Dewey’s says that existence, as well as the continuation of societies, depend exclusively
upon the process of the cultural conveyance which occurs only via the transference of the
customs of working, thinking, and feeling from the adults to the infants. Life cannot continue
unless the fine patterns, expectations, ambitions, criteria, and opinions are delivered to the new
comers.[1]
The source of the acquired psychological and social composites is, simply, education. On that
account, the necessity of education for individuals, as well as societies, is substantiated.[2]
“Supposing people leave this earth without their children, and return twenty years later, they will
find them as same as cattle.”[3] This saying is accurate to a great extent.
In the western north territories of India, it happened frequently that wolves kidnapped some
children and slain most of them. They, however, pitied some and kept in safe. As some men could
identify the places of those children, they went there and could overcome the wolves and save
the children. Later, they named them the wolves’ kids or wild kids since they followed the very
same natures and habits of wolves. They also imitated the wolves’ cries, and ate like them, and
torn their clothes, and confined themselves in isolated dark places, and behaved as if they were
real wolves. Nonsuccess was the result of every attempt of civilizing, educating, or teaching those
children how to talk.
In his ‘Life in Indian Jungles,’ Valentine Paul describes one of those wild children whom was put in
an orphanage in February, 4, 1867:
“That boy showed signs of idiocy; such as the lowness of the forehead, anxiety, and disorder. He
often opened his mouth just like a wild animal. He used smelling, rather than tasting, for
identifying things. It was impossible to leave him without supervision. He used to use his legs and
hands in moving. Few months later, he could use his legs only. He used to pause suddenly and
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