necessary—but it does not represent the same kind of increase in a child's intellectual and moral experience that is represented by positive truth of history and nature, or by added insight into reality and beauty. One thing, then, we wanted to find out is how much can be given a child that is really worth his while to get, in knowledge of the world about him, of the forces in the world, of historical and social growth, and in capacity to express himself in a variety of artistic forms. From the strictly educational side this has been the chief problem of the school. It is along this line that we hope to make our chief contribution to education in general; we hope, that is, to work out and publish a positive body of subject-matter which may be generally available.
3. How can instruction in these formal, symbolic branches—the mastering of the ability to read, write, and use figures intelligently—be carried on with everyday experience and occupation as their background and in definite relations to other studies of more inherent content, and be carried on in such a way that the child shall feel their necessity through their connection with subjects which appeal to him on their own account? If this can be accomplished, he will have a vital motive for getting the technical capacity. It is not meant, as has been sometimes jocosely stated, that the child learn to bake and
