the history side the curriculum is now fairly well worked out. The younger children begin with the home and occupations of the home. In the sixth year the intention is that the children should study occupations outside the home, the larger social industries—farming, mining, lumber, etc.—that they may see the complex and various social industries on which life depends, while incidentally they investigate the use of the various materials—woods, metals, and the processes applied—thus getting a beginning of scientific study. The next year is given to the historical development of industry and invention—starting with man as a savage and carrying him through the typical phases of his progress upward, until the iron age is reached and man begins to enter upon a civilized career. The object of the study of primitive life is not to keep the child interested in lower and relatively savage stages, but to show him the steps of progress and development, especially along the line of invention, by which man was led into civilization. There is a certain nearness, after all, in the child to primitive forms of life. They are much more simple than existing institutions. By throwing the emphasis upon the progress of man, and upon the way advance has been made, we hope to avoid the objections that hold against paying too much attention to
