Connection of occupations with the method of science is at least as close as with its subject matter. The ages when scientific progress was slow were the ages when learned men had contempt for the material and processes of everyday life, especially for those concerned with manual pursuits. Consequently they strove to develop knowledge out of general principles--almost out of their heads--by logical reasons. It seems as absurd that learning should come from action on and with physical things, like dropping acid on a stone to see what would happen, as that it should come from sticking an awl with waxed thread through a piece of leather. But the rise of experimental methods proved that, given control of conditions, the latter operation is more typical of the right way of knowledge than isolated logical reasonings. Experiment developed in the seventeenth and succeeding centuries and became the authorized way of knowing when men's interests were centered in the question of control of nature for human uses. The active occupations in which appliances are brought to bear upon physical things with the intention of effecting useful changes is the most vital introduction to the experimental method. 3. Work and Play. What has been termed active occupation includes both play and work. In their intrinsic meaning, play and industry are by no means so antithetical to one another as is often assumed, any sharp contrast being due to undesirable social conditions. Both involve ends consciously entertained and the selection and adaptations of materials and processes designed to effect the desired ends. The difference between them is largely one of time-span, influencing the directness of the connection of means and ends. In play, the interest is more direct--a fact frequently indicated by saying that in play the activity is its own end, instead of its having an ulterior result. The statement is correct, but it is falsely taken, if supposed to mean that play activity is momentary, having no element of looking ahead and none of pursuit. Hunting, for example, is one of the commonest forms of adult play, but the existence of foresight and the direction of present activity by what one is watching for are obvious. When an activity is its own end in the sense that the action of the moment is complete in itself, it is purely physical; it has no meaning (See p. 77). The person is either going through motions quite blindly, perhaps purely imitatively, or else is in a state of excitement which is exhausting to mind and nerves. Both results may be seen in some types of kindergarten games where the idea of play is so highly symbolic that only the adult is conscious of it. Unless the children succeed in reading in some quite different idea of their own, they move about either as if in a hypnotic daze, or they respond to a direct excitation.