2. The Criteria of Good Aims. We may apply the results of our discussion to a consideration of the criteria involved in a correct establishing of aims. (1) The aim set up must be an outgrowth of existing conditions. It must be based upon a consideration of what is already going on; upon the resources and difficulties of the situation. Theories about the proper end of our activities--educational and moral theories--often violate this principle. They assume ends lying outside our activities; ends foreign to the concrete makeup of the situation; ends which issue from some outside source. Then the problem is to bring our activities to bear upon the realization of these externally supplied ends. They are something for which we ought to act. In any case such "aims" limit intelligence; they are not the expression of mind in foresight, observation, and choice of the better among alternative possibilities. They limit intelligence because, given ready-made, they must be imposed by some authority external to intelligence, leaving to the latter nothing but a mechanical choice of means. (2) We have spoken as if aims could be completely formed prior to the attempt to realize them. This impression must now be qualified. The aim as it first emerges is a mere tentative sketch. The act of striving to realize it tests its worth. If it suffices to direct activity successfully, nothing more is required, since its whole function is to set a mark in advance; and at times a mere hint may suffice. But usually--at least in complicated situations--acting upon it brings to light conditions which had been overlooked. This calls for revision of the original aim; it has to be added to and subtracted from. An aim must, then, be flexible; it must be capable of alteration to meet circumstances. An end established externally to the process of action is always rigid. Being inserted or imposed from without, it is not supposed to have a working relationship to the concrete conditions of the situation. What happens in the course of action neither confirms, refutes, nor alters it. Such an end can only be insisted upon. The failure that results from its lack of adaptation is attributed simply to the perverseness of conditions, not to the fact that the end is not reasonable under the circumstances. The value of a legitimate aim, on the contrary, lies in the fact that we can use it to change conditions. It is a method for dealing with conditions so as to effect desirable alterations in them. A farmer who should passively accept things just as he finds them would make as great a mistake as he who framed his plans in complete disregard of what soil, climate, etc., permit. One of the evils of an abstract or remote external aim in education is that its very inapplicability in practice is likely to react into a haphazard snatching at immediate conditions. A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment,