1. Since the _concrete_ denotes thinking applied to activities for the sake of dealing effectively with the difficulties that present themselves practically, "beginning with the concrete" signifies that we should at the outset make much of _doing_; especially, make much in occupations that are not of a routine and mechanical kind and hence require intelligent selection and adaptation of means and materials. We do not "follow the order of nature" when we multiply mere sensations or accumulate physical objects. Instruction in number is not concrete merely because splints or beans or dots are employed, while whenever the use and bearing of number relations are clearly perceived, the number idea is concrete even if figures alone are used. Just what sort of symbol it is best to use at a given time--whether blocks, or lines, or figures--is entirely a matter of adjustment to the given case. If physical things used in teaching number or geography or anything else do not leave the mind illuminated with recognition of a _meaning_ beyond themselves, the instruction that uses them is as abstract as that which doles out ready-made definitions and rules; for it distracts attention from ideas to mere physical excitations. [Sidenote: Confusion of the concrete with the sensibly isolated] The conception that we have only to put before the senses particular physical objects in order to impress certain ideas upon the mind amounts almost to a superstition. The introduction of object lessons and sense-training scored a distinct advance over the prior method of linguistic symbols, and this advance tended to blind educators to the fact that only a halfway step had been taken. Things and sensations develop the child, indeed, but only because he _uses_ them in mastering his body and in the scheme of his activities. Appropriate continuous occupations or activities involve the use of natural materials, tools, modes of energy, and do it in a way that compels thinking as to what they mean, how they are related to one another and to the realization of ends; while the mere isolated presentation of things remains barren and dead. A few generations ago the great obstacle in the way of reform of primary education was belief in the almost magical efficacy of the symbols of language (including number) to produce mental training; at present, belief in the efficacy of objects just as objects, blocks the way. As frequently happens, the better is an enemy of the best. [Sidenote: Transfer of interest to intellectual matters]