These facts are full of educational significance. Most children are preëminently active in their tendencies. The schools have also taken on--largely from utilitarian, rather than from strictly educative reasons--a large number of active pursuits commonly grouped under the head of manual training, including also school gardens, excursions, and various graphic arts. Perhaps the most pressing problem of education at the present moment is to organize and relate these subjects so that they will become instruments for forming alert, persistent, and fruitful intellectual habits. That they take hold of the more primary and native equipment of children (appealing to their desire to do) is generally recognized; that they afford great opportunity for training in self-reliant and efficient social service is gaining acknowledgment. But they may also be used for presenting _typical problems to be solved by personal reflection and experimentation, and by acquiring definite bodies of knowledge leading later to more specialized scientific knowledge_. There is indeed no magic by which mere physical activity or deft manipulation will secure intellectual results. (See p. 43.) Manual subjects may be taught by routine, by dictation, or by convention as readily as bookish subjects. But intelligent consecutive work in gardening, cooking, or weaving, or in elementary wood and iron, may be planned which will inevitably result in students not only amassing information of practical and scientific importance in botany, zoölogy, chemistry, physics, and other sciences, but (what is more significant) in their becoming versed in methods of experimental inquiry and proof. [Sidenote: Reorganization of the course of study] That the elementary curriculum is overloaded is a common complaint. The only alternative to a reactionary return to the educational traditions of the past lies in working out the intellectual possibilities resident in the various arts, crafts, and occupations, and reorganizing the curriculum accordingly. Here, more than elsewhere, are found the means by which the blind and routine experience of the race may be transformed into illuminated and emancipated experiment. CHAPTER THIRTEEN LANGUAGE AND THE TRAINING OF THOUGHT § 1. _Language as the Tool of Thinking_ [Sidenote: Ambiguous position of language]