“If the aim of historical instruction is to enable the child to appreciate the values of social life, to see in imagination the forces which favor and let men’s effective coöperations with one another, to understand the sorts of character that help on and that hold back, the essential thing in its presentation is to make it moving, dynamic. History must be presented not as an accumulation of results or effects, a mere statement of what has happened, but as a forceful, acting thing. The motives, that is, the motors, must stand out. To study history is not to amass information, but to use information in constructing a vivid picture of how and why men did thus and so: achieved their successes and came to their failures.”[2] =Note.=--This view does not shut out the other held in regard to Gymnasia, namely, that their business is to preserve and perpetuate a knowledge of classical antiquity; the latter aim must be made congruent with the former. [1] Dewey, “The School and Society,” University of Chicago Press, 1899. [2] Dewey, “The Aim of History in Elementary Education,” Elementary School Record, No. 8, University of Chicago Press, 1900. 39. Mathematical studies, from elementary arithmetic to higher mathematics, are to be linked to the pupil’s knowledge of nature, and so to his experience, in order to gain admission into his sphere of thought. Instruction in mathematics, however thorough, fails pedagogically when the ideas generated form an isolated group. They are usually soon forgotten, or, if retained, contribute but little toward personal worth. It may be added that the leading practical motive in the teaching of arithmetic has been economic, the cost of things forming the chief reliance for problems. Only those parts of nature study that involve important quantitative relations are fitted for correlation with mathematics. Biology, for instance, which is _qualitative_, since it deals with life, is a poor support for mathematics; but physics is a good one. 40. In general, it will always remain a matter of uncertainty whether and how instruction will be received and mentally elaborated. To diminish this uncertainty, if for no other reasons, there is need of constant endeavor to put the pupil in a frame of mind suitable for instruction. This task falls within the province of training.