If, once more, the "old education" tended to ignore the dynamic quality, the developing force inherent in the child's present experience, and therefore to assume that direction and control were just matters of arbitrarily putting the child in a given path and compelling him to walk there, the "new education" is in danger of taking the idea of development in altogether too formal and empty a way. The child is expected to "develop" this or that fact or truth out of his own mind. He is told to think things out, or work things out for himself, without being supplied any of the environing conditions which are requisite to start and guide thought. Nothing can be developed from nothing; nothing but the crude can be developed out of the crude--and this is what surely happens when we throw the child back upon his achieved self as a finality, and invite him to spin new truths of nature or of conduct out of that. It is certainly as futile to expect a child to evolve a universe out of his own mere mind as it is for a philosopher to attempt that task. Development does not mean just getting something out of the mind. It is a development of experience and into experience that is really wanted. And this is impossible save as just that educative medium is provided which will enable the powers and interests that have been selected as valuable to function. They must operate, and how they operate will depend almost entirely upon the stimuli which surround them and the material upon which they exercise themselves. The problem of direction is thus the problem of selecting appropriate stimuli for instincts and impulses which it is desired to employ in the gaining of new experience. What new experiences are desirable, and thus what stimuli are needed, it is impossible to tell except as there is some comprehension of the development which is aimed at; except, in a word, as the adult knowledge is drawn upon as revealing the possible career open to the child.