It is hardly possible to overstate the agreement of education and psychology at this point. The course of study was thoroughly, even if unconsciously, controlled by the assumption that since mind and its faculties are the same throughout, the subject-matter of the adult, logically arranged facts and principles, is the natural “study” of the child—simplified and made easier of course, since the wind must be tempered to the shorn lamb. The outcome was the traditional course of study in which again child and adult minds are absolutely identified, except as regards the mere matter of amount or quantity of power. The entire range of the universe is first subdivided into sections called studies; then each one of these studies is broken up into bits, and some one bit assigned to a certain year of the course. No order of development was recognized—it was enough that the earlier parts were made easier than the later. To use the pertinent illustration of Mr. W. S. Jackman in stating the absurdity of this sort of curriculum: “It must seem to geography teachers that Heaven smiled on them when it ordained but four or five continents, because starting in far enough along the course it was so easy, that it really seemed to be natural, to give one continent to each grade, and then come out right in the eight years.” If once more we are in earnest with the idea of mind as growth, this growth carrying with it typical features distinctive of its various stages, it is clear that an educational transformation is again indicated. It is clear that the selection and grading of material in the course of study must be done with reference to proper nutrition of the dominant directions of activity in a given period, not with reference to chopped-up sections of a ready-made universe of knowledge. It is, of course, comparatively easy to lay down general propositions like the foregoing; easy to use them to criticize existing school conditions; easy by means of them to urge the necessity of something different. But art is long. The difficulty is in carrying such conceptions into effect—in seeing just what materials and methods, in what proportion and arrangement, are available and helpful at a given time. Here again we must fall back upon the idea of the laboratory. There is no answer in advance to such questions as these. Tradition does not give it because tradition is founded upon a radically different psychology. Mere reasoning cannot give it because it is a question of fact. It is only by trying that such things can be found out. To refuse to try, to stick blindly to tradition, because the search for the truth involves experimentation in the region of the unknown, is to refuse the only step which can introduce rational conviction into education.