The method involves presentation of a large amount of detail, of minutiae of surroundings, tools, clothing, household utensils, foods, modes of living day by day, so that the child can reproduce the material as life, not as mere historic information. In this way, social processes and results become realities. Moreover, to the personal and dramatic identification of the child with the social life studied, characteristic of the earlier period, there now supervenes an _intellectual_ identification—the child puts himself at the standpoint of the problems that have to be met and rediscovers, so far as may be, ways of meeting them. The general standpoint—the adaptation of means to ends—controls also the work in science. For purposes of convenience, this may be regarded as now differentiated into two sides—the geographical and the experimental. Since, as just stated, the history work depends upon an appreciation of the natural environment as affording resources and presenting urgent problems, considerable attention is paid to the physiography, mountains, rivers, plains, and lines of natural travel and exchange, flora and fauna of each of the colonies. This is connected with field excursions in order that the child may be able to supply from observation, as far as possible, the data to be used by constructive imagination, in reproducing more remote environments. The experimental side devotes itself to a study of processes which yield typical results of value to men. The activity of the child in the earlier period is directly productive, rather than investigative. His experiments are modes of active doing—almost as much so as his play and games. Later he tries to find out how various materials or agencies are manipulated in order to give certain results. It is thus clearly distinguished from experimentation in the scientific sense—such as is appropriate to the secondary period—where the aim is the discovery of facts and verification of principles. Since the practical interest predominates, it is a study of applied science rather than of pure science. For instance, processes are selected found to have been of importance in colonial life—bleaching, dyeing, soap and candle-making, manufacture of pewter dishes, making of cider and vinegar, leading to some study of chemical agencies, of oils, fats, elementary metallurgy. “Physics” is commenced from the same applied standpoint. A study is made of the use and transfer of energy in the spinning-wheel and looms; everyday uses of mechanical principles are taken up—in locks, scales, etc., going on later to electric appliances and devices—bells, the telegraph, etc.