The relation of means to ends is emphasized also in other lines of work. In art attention is given to practical questions of perspective, of proportion of spaces and masses, balance, effect of color combinations and contrasts, etc. In cooking, the principles of food-composition and of effects of various agencies upon these elements are taken up, so that the children may deduce, as far as possible, their own rules. In sewing, methods of cutting, fitting (as applied to dolls’ clothing) come up, and later on the technical sequence of stitches, etc. It is clear that with the increasing differentiation of lines of work and interest, leading to greater individuality and independence in various studies, great care must be taken to find the balance between, on one side, undue separation and isolation, and, on the other, a miscellaneous and casual attention to a large number of topics, without adequate emphasis and distinctiveness to any. The first principle makes work mechanical and formal, divorces it from the life-experience of the child and from effective influence upon conduct. The second makes it scrappy and vague and leaves the child without definite command of his own powers or clear consciousness of purposes. It is perhaps only in the present year that the specific principle of the conscious relation of means to ends has emerged as the unifying principle of this period; and it is hoped that emphasis of this in all lines of work will have a decidedly cumulative and unifying effect upon the child’s development. Nothing has been said, as yet, of one of the most important agencies or means in extending and controlling experience—command of the social or conventional symbols—symbols of language, including those of quantity. The importance of these instrumentalities is so great that the traditional or three R’s curriculum is based upon them—from 60 to 80 per cent of the time program of the first four or five years of elementary schools being devoted to them, the smaller figure representing selected rather than average schools. These subjects are social in a double sense. They represent the tools which society has evolved in the past as the instruments of its intellectual pursuits. They represent the keys which will unlock to the child the wealth of social capital which lies beyond the possible range of his limited individual experience. While these two points of view must always give these arts a highly important place in education, they also make it necessary that certain conditions should be observed in their introduction and use. In a wholesale and direct application of the studies no account is taken of these conditions. The chief problem at present relating to the three R’s is recognition of these conditions and the adaptation of work to them.