It is hardly necessary to say that the problem is not yet solved. The common complaints that children’s progress in these traditional school studies is sacrificed to the newer subjects that have come into the curriculum is sufficient evidence that the exact balance is not yet struck. The experience thus far in the school, even if not demonstrative, indicates the following probable results: (1) the more direct modes of activity, constructive and occupation work, scientific observation, experimentation, etc., present plenty of opportunities and occasions for the necessary use of reading, writing (and spelling), and number work. These things may be introduced, then, not as isolated studies, but as organic outgrowths of the child’s experience. The problem is, in a systematic and progressive way, to take advantage of these occasions. (2) The additional vitality and meaning which these studies thus secure make possible a very considerable reduction of the time ordinarily devoted to them. (3) The final use of the symbols, whether in reading, calculation, or composition, is more intelligent, less mechanical; more active, less passively receptive; more an increase of power, less a mere mode of enjoyment. On the other hand, increasing experience seems to make clear the following points: (1) that it is possible, in the early years, to appeal, in teaching the recognition and use of symbols, to the child’s power of production and creation; as much so in principle as in other lines of work seemingly much more direct, and that there is the advantage of a limited and definite result by which the child may measure his progress. (2) Failure sufficiently to take account of this fact resulted in an undue postponement of some phases of these lines of work, with the effect that the child, having progressed to a more advanced plane intellectually, feels what earlier might have been a form of power and creation to be an irksome task. (3) There is a demand for periodic concentration and alternation in the school program of the time devoted to these studies—and of all studies where mastery of technique or special method is advisable. That is to say, instead of carrying all subjects simultaneously and at an equal pace upon the program, at times one must be brought to the foreground and others relegated to the background, until the child is brought to the point of recognizing that he has a power or skill which he can now go ahead and use independently.