The home life in its setting of house, furniture, utensils, etc., together with the occupations carried on in the home, offers, accordingly, material which is in a direct and real relationship to the child, and which he naturally tends to reproduce in imaginative form. It is also sufficiently full of ethical relations and suggestive of moral duties to afford plenty of food for the child on his moral side. The program is comparatively unambitious compared with that of many kindergartens, but it may be questioned whether there are not certain positive advantages in this limitation of the subject-matter. When much ground is covered (the work going over, say, industrial society, army, church, state, etc.), there is a tendency for the work to become over-symbolic. So much of this material lies beyond the experience and capacities of the child of four and five that practically all he gets out of it is the physical and emotional reflex—he does not get any real penetration into the material itself. Moreover, there is danger, in these ambitious programs, of an unfavorable reaction upon the child’s own intellectual attitude. Having covered pretty much the whole universe in a purely make-believe fashion, he becomes blasé, loses his natural hunger for the simple things of direct experience, and approaches the material of the first grades of the primary school with a feeling that he has had all that already. The later years of a child’s life have their own rights, and a superficial, merely emotional anticipation is likely to do the child serious injury. Moreover, there is danger that a mental habit of jumping rapidly from one topic to another be induced. The little child has a good deal of patience and endurance of a certain type. It is true that he has a liking for novelty and variety; that he soon wearies of an activity that does not lead out into new fields and open up new paths for exploration. My plea, however, is not for monotony. There is sufficient variety in the activities, furnishings, and instrumentalities of the homes from which the children come to give continual diversity. It touches the civic and the industrial life at this and that point; these concerns can be brought in, when desirable, without going beyond the unity of the main topic. Thus there is an opportunity to foster that sense which is at the basis of attention and of all intellectual growth—a sense of continuity.