The same principle applies even more strongly to so-called dictation work. Nothing is more absurd than to suppose that there is no middle term between leaving a child to his own unguided fancies and likes or controlling his activities by a formal succession of dictated directions. As just intimated, it is the teacher’s business to know what powers are striving for utterance at a given period in the child’s development, and what sorts of activity will bring these to helpful expression, in order then to supply the requisite stimuli and needed materials. The suggestion, for instance, of a playhouse, the suggestion that comes from seeing objects that have already been made to furnish it, from seeing other children at work, is quite sufficient definitely to direct the activities of a normal child of five. Imitation and suggestion come in naturally and inevitably, but only as instruments to help him carry out his own wishes and ideas. They serve to make him realize, to bring to consciousness, what he already is striving for in a vague, confused, and therefore ineffective way. From the psychological standpoint it may safely be said that when a teacher has to rely upon a series of dictated directions, it is just because the child has no image of his own of what is to be done or why it is to be done. Instead, therefore, of gaining power of control by conforming to directions, he is really losing it—made dependent upon an external source. In conclusion, it may be pointed out that such subject-matter and the method connect directly with the work of the six-year-old children (corresponding to the first grade of primary work). The play reproduction of the home life passes naturally on into a more extended and serious study of the larger social occupations upon which the home is dependent; while the continually increasing demands made upon the child’s own ability to plan and execute carry him over into more controlled use of attention upon more distinctively intellectual topics. It must not be forgotten that the readjustment needed to secure continuity between “kindergarten” and “first-grade” work cannot be brought about wholly from the side of the latter. The school change must be as gradual and insensible as that in the growth of the child. This is impossible unless the subprimary work surrenders whatever isolates it, and hospitably welcomes whatever materials and resources will keep pace with the full development of the child’s powers, and thus keep him always prepared, ready, for the next work he has to do. THE PSYCHOLOGY OF OCCUPATIONS VI THE PSYCHOLOGY OF OCCUPATIONS