By occupation is not meant any kind of “busy work” or exercises that may be given to a child in order to keep him out of mischief or idleness when seated at his desk. By occupation I mean a mode of activity on the part of the child which reproduces, or runs parallel to, some form of work carried on in social life. In the University Elementary School these occupations are represented by the shopwork with wood and tools; by cooking, sewing, and by the textile work herewith reported upon. The fundamental point in the psychology of an occupation is that it maintains a balance between the intellectual and the practical phases of experience. As an occupation it is active or motor; it finds expression through the physical organs—the eyes, hands, etc. But it also involves continual observation of materials, and continual planning and reflection, in order that the practical or executive side may be successfully carried on. Occupation as thus conceived must, therefore, be carefully distinguished from work which educates primarily for a trade. It differs because its end is in itself; in the growth that comes from the continual interplay of ideas and their embodiment in action, not in external utility. It is possible to carry on this type of work in other than trade schools, so that the entire emphasis falls upon the manual or physical side. In such cases the work is reduced to a mere routine or custom, and its educational value is lost. This is the inevitable tendency wherever, in manual training for instance, the mastery of certain tools, or the production of certain objects, is made the primary end, and the child is not given, wherever possible, intellectual responsibility for selecting the materials and instruments that are most fit, and given an opportunity to think out his own model and plan of work, led to perceive his own errors, and find out how to correct them—that is, of course, within the range of his capacities. So far as the external result is held in view, rather than the mental and moral states and growth involved in the process of reaching the result, the work may be called manual, but cannot rightly be termed an occupation. Of course the tendency of all mere habit, routine, or custom is to result in what is unconscious and mechanical. That of occupation is to put the maximum of consciousness into whatever is done. This enables us to interpret the stress laid (_a_) upon personal experimenting, planning, and reinventing in connection with the textile work, and (_b_) its parallelism with lines of historical development. The first requires the child to be mentally quick and alert at every point in order that he may do the outward work properly. The second enriches and deepens the work performed by saturating it with values suggested from the social life which it recapitulates.