2. This suggests at once the practical questions that are usually discussed under the name of “correlation,” questions of such interaction of the various matters studied and powers under acquisition as will avoid waste and maintain unity of mental growth. From the standpoint adopted the problem is one of differentiation rather than of correlation as ordinarily understood. The unity of life, as it presents itself to the child, binds together and carries along the different occupations, the diversity of plants, animals, and geographic conditions; drawing, modeling, games, constructive work, numerical calculations are ways of carrying certain features of it to mental and emotional satisfaction and completeness. Not much attention is paid in this year to reading and writing; but it is obvious that if this were regarded as desirable, the same principle would apply. It is the community and continuity of the subject-matter that organizes, that correlates; correlation is not through devices of instruction which the teacher employs in tying together things in themselves disconnected. 3. Two recognized demands of primary education are often, at present, not unified or are even opposed. The need of the familiar, the already experienced, as a basis for moving upon the unknown and remote, is a commonplace. The claims of the child’s imagination as a factor is at least beginning to be recognized. The problem is to work these two forces together, instead of separately. The child is too often given drill upon familiar objects and ideas under the sanction of the first principle, while he is introduced with equal directness to the weird, strange, and impossible to satisfy the claims of the second. The result, it is hardly too much to say, is a twofold failure. There is no special connection between the unreal, the myth, the fairy tale, and the play of mental imagery. Imagination is not a matter of an impossible subject-matter, but a constructive way of dealing with any subject-matter under the influence of a pervading idea. The point is not to dwell with wearisome iteration upon the familiar and under the guise of object-lessons to keep the senses directed at material which they have already made acquaintance with, but to enliven and illumine the ordinary, commonplace, and homely by using it to build up and appreciate situations previously unrealized and alien. And this also is culture of imagination. Some writers appear to have the impression that the child’s imagination has outlet only in myth and fairy tale of ancient time and distant place or in weaving egregious fabrications regarding sun, moon, and stars; and have even pleaded for a mythical investiture of all “science”—as a way of satisfying the dominating imagination of the child. But fortunately these things are exceptions, are intensifications, are relaxations of the average child; not his pursuits. The John and Jane that most of us know