They then followed the processes necessary for working the fibers up into cloth. They re-invented the first frame for carding the wool—a couple of boards with sharp pins in them for scratching it out. They re-devised the simplest process for spinning the wool—a pierced stone or some other weight through which the wool is passed, and which as it is twirled draws out the fiber; next the top, which was spun on the floor, while the children kept the wool in their hands until it was gradually drawn out and wound upon it. Then the children are introduced to the invention next in historic order, working it out experimentally, thus seeing its necessity, and tracing its effects, not only upon that particular industry, but upon modes of social life—in this way passing in review the entire process up to the present complete loom, and all that goes with the application of science in the use of our present available powers. I need not speak of the science involved in this—the study of the fibers, of geographical features, the conditions under which raw materials are grown, the great centers of manufacture and distribution, the physics involved in the machinery of production; nor, again, of the historical side—the influence which these inventions have had upon humanity. You can concentrate the history of all mankind into the evolution of the flax, cotton, and wool fibers into clothing. I do not mean that this is the only, or the best, center. But it is true that certain very real and important avenues to the consideration of the history of the race are thus opened—that the mind is introduced to much more fundamental and controlling influences than usually appear in the political and chronological records that pass for history. Now, what is true of this one instance of fibers used in fabrics (and, of course, I have only spoken of one or two elementary phases of that) is true in its measure of every material used in every occupation, and of the processes employed. The occupation supplies the child with a genuine motive; it gives him experience at first hand; it brings him into contact with realities. It does all this, but in addition it is liberalized throughout by translation into its historic values and scientific equivalencies. With the growth of the child’s mind in power and knowledge it ceases to be a pleasant occupation merely, and becomes more and more a medium, an instrument, an organ—and is thereby transformed.