2. What can be done in the way of introducing subject-matter in history and science and art, that shall have a positive value and real significance in the child’s own life; that shall represent, even to the youngest children, something worthy of attainment in skill or knowledge; as much so to the little pupil as are the studies of the high-school or college student to him? You know what the traditional curriculum of the first few years is, even though many modifications have been made. Some statistics have been collected showing that 75 or 80 per cent. of the first three years of a child in school are spent upon the form—not the substance—of learning, the mastering of the symbols of reading, writing, and arithmetic. There is not much positive nutriment in this. Its purpose is important—is necessary—but it does not represent the same kind of increase in a child’s intellectual and moral experience that is represented by positive truth of history and nature, or by added insight into reality and beauty. One thing, then, we wanted to find out is how much can be given a child that is really worth his while to get, in knowledge of the world about him, of the forces in the world, of historical and social growth, and in capacity to express himself in a variety of artistic forms. From the strictly educational side this has been the chief problem of the school. It is along this line that we hope to make our chief contribution to education in general; we hope, that is, to work out and publish a positive body of subject-matter which may be generally available. 3. How can instruction in these formal, symbolic branches—the mastering of the ability to read, write, and use figures intelligently—be carried on with everyday experience and occupation as their background and in definite relations to other studies of more inherent content, and be carried on in such a way that the child shall feel their necessity through their connection with subjects which appeal to him on their own account? If this can be accomplished, he will have a vital motive for getting the technical capacity. It is not meant, as has been sometimes jocosely stated, that the child learn to bake and sew at school, and to read, write, and figure at home. It is intended that these formal subjects shall not be presented in such large doses at first as to be the exclusive objects of attention, and that the child shall be led by that which he is doing to feel the need for acquiring skill in the use of symbols and the immediate power they give. In any school, if the child realizes the motive for the use and application of number and language he has taken the longest step toward securing the power; and he can realize the motive only as he has some particular—not some general and remote—use for the symbols.