Perhaps more attention, upon the whole, has been given to our second point, that of positive subject-matter, than to any one other thing. On the history side the curriculum is now fairly well worked out. The younger children begin with the home and occupations of the home. In the sixth year the intention is that the children should study occupations outside the home, the larger social industries—farming, mining, lumber, etc.—that they may see the complex and various social industries on which life depends, while incidentally they investigate the use of the various materials—woods, metals, and the processes applied—thus getting a beginning of scientific study. The next year is given to the historical development of industry and invention—starting with man as a savage and carrying him through the typical phases of his progress upward, until the iron age is reached and man begins to enter upon a civilized career. The object of the study of primitive life is not to keep the child interested in lower and relatively savage stages, but to show him the steps of progress and development, especially along the line of invention, by which man was led into civilization. There is a certain nearness, after all, in the child to primitive forms of life. They are much more simple than existing institutions. By throwing the emphasis upon the progress of man, and upon the way advance has been made, we hope to avoid the objections that hold against paying too much attention to the crudities and distracting excitements of savage life. The next two or three years, _i. e._, the fourth and fifth grades, and perhaps the sixth, will be devoted to American history. It is then that history, properly speaking, begins, as the study of primitive life can hardly be so called. Then comes Greek history and Roman, in the regular chronological order, each year having its own work planned with reference to what has come before and after. The science work was more difficult to arrange and systematize, because there was so little to follow—so little that has been already done in an organized way. We are now at work upon a program,[2] and I shall not speak in detail about it. The first two or three years cultivate the children’s powers of observation, lead them to sympathetic interest in the habits of plants and animals, and to look at things with reference to their uses. Then the center of the work becomes geographical—the study of the earth, as the most central thing. From this almost all the work grows out, and to it the work goes back. Another standpoint in the science work is that of the application of natural forces to the service of man through machines. Last year a good deal of work was done in electricity (and will be repeated this year), based on the telegraph and telephone—taking up the things that can easily be grasped. Footnote 2: This year’s program is published in the _Elementary School Record_. Address The University of Chicago Press for particulars.