References: Katharine E. Dopp, _The Place of Industries in Elementary Education_, Chicago, The University of Chicago Press; "Some Steps in the Evolution of Social Occupations," I., II., III., IV. _The Elementary School Teacher_, Chicago, December, 1902, January, March, and April, 1903; "A New Factor in the Elementary School Curriculum," _The American Journal of Sociology_, Chicago, September, 1902. Dewey and Runyon, _The University Elementary Record_, Chicago, The University of Chicago Press. _Lesson I._ The child has the right to know what the book that he is beginning to read deals with. This lesson is an attempt to answer the question that naturally comes to his mind when opening the book. It is hoped that it will serve as a means of enabling the child to gain a clearer insight into the practical activities presented in the following pages than would be possible without a consciousness of the goal toward which they tend. Although this lesson embodies a great deal of the philosophy of life, it is a philosophy that the child needs and one which he can readily understand when presented in a simple form, and when related to his own experience. Unless it arouses questions from the child it may be passed over somewhat superficially at first, but referred to again and again as occasions for its use present themselves. Assist the child to get the real thought from the lesson by conversing with him and encouraging him to converse with his parents and friends regarding the way in which they lived when they were children, and the improvements that have been made since then. Find out from what countries the forefathers of the children of the class came originally, and something of the way that they lived before they came to this country. In this way the child will gradually see that what we have, and what we know, we owe largely to the efforts of our forefathers who have lived and worked for many long ages. If you can get the child to gain even a slight appreciation of the privileges that he enjoys, and a respect for honest labor, you will be doing a much-needed work. This lesson should not be passed without noticing the meaning of these three sentences: "_Each animal knew how to do one thing well. But the people could do a great many things. They could remember, too, what had happened before._" These three sentences contain the key to man's superiority over the brutes. Man at this time had a mind, but he was only beginning to use it. We have no other ground for thinking ourselves superior to our forefathers, the Tree-dwellers, than this: We live at a time when it is possible to take advantage of what has been accomplished during many long ages. Were we deprived of the opportunities thus presented, we should find it difficult to account for any superiority. Reference: Katharine E. Dopp, _The Place of Industries in Elementary Education_, pp. 16-24.