often less superficial. In a different way from the
slum child, but none the less definitely, the country child comes face
to face with the realities of life, in a more natural and desirable way
than either of the others. It is difficult to estimate some of the
effects of living in the midst of real nature on children;
unconsciously, they acquire much deep knowledge impossible to learn
through nature study, however good, a kind of knowledge that is part of
their being; but how far it affects them emotionally or enters into
their scheme of life, is hard to say. As they grow up much of it is
merely economic acquirement: if they are to work on the land, or rear
cattle, or drive a van through the country, it is all to the good; but
one thing is noticeable, that they take very quickly to such allurements
of town life as a cinema, or a picture paper or gramophone, and this
points to unsatisfied cravings of some sort, not necessarily so unworthy
or superficial as the means sought to satisfy them.

From these rather extreme cases we get near the solution of the problem;
it is quite evident that each of these children brings to school very
different contributions of experience on which to build, though their
general needs and interests are similar. Therefore the curriculum of the
school will depend on the general surroundings and circumstances of the
children, and all programmes of work and many questions of organisation
will be built on this. The model programme so dear to some teachers must
be banished, as a doctor would banish a general prescription; no honest
teacher can allow this part of her work to be done for her by any one
else.

Therefore the central point is the child's previous experience, and on
this the experience provided by school, _i.e._ curriculum and subject
matter, depends. One or two examples of the working out of this might
make the application clearer. Probably the realities of life in relation
to money differ greatly. The kind of problem presented to the poor town
child will deal with shopping in pennyworths or ounces, with getting
coals in pound bagfuls. Clothes are generally second-hand, and so
ordinary standard prices are out of the question. Bread is bought stale
and therefore cheaper, early in the morning. Preserved milk only is
bought, and that in halfpenny quantities. Only problems based on these
will be real to this child at first.

The suburban child's economic experience may be based on his