s complex character of the problems of
actual life may prove so bewildering that the person is unable to see
any connection between the outside problem and his school experiences.
Thus school knowledge frequently fails to function to an adequate degree
in the practical affairs of life.

=How to Avoid This Danger.=--To meet this difficulty, school work must
be related as closely as possible to the practical experiences of the
child. This would cause the teacher, for example, to draw his problems
in arithmetic, his subjects in composition, or his materials for nature
study from the actual life about the child, while his lessons in hygiene
would bear directly on the care of the school-room and the home, and the
health of the pupils. Moreover, that the work of the school may
represent more fully the conditions of actual life, pupils should
acquire facility in correlating different types of experience upon the
same problem. In this way the child may use in conjunction his knowledge
of arithmetic, language, geography, drawing, nature study, etc., in
school gardening; and his arithmetic, language, drawing, art, etc., in
conjunction with constructive occupations.

=Value of Typical Forms of Expression.=--A chief cause in the past for
the lack of connection between school knowledge and practical life was
the comparative absence from the curriculum of any types of human
activity. In other words, though the ideas controlling human activity
were experienced by the child within the school, the materials and tools
involved in the physical expression of such ideas were almost entirely
absent. The result was that the physical habits connected with the
practical use of knowledge were wanting. Thus, in addition to the lack
of any proper co-ordinating of different types of knowledge in suitable
forms of activity, the knowledge itself became theoretic and abstract.
This danger will, however, be discussed more fully at a later stage.

=B. Curriculum May Become Fossilized.=--A second danger in the use of
the school curriculum consists in the fact that, as a representation of
social life, it may not keep pace with the social changes taking place
outside the school. This may result in the school giving its pupils
forms of knowledge which at the time have little functional value, or
little relation to present life about the child. An example of this was
seen some years ago in the habit of having pupils spend considerable
time and energy in wo