to all such knowledge and powers of appreciation as will
enable them to recognize that which is essential, and to give the
essential and the unessential their proper places in the whole economy
of life.

It will never be right of course to inspire a parsimonious spirit in
regard either to goods or to energies. Life itself and all its
energies must be given freely; material goods must not be evaluated
too minutely. The miserly life is not what we wish to teach. Still
there is a wise attitude toward all material things and toward all
values which recognizes goods as means to ends, which places true
values high and demands economy in the use of all things that must be
conserved in order to attain them.

It must be a part of the work of physiology, which thus branches out
into psychology, to teach to all the efficient use of human energies.
These energies are the precious things in the world; they must be
valued and respected as the source of all efficiency. The idea of
economy of movement, from this standpoint, has an important place in
all motor or industrial or manual training. Processes must be
regarded as definite series of acts in which we may approach
perfection. Technique in motor operations is not to be regarded
lightly as a mere finish applied to useful acts. It is the expression
of an ideal of efficiency and economy. Children recognize the value of
technique in games; its wider and more practical application needs to
be impressed.

In the same way knowledge of the precise values and uses of material
things ought to be imparted. The war has had the effect of showing all
of us the values of materials and the relations of materials to one
another. It has given us a sense of the great powers of natural
wealth, and also of its limitations and the weak points that exist now
in our economy. The war has proved to us how closely related the
things we use lavishly and wastefully may be to the most ideal
possessions. It has shown that the production, the distribution and
the use of wealth of all kinds are parts of the accomplishment of the
main purposes of life and that all these things belong to the sphere
of _duty_; and that no individual can escape obligations in regard to
economy.

Education, therefore, must lay foundations both for an understanding
of economy and for the practice of it. First of all, every individual,
we may assume, ought to have some experience in the production of the
elementary forms of mater