re abstracted
and presented to the child in an organized manner, the different phases
being classified as facts of number, reading, spelling, writing,
geography, physics, chemistry, etc. Thus the school curriculum
classifies for the child the various phases of this race experience and
provides him with a comprehensive representation of his environment.

=Systematizes Race Experience.=--The school curriculum further presents
each type of experience, or each subject, in such a systematic order
that the various experiences may develop out of one another in a natural
way. If the child were compelled to meet his number facts altogether in
actual life, the impressions would be received without system or order,
now a discount experience, next a problem in fractions, at another time
one in interest or mensuration. In the school curriculum, on the other
hand, the child is in each subject first presented with the simple,
near, and familiar, these in turn forming basic experiences for learning
the complex, the remote, and the unknown. Thus he is able in geography,
for example, on the basis of his simple and known local experiences, to
proceed to a realization of the whole world as the background for human
life.

=Clarifies Race Experience.=--Finally, when a child is given problems by
means of the school curriculum, the experiences come to him in a pure
form. That is, the trivial, accidental, and distracting elements which
are necessarily bound up with these experiences when they are met in the
ordinary walks of life are eliminated, and the single type is presented.
For instance, the child may every day meet accidentally examples of
reflection and refraction of light. But these not being separated from
the mass of accompanying impressions, his mind may never seize as
distinct problems the important relations in these experiences, and may
thus fail to acquire the essential principles involved. In the school
curriculum, on the other hand, under the head of physics, he has the
essential aspects presented to him in such an unmixed, or pure, form
that he finds relatively little difficulty in grasping their
significance. Thus the school curriculum renders possible an effective
control of the experiencing of the child by presenting in a
comprehensive form a classified, systematized, and pure representation
of the more valuable features of the race experience. In other words, it
provides suitable problems which may lead the child to parti