rial system. Since the removal of
industrial processes from the home the public has awakened to the fact
that the child is being deprived of one of the most potent educational
influences, and efforts have already been made to restore the
educational factor that was in danger of being lost. This is the
significance of the educational movement at the present time.

As long as a simple organization of society prevailed, the school was
not called upon to take up the practical work; but now society has
become so complex that the use of practical activity is absolutely
essential. Society to-day makes a greater demand than ever before upon
each and all of its members for special skill and knowledge, as well as
for breadth of view. These demands can be met only by such an
improvement in educational facilities as corresponds to the increase in
the social demand. Evidently the school must lay hold of all of the
educational forces within its reach.

In the transitional movement it is not strange that new factors are
being introduced without relation to the educational process as a whole.
The isolation of manual training, sewing, and cooking from the physical,
natural, and social sciences is justifiable only on the ground that the
means of establishing more organic relations are not yet available. To
continue such isolated activities after a way is found of harnessing
them to the educational work is as foolish as to allow steam to expend
itself in moving a locomotive up and down the tracks without regard to
the destiny of the detached train.

This series is an attempt to facilitate the transitional movement in
education which is now taking place by presenting educative materials in
a form sufficiently flexible to be readily adapted to the needs of the
school that has not yet been equipped for manual training, as well as to
the needs of the one that has long recognized practical activity as an
essential factor in its work. Since the experience of the race in
industrial and social processes embodies, better than any other
experiences of mankind, those things which at the same time appeal to
the whole nature of the child and furnish him the means of interpreting
the complex processes about him, this experience has been made the
groundwork of the present series.

In order to gain cumulative results of value in explaining our own
institutions, the materials used have been selected from the life of
Aryan peoples. That we are not yet