formal studies have become so strongly intrenched in the practice of
the schools that they are really a heavy obstacle to educational
progress. They have been so long regarded as the only gateway to
knowledge that anyone who tries to climb in some other way is regarded
as a thief and robber. We forget that Homer's great poems were
composed and preserved for centuries before letters were invented. As
more thought is expended on studies and methods of learning, the more
the thinkers are inclined to exactly reverse the educational machinery.
They say: "Thought studies must precede form studies." We should
everywhere begin with valuable and interesting thought materials in
history and natural science and let language, reading, spelling, and
drawing follow. It is a thing much more easily said than done, but
many active teachers are really doing it, and many others are wondering
how it may be done. The advantage of putting the concrete realities of
thought before children at first is that they give a powerful impetus
to mental life, while pure formal studies in most cases have a
deadening effect and gradually put a child to sleep. One of the great
problems of school work is how to get more interest and instructive
thought into school exercises.

We are now in a position to give a concluding estimate upon the
relative value of these three elements in school education. History
contributes the materials from which motives and moral impulses spring.
It cultivates and strengthens moral convictions by the use of inspiring
examples. The character of each child should be drawn into harmony
with the highest impulses that men have felt. A desire to be the
author of good to others should be developed into a practical ruling
motive. Natural science on the other hand supplies a knowledge of the
ordinary means and appliances by which the purposes of life are
realized. It gives us proper insight into the conditions of life and
puts us into intelligent relation to our environment. Not only must a
child be supplied with the necessaries of life but he must appreciate
the needs of health and understand the economies of society, such as
the necessity of mental and manual labor, the right use of the products
and forces of nature, and the advantage of men's inventions and
devices. In a plan of popular education these two culture elements
should mingle (history and natural science). In the case of all sorts
of people in society the