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84 that the environment involves a personal sharing in common experiences. It exaggerates beyond reason the possibilities of consciously formulated and used methods, and underestimates the rôle of vital, unconscious, attitudes. It insists upon the old, the past, and passes lightly over the operation of the genuinely novel and unforeseeable. It takes, in brief, everything educational into account save its essence,—vital energy seeking opportunity for effective exercise. All education forms character, mental and moral, but formation consists in the selection and coördination of native activities so that they may utilize the subject matter of the social environment. Moreover, the formation is not only a formation of native activities, but it takes place through them. It is a process of reconstruction, reorganization.

2. .—A peculiar combination of the ideas of development and formation from without has given rise to the recapitulation theory of education, biological and cultural. The individual develops, but his proper development consists in repeating in orderly stages the past evolution of animal life and human history. The former recapitulation occurs physiologically; the latter should be made to occur by means of education. The alleged biological truth that the individual in his growth from the simple embryo to maturity repeats the history of the evolution of animal life in the progress of forms from the simplest to the most complex (or expressed technically, that ontogenesis parallels phylogenesis) does not concern us, save as it is supposed to afford scientific foundation for cultural recapitulation of the past. Cultural recapitulation says, first, that children at a certain age are in the mental and moral condition of savagery; their instincts are vagrant and predatory because their ancestors at one time lived such a life. Consequently (so it is concluded) the proper subject matter of their education at this time is the material—especially the literary material of myths, folk-tale, and song—produced by humanity in the analogous