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232 an external perfection by engaging the pupil's action in too minute and too closely regulated pieces of work. Accuracy and finish of detail can be insisted upon in such portions of a complex work as are within the pupil's capacity.

Unconscious suspicion of native experience and consequent overdoing of external control are shown quite as much in the material supplied as in the matter of the teacher's orders. The fear of raw material is shown in laboratory, manual training shop, Froebelian kindergarten, and Montessori house of childhood. The demand is for materials which have already been subjected to the perfecting work of mind: a demand which shows itself in the subject matter of active occupations quite as well as in academic book learning. That such material will control the pupil's operations so as to prevent errors is true. The notion that a pupil operating with such material will somehow absorb the intelligence that went originally to its shaping is fallacious. Only by starting with crude material and subjecting it to purposeful handling will he gain the intelligence embodied in finished material. In practice, overemphasis upon formed material leads to an exaggeration of mathematical qualities, since intellect finds its profit in physical things from matters of size, form, and proportion and the relations that flow from them. But these are known only when their perception is a fruit of acting upon purposes which require attention to them. The more human the purpose, or the more it approximates the ends which appeal in daily experience, the more real the knowledge. When the purpose of the activity is restricted to ascertaining these qualities, the resulting knowledge is only technical.

To say that active occupations should be concerned primarily with wholes is another statement of the same principle. Wholes for purposes of education are not, however, physical affairs. Intellectually the existence of a whole depends upon a concern or interest; it is qualitative, the completeness of appeal made by a situation. Exaggerated devotion to formation