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 practical world. In three distinct ways does each subject have a peculiar value—for knowledge, for power, for practical life.

While a classification of studies without cross divisions is impossible, we may say that the first four groups give us the power of knowledge for action; the fifth, the feeling for perfection of action and rightness of action; and these, in their exercise and their tendency, create the right kind of power in action.

Can the exact absolute and relative value of each line of study be determined? No; but we may make approximate estimates through philosophical study of the relation of the mind to the world, through the history of education and the experience of practical teachers. Every position is tentative and subject to constant readjustment, with a closer approach to truth. A reinvestigation of many problems through careful observation of children will doubtless make an important contribution to knowledge of values, if the experiments are conducted with a wisdom that takes them out of the realm of fads, and if the greatest thinkers are not given a seat too far back. Important as this kind of investigation is, extreme advocates may undervalue the store of educational philosophy that has become common property. From Cain and Abel down, the child has always been the observed of all observers; the adult man recognizes the nature of the child in his own nature, and has recollections of many of his first conscious experiences. From the time of the early philosophers, the data have been sufficient to discover universal truths. Child study serves, not so much to establish principles, as to bring the