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Rh of objects—their properties, consequences, structures, causes, and effects. The adult when at work in his life calling is rarely free to devote time or energy—beyond the necessities of his immediate action—to the study of what he deals with. (Ante, p. 43.) The educative activities of childhood should be so arranged that direct interest in the activity and its outcome create a demand for attention to matters that have a more and more indirect and remote connection with the original activity. The direct interest in carpentering or shop work should yield organically and gradually an interest in geometric and mechanical problems. The interest in cooking should grow into an interest in chemical experimentation and in the physiology and hygiene of bodily growth. The making of pictures should pass to an interest in the technique of representation and the æsthetics of appreciation, and so on. This development is what the term go signifies in the maxim "go from the concrete to the abstract"; it represents the dynamic and truly educative factor of the process.

3. The outcome, the abstract to which education is to proceed, is an interest in intellectual matters for their own sake, a delight in thinking for the sake of thinking. It is an old story that acts and processes which at the outset are incidental to something else develop and maintain an absorbing value of their own. So it is with thinking and with knowledge; at first incidental to results and adjustments beyond themselves, they attract more and more attention to themselves till they become ends, not means. Children engage, unconstrainedly and continually, in reflective inspection and testing for the sake of what they are interested in doing successfully. Habits of thinking thus generated may increase in volume