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 of school experience wherein the child is wholeheartedly active in acquiring the ideas and skill needed to deal with the problems of his expanding life. That our present instruction falls far short of this standard must be obvious to all who are not blinded by their professional adherence to narrow scholastic measures of efficiency, or by their loyal appreciation of the great contributions already made by schools in spite of their defects. Somehow our teaching has not attracted children to the school and its work. Too many children leave school as soon as the law allows. Too many pupils, still within the compulsory attendance age, are retarded one, two, or more grades. Too many of the able and willing of mind are only half-engrossed with their school tasks. And of those who emerge from the schools, duly certified, too many are skillful merely in an outer show of information and manners which gives no surety that the major part of their inner impulses are capable of rational and easy self-direction. For a long time we have tolerated these conditions in the belief that economic pressure drives the poor out of school, and that the