ABSTRACT
Group VI had completed their sixth year of the study of social life as mirrored in its occupations. Two years of experimentation with the school's curriculum demonstrated that there are dominant interests and attitudes which characterize definite stages in a child's development. In the Dewey School the active and constructive work for children of six and seven held an immediate appeal as an outlet for energy. A stretch of positive subject-matter must come first, enlarging and deepening the child's world of imagination and thought until tie gradually becomes ready to analyze an experience he has not yet had, to learn rules that have no immediate outlet in action and whose appeal is remote and imaginary. Local history and geography, therefore, in nine-year-old were begun with the study of the Northwest and especially of Chicago. This was considered in three stages: the period of the French explorations, Fort Dearborn and the log-cabin age, development of the city of Chicago.
