ABSTRACT
The experience of a twelve-year-old child in the school had been a continuously developing one. Their activities had constantly extended in scope and significance. Widening areas of activity frequently supplied occasions for introducing supplementary lines of study which further enlarged horizons and increased the dynamic power of individual effort. Activities were planned to center around projects of longer and longer duration and thus took on the nature of occupations. The illustrative experimental work in science was planned to illustrate some of the more general properties of matter and to bring out the fundamental principle that change of form involves expenditure of energy. The successive inventions and discoveries by which theoretical science has been applied to the control of nature are thus seen as the causes of social progress. The science for the children group grew out of the material they were using in the laboratory and included a detailed study of sedimentary rocks.
