ABSTRACT
Children willingly enter into the sort of activity that occupies the adults of their world for they recognize that they are genuine and worthy of effort. When the subject-matter of the elementary curriculum is made up of these play and work activities, a child becomes familiar, during the formative period, with many aspects of knowledge in relation to living. In the first group of the subject-matter are those which are not so much studies as active pursuits or occupations, modes of activity, play and work, which appeal to the child for their own sake and yet lend themselves to educative ends. In the second group of the subject-matter which gives the background of social life, including history and geography, history as the record of what has made the forms of associated life what they are, geography as the statement of the physical conditions and theatre of man's social activities.
