scription of a picture, and seeing it; or between just seeing it and being moved by it; between learning mathematical equations about light and being carried away by some peculiarly glorious illumination of a misty landscape.
We are thus met by the danger of the tendency of technique and other purely representative forms to encroach upon the sphere of direct appreciations; in other words, of the tendency to assume that pupils have a foundation of direct realization of situations sufficient for the superstructure of representative experience erected by formulated school studies. This is not simply a matter of quantity or bulk. Sufficient direct experience is even more a matter of quality; it must be of a sort to connect readily and fruitfully with the symbolic material of instruction. Before teaching can safely enter upon conveying of facts and ideas through the media of signs, schooling must provide genuine situations in which personal participation brings home the import of the material and the problems which it conveys. From the standpoint of the pupil, the resulting experiences are worth while on their own account; from the standpoint of the teacher, they are also means of supplying subject matter required for understanding instruction involving signs, and of evoking attitudes of open-mindedness and concern as to the material symbolically conveyed.
In the outline given of the theory of educative subject matter, the demand for this background of realization or appreciation is met by the provision made for play and active occupations embodying typical situations. Nothing need be added to what has already been said except to point out that while the discussion dealt explicitly with the subject matter of primary education, where the demand for the available background of direct experience is most obvious, the principle applies to the primary or elementary phase of every subject. The first and basic function of laboratory work, for example, in a high school or college in a new field, is
