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environment and in their uses as well, not simply as food, but in all their adaptations to the social life of man. Cooking becomes as well a most natural introduction to the study of chemistry, giving the child here also something which he can at once bring to bear upon his daily experience. I once heard a very intelligent woman say that she could not understand how science could be taught to little children, because she did not see how they could understand atoms and molecules. In other words, since she did not see how highly abstract facts could be presented to the child independently of daily experience, she could not understand how science could be taught at all. Before we smile at this remark, we need to ask ourselves if she is alone in her assumption, or whether it simply formulates almost all of our school practice.

The same relations with the outside world are found in the carpentry and the textile shops. They connect with the country, as the source of their materials, with physics, as the science of applying energy, with commerce and distribution, with art in the development of architecture and decoration. They have also an intimate connection with the university on the side of its technological and engineering schools; with the laboratory, and its scientific methods and results.

To go back to the square which is marked the