be made to help another as opportunity arises. If "correlation" means to unite and make clear parts of subjects and subjects by discovery of valuable mutual relations, then it is a vital principle of all good teaching. Studies, while preserving their integrity, must be adjusted to each other in time and sequence so that a harmonious result may be produced. If "coördination" means the harmonious adjustment of the independent functions of departments of study, we recognize it as an old acquaintance.
If the theory of "culture-epochs" finds a parallel, in order of development, between race and individual, and throws light upon the selection of material for each stage of the child's growth, then let the theory be used for all it is worth. Its place, however, will be a subordinate one. Here are the world and the present civilization by means of which the child is to be educated, to which he is to be adjusted. Select subjects with reference to nature as known by modern science, with reference to modern civilization, and the hereditary accumulation of power in the child to acquire modern conceptions.
If "concentration" means subordinating all other subjects of learning to a primary subject, as history or literature, which is to be used as a centre throughout the elementary period, we refuse to give it a place as an important method in education. Intrinsically there is no such thing as a primary centre except the child himself. He possesses native impulses that reach out toward the field of knowledge, and in every direction. It is difficult to imagine a child to be without varied interests. Did you ever see a boy who failed to enumerate his possessions, investigate the interior of his automatic toy, delight
