which enlists a child's interest is not that which is presented from
the logical, abstract point of view. The way in which the child
acquires it is the same as that in which mankind acquired it--his
occupation presents certain difficulties, to overcome these
difficulties he has to exercise his thought, he invents and
experiments; and so thought reacts upon occupation, occupation reacts
upon thought. And out of that reciprocal action science is born. In
the same way his play is social--in his games too he enters into the
heritage of the race, and in playing them he is learning unconsciously
the greatest of all arts, the art of living with others. In his play
as well as in his school work the lines of his natural development
show how he can be trained to co-operate with the law of human
progress.

This fitness and readiness to co-operate with the great movement of
human progress, all-round fitness of body, mind and spirit, provides
the formula which fuses and reconciles two growing tendencies in
modern education.

There is in the first place the movement towards self-expression and
self-development--postulating for the scholar a larger measure of
liberty in thought and action, and self-direction than hitherto--this
movement is represented mainly by Dr Montessori, and by "What is and
what might be"; it is a movement which is spreading upwards from the
infant school to the higher standards. Side by side with it is the
movement towards the fuller development of corporate life in the
school, the movement which trains the child to put the school first in
his thoughts, to live for the society to which he belongs and find his
own personal well-being in the well-being of that society. This has
been, ever since Arnold, sedulously fostered in the games of the