mean food for the hungry in other lands, and the joy and vigor that only
food can give.

=The sea as life.=--At every turn of their ramified journey, these
learners find life and, best of all, are having a rich experience in
life, throughout the journey. They are immersed in life and so are
absorbing life all the while. Wider and wider becomes their conception
of life as exemplified by the sea, and their capacity for life is ever
increasing. Day by day they ascend to higher levels and find their
horizon receding farther and farther. For them, life enlarges until it
embraces all lands, the arts, the sciences, the languages, and all
history. Whether they pursue the sea into the mountains; to the steppes,
plateaus, or pampas; to the palace or the hovel; to the tropics or the
poles,--they find it evermore representing life.

=The word "automobile."=--It would seem to be quite possible to
construct a twelve-year course of study based upon this sort of study of
words and their content with special emphasis upon the content. Since
life is conterminous with the content of the words that constitute one's
vocabulary, it is evident that the content of words becomes of major
importance in the scheme of education. To be able to spell the word
"automobile" will not carry a young man very far in his efforts to
qualify as a chauffeur, important though the spelling may be. As a mere
beginning, the spelling is essential, but it is not enough. Still the
child thinks that his education, so far as this word is concerned, is
complete when he can spell it correctly, and carry home a perfect grade.
No one will employ the young man as a driver until he has put content
into the word, and this requires time and hard work. He must know the
mechanism of the machine, in every detail, and the articulation of all
its parts. He must be able to locate trouble on the instant and be able