are, however, so complex in modern society, that, in any attempt to
secure experience directly, the child is likely to be overwhelmed by
their complex and unorganized character. The message boy in the
dye-works, for example, may have presented to him innumerable problems
in number, language, physics, chemistry, etc., but owing to the
confused, disorganized, and mingled character of the presentation, these
are not likely to be seized upon by him as direct problems calling for
adjustment. In the school curriculum, on the other hand, the different
phases of this seemingly unorganized mass of experiences are abstracted
and presented to the child in an organized manner, the different phases
being classified as facts of number, reading, spelling, writing,
geography, physics, chemistry, etc. Thus the school curriculum
classifies for the child the various phases of this race experience and
provides him with a comprehensive representation of his environment.

=Systematizes Race Experience.=--The school curriculum further presents
each type of experience, or each subject, in such a systematic order
that the various experiences may develop out of one another in a natural
way. If the child were compelled to meet his number facts altogether in
actual life, the impressions would be received without system or order,
now a discount experience, next a problem in fractions, at another time
one in interest or mensuration. In the school curriculum, on the other
hand, the child is in each subject first presented with the simple,
near, and familiar, these in turn forming basic experiences for learning
the complex, the remote, and the unknown. Thus he is able in geography,
for example, on the basis of his simple and known local experiences, to
proceed to a realization of the whole world as the background for human
life.

=Clarifies Race Experience.=--Finally, when a child is given problems by