life. The world of knowledge within the school, it is claimed, is so
different from the world of action outside the school, that the pupil
can find no connection between them. If, however, as claimed above, the
value of experience consists in its use as a means of efficient control
of conduct, it is evident that the experiences acquired through the
school should find direct application in the affairs of life, or in
other words, the school should influence the conduct, or behaviour, of
the child both within and without the school.

=A. Child may not see Connection with Life.=--Now the school curriculum,
as has been seen, in representing the actual social life, so classifies
and simplifies this life that only one type of experience--number,
language, chemistry, geography, etc., is presented to the child at one
time. It is evident, however, that when the child faces the problems of
actual life, they will not appear in the simple form in which he meets
them as represented in the school curriculum. Thus, when he leaves the
school and enters society, he frequently sees no connection between the
complex social life outside the school and the simplified and
systematized representation of that life, as previously met in the
school studies. For example, when the boy, after leaving school, is set
to fill an order in a wholesale drug store, he will in the one
experience be compelled to use various phases of his chemical,
arithmetical, writing, and bookkeeping knowledge, and that perhaps in
the midst of a mass of other accidental impressions. In like manner, the
girl in her home cooking might meet in a single experience a situation
requiring mathematical, chemical, and physical knowledge for its
successful adjustment, as in the substitution of soda and cream of
tartar for baking-powder. This complex character of the problems of
actual life may prove so bewildering that the person is unable to see
any connection between the outside problem and his school experiences.