1. The direct application of this new understanding to teacher and the schools has taken place very quickly in some places, but in others its occurrence will depend upon the leandership in the schools, the need for improvement in learning, and the role to be played by schools of education and teachers of teachers. In some countries, the leandership in applying the new research to the schools has been assumed by curriculum centers that weave these new ideas into the instructional material and into the instructional processe for the new curriculum. This has been especially effective in those curriculum centers that provide inservice education to teachers for the new curriculum.

2. During much of the presen century, educators have made use of intelligence and aptitude tests to predict later school achievement. In general, the correlations between these test and later achievement have been found to tbe aboud +50 to +70. Most researchers and educators have interpreted the relations as indicating that intellogence and aptitude determine the individuals potential for learning. Very often, these test scores are used by educators for making long-term decisions about selection, streamindg, and even about the types of school programs to which indidual studens are assigned. All too frequently, intelligence and aptitude scores determine the opportunities for further education, student support and the encouragement, and even the types of interaction between teachers and students.

3. Much of the variation in school learning is directly determined by the variation in students cognitive entry characteristics. When means are found for insuring that students reach adequate levels of competence on the essential cognitive entry behaviors, most studens can be assured ogf hish levels of school learning with very little variation in their achievement. The alternability of cognitive entry characteristics has the most profound implicayions for instruction, curriculum, and our views about the learning potential of almost all students in the schools.

4. Organization is concerned with bringing together different values,

resolving conflicts between them, and beginning the building of an internally consistent

value system. Thus, the emphasis is on comparing, relating, and synthesizing values.

Learning outcomes may be concerned with the conceptualization of a value (recognizes

the responsibility of each individual for improving human relations) or with the

organization of a value system (develops a vocational plan that satisfies his need for both

economic security and social service). Instructional objectives relating to the

development of a philosophy of life would fall into this category.

5. The use of formative tests in this way insures that most of the students have the necessary cognitive prerequisitea for each new learning task, that students have increased interest in the learning and greater confidence in their own ability to learn, and that they use more of the classroom time to engage actively in the learning process.

6. These apparent deviations and differences between and curriculum might be almost indefinitely widened. But we have here sufficiently fundamental divergences: first, the narrow but personal world of the child againds the impersonal but infinitely ectended world of space and time; second, the unity, the single wholeheartendess of the childs life, and the speciliations and divisions of the curriculum; third, an abstract principle of logical classification and arrangement, and the practical and emotional bonds of child life.

7. Abandon the notion of subject-matter as something fixed and ready-made it itself, outside the childs experience; cease thinking of the childs experience as also something fluent, embryonic, vital; and we realize that the child and the curriculum are simple two limits which define a single process.

8. The first fails to see the promise contained in feelings and deeds which, taken by themselves, are uncompromising and repellent; the second fails to see that even the most pleasing and beautiful exhibitions are but signs, and that they negin to spoil and rot the moment they are treated as achievements.

9. Well, we many first tell what the map is not. The map is not a substitute for a personal experience. The map does not take the place of an actual journey. The logically formulated material of a science or branche of learning, of a study, is no substitute for the having of individual experience.

10. The third evil is that even the most scientific matter, arranged in most logical fashion, loses this quality, when presented in external, ready-made fashion, by the time it gets to the child. It has to undergo some modification in order to shut out some phases too hard to grasp, and to reduce some of the attendant difficulties.

11. New courses of study were being planned for the elementary schools. This it itself indicated that the manual could not longer be regarded as an authoritative expression of the ideas of the administration. Yet with the exception of a good arithmetic course and certain excellent beginnings of a geography course, little indication could be found as to what the details of the new courses were to be.

12. The intention rather is an economical use of the brief space at our disposal in calling attention to what appear to be certain fundamental principles of curriculum-making that seem nowadays more and more to be employed by judicious constructive workers.

13.

The normal method of education in things not yet put info the schools, is participation in those things. One gets his ideas from watching others and then learns to do by doing. There is no reason to believe that as the school lends its help to some of the mor difficult things, this normal plan of learning can be set aside and another substituted. Oo course the schools must taken in hand the difficult portions of the process.

14. The reading curriculum needs to be looked after in two important ways. First, social standards of judgment should determine the nature of the reading. The texts beyond the primary grades are now fror the most part selections of literary art.

15. At the first it is imitative play, constructive play, etc.-natures method of bringing children to observe the serious world about them, and to gird themselves for entering into it. The next stage, if normal opportunities are provided, is playful participation in the activities of their elders.

16. The use of interesting and valuable books for other educational purposes at the same time that they are used for drill in the mechanics of reading is coming more and more to be recognized as an improved mode of procedure. The mechanical side of readinh is not thereby neglected. It is given its proper function and relation, and can therefore be better taught.

17. Probably little time should be set apart on the program for composition. The ecpression side of all the school work, both in the elementary school and the high school, should be used to give the necessary practice. The technical matters needed can be taught in occasional periods set aside for that specific purpose.

18. The curriculum makers for elementary education do not seem to have placed a high valiation upon history. Apparently it has not been considered an essential study of high worth, like reading, writing, spelling, grammar, and artithmetic.

19. In the high schools the clear tendency is to introduce more of the industrial and commercial geography and to diminish the time given to the less valuable psysiography. The development is not yet vigorous.

20. The first object of any act of learning, over and beyond the pleasure it may give, is that it should serve us in the future. Learning should not only take us somewhere; it should allow us later to go further more easily.

21. The experience of the past several years has taught at least one important lesson about design of the curriculum that is true to the underlying structure of its subject matter. It is that the best minds in any particular discipline must be put to work on the task.

22. Let me turn finally to the last of the things that have kept me brooding about this book-the production of a curriculum. Whoever has undertaken such an enterprise will probably have learned many things. But with luck, he will probably have learned many things. But with luck, he will probably have learned many things. But with luck, he will also have learned one big things. A curriculum is more for teahers than it is for pupils. If it cannot change, move, perturb, inform teachers, it will have no effect on those whom they teach. It must be first and foremost a curriculum for teachers.

23. The doctrine that a well-wrought curriculum is a very of teacher-proofing a body of knowledge in order to get it to student uncominated is nonsense. The Process of Education, in sense, is only part of a book, for it is mostly about students and their learning processes.

24. In planning a curriculum, one properly distinguishes between the long-run objective one hopes to achieve and certain short-run steps that get one toward that objective. Those of a practical turn of mind are likely to say that little is served by stating long-term objectives unless one can propose short-run methods for their achievement. More idealistic cristics may too readily dismiss short-run educational goals on the grounds that they cannot see where they lead.

25. However, schools can do only a limited amount of curriculum development without encouragement, support, and technical assistance. The education authority of the district bears responsibility for encouraging the local school, for helping to obtain necessary resources, and providing assistance.

The state can aid curriculum development by clarifying what the state and its public expect of schools in terms of major functions and comprehensive objectives, but not by specifying particular learnings at particular ages or stages, since these outcomes are not uniformly obtained at the same age or grade level.

The time and effort required to develop significantly different educational programs have been greatly underestimated. Longer term planning is necessary, with appropriate allocation of resources.

It is also necessary to establish priorities for curriculum development, since not everything needed can be done at once. Focus first on critical problems in the local schools, since their solution will bring most evident improvement in the education of students in that school. Even though progress is slow, the projects should increase the competence and confidence of the teachers and parents in the local school that they can solve their problems.

Furthermore, an intensive study was undertaken to furnish information about the interests, abilities, and needs of America young and to encourage teachers to learn more about their own students. With these resurces in ideas and data, and with opportunities for teachers to learn and produce resurce units that became common property on which all teachers could draw, most of the schools participating in the project developed amazingly comprehensive curriculums.