The chief business of the school is to assist the child in building up organized concepts of his world; to help him to make these concepts more definite, complete, comprehensive and to give them adequate meaning. All the school subjects - reading, writing, spelling, arithmetic, music, drawing grow out of and are subordinate to this organization of the child's imagery to the end that he may gain greater control over his world.

The only means by which the child may organize and complete his imagery is through expression. The teacher has no means of determining whether the child's image of an object, an activity, or a Situation is definite or vague, organized or unorganized, until the child tries to express it; his image is no doubt more adequate than his expression, but by expression only do we know how to assist him in organizing or interpreting his imagery. Handwriting is one means of organization or interpretation; it should not be made an objective; it is a means to and end; a mode of expression. Chil dren early attempt to take part in adult activities. A strong motive thus appears in the first lessons in writing in that the child desires to engage in the activity of writing which he sees his teacher or other adult perform. He eagerly wants to learn to write.

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