building study experience into effective action in later and differing situations.
Old methods are discredited by the evidence of every test - they appear doomed to
continuing futility. Life, on the other hand, docs show integrations. But life
is vital, not lethargic; it is intense, not superficial. It is instinct with
emotional meanings and validity, rather than merely unobjectionable in cither
fact or logic. To bring the curriculum into relation to life needs secms to
require a further transfusion of the life clement into the study program. It
implics vitalizing that program. It is a question of an approach that will make
inert studies come alive. And in the curriculum itsclf is one subject which to
some oxtent, at least, has been resurrected from the dead, and remains a living
example of the process by which that can actually be done, in fact, and not in
theory. To the bystander this constitutes one of the major challenges to educa-
tion today. Despite the oft repeated proverb, knowledge of itself simply isn't
power, until it is connected up with the driving forces, the life forces, that lend
it power.

Other life needs, of course, come to mind as worthy of mention. Thero is
the consciousness of selfhood, in the midst of all our educational standardization.
The scolf respect, the confidence, that comes from individual achievement is an
experience more stressed in the recreational than the educational curriculum. I
suggest that some day you explore it. There is also the matter of a social
consciousness, actual experience in cooperative living. That is a life need of
the utmost importance. And the curriculum pretty generally passes by on the other
Side. You might think that over too.

But because it relates to a life need with which I am particularly concerned, -
I want you to think about one other problem in particular. Let me state it in
this way. The millions who throng our parks demonstrate another need which con-

corns education. They seek adventurous variety, in novel experiences. And lest

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