Conclusions and Recommendations tual or moral leadership for community, nation or mankind .
3 . Organized instruction in the social sciences
is designed to hasten, extend, and perfect this two-
fold process of maturing, always building on the actual experiences and powers of the child and never over-leaping that frontier of functional
knowledge, thought, and will which marks the boundaries of the real world of the learner .
4. To place complete dependence on words and
books and thus to disregard the laws and conditions of mental growth results inevitably in giv-
ing to both teacher and pupil a false sense of
achievement . It is therefore imperative that each
phase, aspect or topic of instruction be related to the actual life experiences of the pupil . 5. The application of these principles to the
teaching of the social sciences suggests the un-
reality of a program composed of disparate units
of study for the several grades of the public
school, organized primarily in terms of academic
testing and the accumulation of credits . That program should represent a steady, unified, and continuous progression from year to year in ex56