THIS study, conducted in the Horace Mann School during the school year 1923-24, was designed to disclose, in some measure, the outcomes in the form of significant information, skills, habits and attitudes of a year of school work carried on in one group by a modern systematic method and in another by what we have decided to term an "opportunistic" method.1

The children of the second grade have already had at least a year's experience in living together under the conditions of organized freedom described in the articles on the first grade.1 They have had many opportunities to discriminate between right and wrong in their social relationships; and, scope having been given to their activities, they have learned to think and act purposefully.

When children have reached the third year of school, they have overcome many of the difficulties with the mechanics of reading and are beginning to find pleasure in reading to themselves and to others. This habit of reading is encouraged by providing them with good literature which appeals to their interests and is' within their comprehension.

EARLY TRADE AND DISCOVERY In the first and second grades, the problems of food, shelter, and clothing are considered in the hunting, fishing, pastoral, and agricultural stages of the development of civilization. In the third grade, the children are introduced to some of the activities of the people who lived at the time when trade and discovery were developing. Here again they are led to participate in the problems that these people had to solve.

Home History and Home Geography are closely related, as there is necessarily constant comparison between the past and the present.