Is technical sequence interfered with by the practical application of the principles of correlation? This is a question often asked, and usually with the implication that correlation and technical sequence are in their nature opposed. The term " correlation " has come by misuse to imply so much of sentimentality and personal idiosyncrasy that it can be used only guardedly and with full definition. To the untrained teacher grasping after new ideas the word "correlation" seems to mean a haphazard throwing together of ideas presumably relateda method whereby the work of each day determines the work of the next day, with no reference to any larger plan. The uninitiated teacher who, with a few hours at her disposal, endeavors to gain from a school of so-called advanced pedagogical ideas some practical conception of the magical word "correlation," watches teacher and pupil, and wonders by what necromancy or inside information or expert mind-reading the teacher knows just the psychical moment in the child's mind when reading should give way to clay-modeling, and clay-modeling, in its turn, to mathematics. I am quite sure that the only definite ideas this visitor takes away are, that correlation is only a happy alternation of mental and manual labor, and that the child's will rules. Correlation cannot, however, be so lightly dismissed. True correlation is an interrelation of subject-matter from the standpoint of education. It endeavors to find out the essential kinship of certain portions of the subject-matter in the curriculum, but the chief attention is focused on the child, so that these related materials may be properly adjusted to the various periods of his development. The scheme is planned to keep pace with his growing powers, and it allows great freedom and flexibility to meet individual needs. True correlation thinks of the child as the center, and endeavors to bring him into touch with the greatest 169