<P> A final critique is that of motivation . Dewey argues that while imitation is a powerful tool in education, it cannot be the sole motive of the child's learning . The child, if she is to learn anything, must have and own a conception of the why of the activity as well as the how . He concludes with a plea that the gap between methodologies in kindergarten and primary school be bridged, in the interest of a more productive and pedagogically consistent path for the child . </P> <P> Originally published in Elementary School Record No. 8 . Argues that "whatever history may be for the scientific historian, for the educator it must be an indirect sociology ." By understanding the "motors" of history the child comes to understand the forces and organizations of her own time . </P> <P> Dewey also details the methods in use in the laboratory school at the time . Key to the method is letting the students "live in the times", comprehending the challenges the people of that time faced, and endeavoring to discover solutions . As they compare their solutions with the solutions of the past, they understand the past a model for problem - solving in the present . Primary sources are privileged, and textbooks avoided . Above all, history is a tool of "social inquiry". </P> <P> The 1900 edition was warmly received and widely translated and published . </P>

Duties of a student for the school and society