2. Does it provide opportunity for some intelligent social
 participation of young people-that is, does it have leads
 for something they might do about the problem?
 3. Does it have many related problems so that provision can
 be made for the interests and needs of those young people
 who do not find satisfying possibilities in the specific
 problem chosen by the class?
 4. Does it lend itself to a variety of learning activities, such
 as taking field trips; making interviews; seeing moving
 pictures; making maps, charts, posters, or pictographs;
 listening to speakers; participating in panel or forum dis-
 cussions; or writing a dramatic skit for stage or radio?
 5. Does it call for information that is readily available?
 6. Is it capable of development at the present level of com-
 prehension of the pupils in the class or group ?
 7. Does it involve considerable research and use of imagina-
 tion so that there is provision for growing interests and
 everyone has something to do ?
 8. Does the problem provide a central idea that is illumi-
 nated by all of the activities carried on?
 9. Does it provide for experiences which give young people
 the opportunity to develop behavior characteristics sig-
 nificant for individuals living in a democratic society-
 characteristics such as clear thinking, social sensitivity,
 appreciations and creativeness, a disposition to partici-
 pate with others in the solution of common problems, and
 respect for individuality?1

 CRITERIA FOR SELECTING EXPERIENCES
 The following definition of learning experiences will assist
in setting up criteria in selecting experiences:
 Learning experiences should indicate not only the kind of
behavior involved, that is, analysis, interest, knowledge, appre-
ciation, and the like, but they should also indicate the kind of
 1 Prudence Bostwick and Chandos Reid. A Functional High School Program,
New York, New York: Hinds, Hayden & Eldredge, Inc., 1947. p. 27.