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Abstract
THEORY and practice in the secondary school are placing a constantly increasing emphasis on living experiences of youth as contrasted with formalized informations and skills. This emphasis makes it necessary to determine the areas of living in which fall the main current and future problems of our young people. The changing social scene during the past two decades indicates at virtually every turn that economic intelligence has been, and will long continue to be, a vital problem to all members of our American social order. The high school, therefore, no longer has justification for limiting its economic training to a portion of the young people and for organizing the training solely on a production basis. The material must be made available to all and must include the consumer's
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