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164 writ in water. There is none of that cumulative growth which makes an experience in any vital sense of that term. On the other hand, many things happen to us in the way of pleasure and pain which we do not connect with any prior activity of our own. They are mere accidents so far as we are concerned. There is no before or after to such experience; no retrospect nor outlook, and consequently no meaning. We get nothing which may be carried over to foresee what is likely to happen next, and no gain in ability to adjust ourselves to what is coming—no added control. Only by courtesy can such an experience be called experience. To "learn from experience" is to make a backward and forward connection between what we do to things and what we enjoy or suffer from things in consequence. Under such conditions, doing becomes a trying; an experiment with the world to find out what it is like; the undergoing becomes instruction—discovery of the connection of things.

Two conclusions important for education follow. (1) Experience is primarily an active-passive affair; it is not primarily cognitive. But (2) the measure of the value of an experience lies in the perception of relationships or continuities to which it leads up. It includes cognition in the degree in which it is cumulative or amounts to something, or has meaning. In schools, those under instruction are too customarily looked upon as acquiring knowledge as theoretical spectators, minds which appropriate knowledge by direct energy of intellect. The very word pupil has almost come to mean one who is engaged not in having fruitful experiences but in absorbing knowledge directly. Something which is called mind or consciousness is severed from the physical organs of activity. The former is then thought to be purely intellectual and cognitive; the latter to be an irrelevant and intruding physical factor. The intimate union of activity and undergoing its consequences which leads to recognition of meaning is broken; instead we have two fragments: mere bodily action