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Rh to our conceptions in spite of the way in which they work out.

Science represents the safeguard of the race against these natural propensities and the evils which flow from them. It consists of the special appliances and methods which the race has slowly worked but in order to conduct reflection under conditions whereby its procedures and results are tested. It is artificial (an acquired art), not spontaneous; learned, not native. To this fact is due the unique, the invaluable place of science in education, and also the dangers which threaten its right use. Without initiation into the scientific spirit one is not in possession of the best tools which humanity has so far devised for effectively directed reflection. One in that case not merely conducts inquiry and learning without the use of the best instruments, but fails to understand the full meaning of knowledge. For he does not become acquainted with the traits that mark off opinion and assent from authorized conviction. On the other hand, the fact that science marks the perfecting of knowing in highly specialized conditions of technique renders its results, taken by themselves, remote from ordinary experience—a quality of aloofness that is popularly designated by the term abstract. When this isolation appears in instruction, scientific information is even more exposed to the dangers attendant upon presenting ready-made subject matter than are other forms of information.

Science has been defined in terms of method of inquiry and testing. At first sight, this definition may seem opposed to the current conception that science is organized or systematized knowledge. The opposition, however, is only seeming, and disappears when the ordinary definition is completed. Not organization but the kind of organization effected by adequate methods of tested discovery marks off science. The knowledge of a farmer is systematized in the degree in which he is competent. It is organized on the basis of relation of means to ends—practically organized. Its organization as