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322 and the lesson which all education has to learn. The laboratory is a discovery of the conditions under which labor may become intellectually fruitful and not merely externally productive. If, in too many cases at present, it only results in the acquisition of an additional mode of technical skill, that is because it still remains too largely but an isolated resource, not resorted to until pupils are mostly too old to get the full advantage of it, and even then is surrounded by other studies where traditional methods isolate intellect from activity.

.—The Greeks were induced to philosophize by the increasing failure of their traditional customs and beliefs to regulate life. Thus they were led to criticize custom adversely and to look for some other source of authority in life and belief. Since they desired a rational standard for the latter, and identified the customs which had proved unsatisfactory supports with experience, they were led to a flat opposition of reason and experience. The more the former was exalted, the more the latter was depreciated. Since experience was identified with what men do and suffer in particular and changing situations of life, doing shared in the philosophic depreciation. This influence fell in with many others to magnify, in higher education, all the methods and topics which involved the least use of sense-observation and bodily activity. The modern age began with a revolt against this point of view, with an appeal to experience, and an attack upon so-called purely rational concepts on the ground that they either needed to be ballasted by the results of concrete experiences, or else were mere expressions of prejudice and institutionalized class interest, calling themselves rational for protection. But various circumstances led to considering experience as pure cognition, leaving out of account its intrinsic active and emotional phases, and to identifying it with a passive reception of isolated 'sensations.' Hence the educational reform effected by the new theory was confined