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Rh has been described. (See Chapter XVIII.) The present discussion is simply a formulation, in the terminology of philosophy, of various antithetical conceptions involved in the theory of knowing.

In the first place, there is the opposition of empirical and higher rational knowing. The first is connected with everyday affairs, serves the purposes of the ordinary individual who has no specialized intellectual pursuit, and brings his wants into some kind of working connection with the immediate environment. Such knowing is depreciated, if not despised, as purely utilitarian, lacking in cultural significance. Rational knowledge is supposed to be something which touches reality in ultimate, intellectual fashion; to be pursued for its own sake and properly to terminate in purely theoretical insight, not debased by application in behavior. Socially, the distinction corresponds to that of the intelligence used by the working classes and that used by a learned class remote from concern with the means of living.

Philosophically, the difference turns about the distinction of the particular and universal. Experience is an aggregate of more or less isolated particulars, acquaintance with each of which must be separately made. Reason deals with universals, with general principles, with laws, which lie above the welter of concrete details. In the educational precipitate, the pupil is supposed to have to learn, on one hand, a lot of items of specific information, each standing by itself, and upon the other hand, to become familiar with a certain number of laws and general relationships. Geography, as often taught, illustrates the former; mathematics, beyond the rudiments of figuring, the latter. For all practical purposes, they represent two independent worlds.

Another antithesis is suggested by the two senses of the word 'learning.' On the one hand, learning is the sum total of what is known, as that is handed down by books and learned men. It is something external, an accumulation of cognitions,