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Rh veloping abstract intellectual abilities weaken habits of practical or concrete thinking, fall as much short of the educational ideal as do the methods that in cultivating ability to plan, to invent, to arrange, to forecast, fail to secure some delight in thinking irrespective of practical consequences.

(ii) Educators should also note the very great individual differences that exist; they should not try to force one pattern and model upon all. In many (probably the majority) the executive tendency, the habit of mind that thinks for purposes of conduct and achievement, not for the sake of knowing, remains dominant to the end. Engineers, lawyers, doctors, merchants, are much more numerous in adult life than scholars, scientists, and philosophers. While education should strive to make men who, however prominent their professional interests and aims, partake of the spirit of the scholar, philosopher, and scientist, no good reason appears why education should esteem the one mental habit inherently superior to the other, and deliberately try to transform the type from practical to theoretical. Have not our schools (as already suggested, p. 49) been one-sidedly devoted to the more abstract type of thinking, thus doing injustice to the majority of pupils? Has not the idea of a "liberal" and "humane" education tended too often in practice to the production of technical, because overspecialized, thinkers?

The aim of education should be to secure a balanced interaction of the two types of mental attitude, having sufficient regard to the disposition of the individual not to hamper and cripple whatever powers are naturally strong in him. The narrowness of individuals of strong concrete bent needs to be liberalized. Every oppor-