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upon the discovery is an exceedingly difficult task. After the artificial and complex is once institutionally established and ingrained in custom and routine, it is easier to walk in the paths that have been beaten than it is, after taking a new point of view, to work out what is practically involved in the new point of view. The old Ptolemaic astronomical system was more complicated with its cycles and epicycles than the Copernican system. But until organization of actual astronomical phenomena on the ground of the latter principle had been effected the easiest course was to follow the line of least resistance provided by the old intellectual habit. So we come back to the idea that a coherent theory of experience, affording positive direction to selection and organization of appropriate educational methods and materials, is required by the attempt to give new direction to the work of the schools. The process is a slow and arduous one. It is a matter of growth and there are many obstacles, which tend to obstruct growth and to deflect it into wrong lines.
I shall have something to say later about organization. All that is needed, perhaps, at this point is to say that we must escape from the tendency to think of organization in terms of the kind of organization, whether of content (or subject-matter), or of methods and social relations, that mark traditional education. I think that a good deal of the current opposition to the idea of organization is due to the fact that it is so hard to get away from the picture of the studies of the old school. The moment "organization" is mentioned imagination goes almost automatically to the kind of organization that is familiar, and in revolting against that we are led to shrink from the very idea of any organization. On the other hand, educational reactionaries, who are now gathering force, use the absence of adequate intellectual and moral organization in the newer type of school as proof not only of the need of organization, but to identify any and every kind of organization with that instituted before the rise of experimental science. Failure to develop a conception of organization upon the empirical and experimental basis gives reactionaries a too easy victory. But the fact that the empirical sciences now offer the best type of intellectual organization which can be found in any field shows that there is no reason why we, who call ourselves empiricists, should be "pushovers" in the matter of order and organization.
Chapter 3
Criteria of Experience
If there is any truth in what has been said about the need of forming a theory of experience in order that education may be intelligently conducted upon the basis of experience, it is clear that the next thing in order in this discussion is to present the principles that are most significant in framing this theory. I shall not; therefore, apologize for engaging in a certain amount of philosophical analysis, which otherwise might be out of place. I may, however, reassure you to some degree by saying that this analysis is not an end in itself but is engaged in for the sake of obtaining criteria to be applied later in discussion of a number of concrete and, to most persons, more interesting issues.
I have already mentioned what I called the category of continuity, or the experiential continuum. This principle is involved, as I pointed out, in every attempt to discriminate between experiences that are worth while educationally and those that are not. It may seem superfluous to argue that this discrimination is necessary not only in criticizing the traditional type of education but also in initiating and conducting a different type. Nevertheless, it is advisable to pursue for a little while the idea that it is necessary. One may safely assume, I suppose, that one thing which has recommended the progressive movement is that it seems more in accord with the democratic ideal to which our people is committed than do the procedures of the traditional school, since the latter have so much of the autocratic about them. Another thing which has contributed to its favorable reception is that its methods are humane in comparison with the harshness so often attending the policies of the traditional school.
The question I would raise concerns why we prefer democratic and humane arrangements to those, which are autocratic and harsh. And by "why," I mean the reason for preferring them, not just the causes which lead us to the preference. One cause may be that we have been taught not only in the schools but by the press, the pulpit, the platform, and our laws and law-making bodies that democracy is the best of all social institutions. We may have so assimilated this idea from our surroundings that it has become an habitual part of our mental and moral make-up. But similar causes have led other persons in different surroundings to widely varying conclusions--to prefer fascism, for example. The cause for our preference is not the same thing as the reason why we should prefer it.
It is not my purpose here to go in detail into the reason. But I would ask a single question: Can we find any reason that does not ultimately come down to the belief that democratic social arrangements promote a better quality of human experience, one which is more widely accessible and enjoyed, than do non-democratic and anti-democratic forms of social life? Does not the principle of regard for individual freedom and for decency and kindliness of human relations come back in the end to the conviction that these things are tributary to a higher quality of experience on the part of a greater number than are methods of repression and coercion or force? Is it not the reason for our preference that we believe that mutual consultation and convictions reached through persuasion, make possible a better quality of experience than can otherwise be provided on any wide scale?
If the answer to these questions is in the affirmative (and personally I do not see how we can justify our preference for democracy and humanity on any other ground), the ultimate reason for hospitality to progressive education, because of its reliance upon and use of humane methods and its kinship to democracy, goes back to the fact that discrimination is made between the inherent values of different experiences. So I come back to the principle of continuity of experience as a criterion of discrimination.
At bottom, this principle rests upon the fact of habit, when habit is interpreted biologically. The basic characteristic of habit is that every experience enacted and undergone modifies the one who acts and undergoes, while this modification affects, whether we wish it or not, the quality of subsequent experiences. For it is a somewhat different person who enters into them. The principle of habit so understood obviously goes deeper than the ordinary conception of a habit as a more or less fixed way of doing things, although it includes the latter as one of its special cases. It covers the formation of attitudes, attitudes that are emotional and intellectual; it covers our basic sensitivities and ways of meeting and responding to all the conditions which we meet in living. From this point of view, the principle of continuity of experience means that every experience both takes up something from those which have gone before and modifies in some way the quality of those which come after. As the poet states it,
... all experience is an arch wherethro'
Gleams that untraveled world, whose margin fades
Forever and forever when I move.
So far, however, we have no ground for discrimination among experiences. For the principle is of universal application. There is some kind of continuity in every case. It is when we note the different forms in which continuity of experience operates that we get the basis of discriminating among experiences. I may illustrate what is meant by an objection, which has been brought against an idea which I once put forth--namely, that the educative process can be identified with growth when that is understood in terms of the active participle, growing.
Growth, or growing as developing, not only physically but intellectually and morally, is one exemplification of the principle of continuity. The objection made is that growth might take many different directions: a man, for example, who starts out on a career of burglary may grow in that direction, and by practice may grow into a highly expert burglar. Hence it is argued that "growth" is not enough; we must also specify the direction in which growth takes place, the end towards which it tends. Before, however, we decide that the objection is conclusive we must analyze the case a little further.
That a man may grow in efficiency as a burglar, as a gangster, or as a corrupt politician, cannot be doubted. But from the standpoint of growth as education and education as growth the question is whether growth in this direction promotes or retards growth in general. Does this form, of growth create conditions