ndustrial revolution is the
fruit of experimental science. Railways, steamboats, electric motors,
telephone and telegraph, automobiles, aeroplanes and dirigibles are
conspicuous evidences of the application of science in life. But none
of them would be of much importance without the thousands of less
sensational inventions by means of which natural science has been
rendered tributary to our daily life.

It must be admitted that to a considerable extent the progress thus
procured has been only technical: it has provided more efficient means
for satisfying preexistent desires, rather than modified the quality of
human purposes. There is, for example, no modern civilization which is
the equal of Greek culture in all respects. Science is still too recent
to have been absorbed into imaginative and emotional disposition. Men
move more swiftly and surely to the realization of their ends, but
their ends too largely remain what they were prior to scientific
enlightenment. This fact places upon education the responsibility of
using science in a way to modify the habitual attitude of imagination
and feeling, not leave it just an extension of our physical arms and
legs.

The advance of science has already modified men's thoughts of the
purposes and goods of life to a sufficient extent to give some idea of
the nature of this responsibility and the ways of meeting it. Science
taking effect in human activity has broken down physical barriers
which formerly separated men; it has immensely widened the area of
intercourse. It has brought about interdependence of interests on an
enormous scale. It has brought with it an established conviction of the
possibility of control of nature in the interests of mankind and thus
has led men to look to the future, instead of the past. The coincidence
of the ideal of progress with the advance of science is not a mere
coincidence. Before this advance men placed the golden age in remote
antiquity. Now they face the future with a firm belief that intelligence
properly used can do away with evils once thought inevitable. To
subjugate devastating disease is no longer a dream; the hope of
abolishing poverty is not utopian. Science has familiarized men with
the idea of development, taking effect practically in persistent gradual
amelioration of the estate of our common humanity.

The problem of an educational use of science is then to create an
intelligence pregnant with belief in the possibility of the