not because it is about human products in the past, but because of what
it does in liberating human intelligence and human sympathy. Any subject
matter which accomplishes this result is humane, and any subject matter
which does not accomplish it is not even educational.

Summary. Science represents the fruition of the cognitive factors in
experience. Instead of contenting itself with a mere statement of
what commends itself to personal or customary experience, it aims at a
statement which will reveal the sources, grounds, and consequences of
a belief. The achievement of this aim gives logical character to
the statements. Educationally, it has to be noted that logical
characteristics of method, since they belong to subject matter which has
reached a high degree of intellectual elaboration, are different from
the method of the learner--the chronological order of passing from a
cruder to a more refined intellectual quality of experience. When this
fact is ignored, science is treated as so much bare information, which
however is less interesting and more remote than ordinary information,
being stated in an unusual and technical vocabulary. The function which
science has to perform in the curriculum is that which it has performed
for the race: emancipation from local and temporary incidents of
experience, and the opening of intellectual vistas unobscured by the
accidents of personal habit and predilection. The logical traits of
abstraction, generalization, and definite formulation are all associated
with this function. In emancipating an idea from the particular context
in which it originated and giving it a wider reference the results of
the experience of any individual are put at the disposal of all men.
Thus ultimately and philosophically science is the organ of general
social progress. 1 Upon the positive side, the value of problems arising
in work in the garden, the shop, etc., may be referred to (See p.
200). The laboratory may be treated as an additional resource to supply
conditions and appliances for the better pursuit of these problems.

Chapter Eighteen: Educational Values

The considerations involved in a discussion of educational values have
already been brought out in the discussion of aims and interests.

The specific values usually discussed in educational theories coincide
with aims which are usually urged. They are such things as utility,
culture, information, preparation for social efficiency, ment