ion of the sort of activities which will
intellectualize the play and work of the school. When one bears in mind
the social environment of the Greeks and the people of the Middle Ages,
where such practical activities as could be successfully carried on were
mostly of a routine and external sort and even servile in nature, one is
not surprised that educators turned their backs upon them as unfitted
to cultivate intelligence. But now that even the occupations of the
household, agriculture, and manufacturing as well as transportation
and intercourse are instinct with applied science, the case stands
otherwise. It is true that many of those who now engage in them are
not aware of the intellectual content upon which their personal actions
depend. But this fact only gives an added reason why schooling should
use these pursuits so as to enable the coming generation to acquire
a comprehension now too generally lacking, and thus enable persons to
carry on their pursuits intelligently instead of blindly. (iii) The most
direct blow at the traditional separation of doing and knowing and at
the traditional prestige of purely "intellectual" studies, however, has
been given by the progress of experimental science. If this progress
has demonstrated anything, it is that there is no such thing as genuine
knowledge and fruitful understanding except as the offspring of doing.
The analysis and rearrangement of facts which is indispensable to the
growth of knowledge and power of explanation and right classification
cannot be attained purely mentally--just inside the head. Men have to do
something to the things when they wish to find out something; they have
to alter conditions. This is the lesson of the laboratory method,
and the lesson which all education has to learn. The laboratory is a
discovery of the condition under which labor may become intellectually
fruitful and not merely externally productive. If, in too many cases
at present, it results only in the acquisition of an additional mode
of technical skill, that is because it still remains too largely but an
isolated resource, not resorted to until pupils are mostly too old
to get the full advantage of it, and even then is surrounded by other
studies where traditional methods isolate intellect from activity.

Summary. The Greeks were induced to philosophize by the increasing
failure of their traditional customs and beliefs to regulate life. Thus
they were led to criticize custom advers