itative character. But in leaving them out
of account, it does not exclude them from reality, nor relegate them
to a purely mental region; it only furnishes means utilizable for ends.
Thus while in fact the progress of science was increasing man's power
over nature, enabling him to place his cherished ends on a firmer basis
than ever before, and also to diversify his activities almost at will,
the philosophy which professed to formulate its accomplishments reduced
the world to a barren and monotonous redistribution of matter in space.
Thus the immediate effect of modern science was to accentuate the
dualism of matter and mind, and thereby to establish the physical and
the humanistic studies as two disconnected groups. Since the difference
between better and worse is bound up with the qualities of experience,
any philosophy of science which excludes them from the genuine content
of reality is bound to leave out what is most interesting and most
important to mankind.

3. The Present Educational Problem. In truth, experience knows no
division between human concerns and a purely mechanical physical world.
Man's home is nature; his purposes and aims are dependent for execution
upon natural conditions. Separated from such conditions they become
empty dreams and idle indulgences of fancy. From the standpoint of human
experience, and hence of educational endeavor, any distinction which
can be justly made between nature and man is a distinction between the
conditions which have to be reckoned with in the formation and execution
of our practical aims, and the aims themselves. This philosophy is
vouched for by the doctrine of biological development which shows that
man is continuous with nature, not an alien entering her processes from
without. It is reinforced by the experimental method of science which
shows that knowledge accrues in virtue of an attempt to direct physical
energies in accord with ideas suggested in dealing with natural objects
in behalf of social uses. Every step forward in the social sciences--the
studies termed history, economics, politics, sociology--shows that
social questions are capable of being intelligently coped with only
in the degree in which we employ the method of collected data, forming
hypotheses, and testing them in action which is characteristic of
natural science, and in the degree in which we utilize in behalf of
the promotion of social welfare the technical knowledge ascertained by
physics an