ame thing, with
difficulties smoothed over and topics reduced to the level of their
supposed ability. The cause of this procedure lies in following
tradition, rather than in conscious adherence to a dualistic philosophy.
But the effect is the same as if the purpose were to inculcate an idea
that the sciences which deal with nature have nothing to do with man,
and vice versa. A large part of the comparative ineffectiveness of
the teaching of the sciences, for those who never become scientific
specialists, is the result of a separation which is unavoidable when one
begins with technically organized subject matter. Even if all students
were embryonic scientific specialists, it is questionable whether this
is the most effective procedure. Considering that the great majority
are concerned with the study of sciences only for its effect upon
their mental habits--in making them more alert, more open-minded, more
inclined to tentative acceptance and to testing of ideas propounded
or suggested,--and for achieving a better understanding of their daily
environment, it is certainly ill-advised. Too often the pupil comes
out with a smattering which is too superficial to be scientific and too
technical to be applicable to ordinary affairs.

The utilization of ordinary experience to secure an advance into
scientific material and method, while keeping the latter connected with
familiar human interests, is easier to-day than it ever was before.
The usual experience of all persons in civilized communities to-day is
intimately associated with industrial processes and results. These in
turn are so many cases of science in action. The stationary and traction
steam engine, gasoline engine, automobile, telegraph and telephone, the
electric motor enter directly into the lives of most individuals. Pupils
at an early age are practically acquainted with these things. Not only
does the business occupation of their parents depend upon scientific
applications, but household pursuits, the maintenance of health,
the sights seen upon the streets, embody scientific achievements and
stimulate interest in the connected scientific principles. The obvious
pedagogical starting point of scientific instruction is not to teach
things labeled science, but to utilize the familiar occupations and
appliances to direct observation and experiment, until pupils have
arrived at a knowledge of some fundamental principles by understanding
them in their familiar practical