ss. The demand for such education
as will acquaint workers with the scientific and social bases and
bearings of their pursuits becomes imperative, since those who are
without it inevitably sink to the role of appendages to the machines
they operate. Under the old regime all workers in a craft were
approximately equals in their knowledge and outlook. Personal knowledge
and ingenuity were developed within at least a narrow range, because
work was done with tools under the direct command of the worker. Now the
operator has to adjust himself to his machine, instead of his tool to
his own purposes. While the intellectual possibilities of industry
have multiplied, industrial conditions tend to make industry, for great
masses, less of an educative resource than it was in the days of hand
production for local markets. The burden of realizing the intellectual
possibilities inhering in work is thus thrown back on the school.

(iv) In the fourth place, the pursuit of knowledge has become, in
science, more experimental, less dependent upon literary tradition, and
less associated with dialectical methods of reasoning, and with symbols.
As a result, the subject matter of industrial occupation presents
not only more of the content of science than it used to, but greater
opportunity for familiarity with the method by which knowledge is made.
The ordinary worker in the factory is of course under too immediate
economic pressure to have a chance to produce a knowledge like that of
the worker in the laboratory. But in schools, association with machines
and industrial processes may be had under conditions where the chief
conscious concern of the students is insight. The separation of shop
and laboratory, where these conditions are fulfilled, is largely
conventional, the laboratory having the advantage of permitting the
following up of any intellectual interest a problem may suggest; the
shop the advantage of emphasizing the social bearings of the scientific
principle, as well as, with many pupils, of stimulating a livelier
interest.

(v) Finally, the advances which have been made in the psychology of
learning in general and of childhood in particular fall into line with
the increased importance of industry in life. For modern psychology
emphasizes the radical importance of primitive unlearned instincts of
exploring, experimentation, and "trying on." It reveals that learning is
not the work of something ready-made called mind, but that mind