. The emotions are conceived to be purely private and
personal, having nothing to do with the work of pure intelligence in
apprehending facts and truths,--except perhaps the single emotion of
intellectual curiosity. The intellect is a pure light; the emotions are
a disturbing heat. The mind turns outward to truth; the emotions
turn inward to considerations of personal advantage and loss. Thus in
education we have that systematic depreciation of interest which
has been noted, plus the necessity in practice, with most pupils, of
recourse to extraneous and irrelevant rewards and penalties in order to
induce the person who has a mind (much as his clothes have a pocket) to
apply that mind to the truths to be known. Thus we have the spectacle
of professional educators decrying appeal to interest while they uphold
with great dignity the need of reliance upon examinations, marks,
promotions and emotions, prizes, and the time-honored paraphernalia of
rewards and punishments. The effect of this situation in crippling
the teacher's sense of humor has not received the attention which it
deserves.

All of these separations culminate in one between knowing and doing,
theory and practice, between mind as the end and spirit of action and
the body as its organ and means. We shall not repeat what has been said
about the source of this dualism in the division of society into a class
laboring with their muscles for material sustenance and a class
which, relieved from economic pressure, devotes itself to the arts of
expression and social direction. Nor is it necessary to speak again
of the educational evils which spring from the separation. We shall be
content to summarize the forces which tend to make the untenability of
this conception obvious and to replace it by the idea of continuity.
(i) The advance of physiology and the psychology associated with it have
shown the connection of mental activity with that of the nervous system.
Too often recognition of connection has stopped short at this point; the
older dualism of soul and body has been replaced by that of the brain
and the rest of the body. But in fact the nervous system is only
a specialized mechanism for keeping all bodily activities working
together. Instead of being isolated from them, as an organ of knowing
from organs of motor response, it is the organ by which they interact
responsively with one another. The brain is essentially an organ
for effecting the reciprocal adjustmen