more of all the psychological
sciences as an aid to our appreciation of history as the story and a
revelation of the meaning of spirit in the world--and it is this way
rather than through _language_ that we must undertake to know and to
explain life. On the other hand, it is for the business of practical,
social living that the material sciences should have most significance
in education. There is no science, not even mathematics, that cannot
be taught as a phase of the adventure of spirit in the world, and none
that cannot in some way be made to aid spirit in finding and keeping
its true course in the future. Such use of all culture is what we mean
by humanism. The secret of the difference in the educational ideals of
those whom we may call the old humanists and the new is that to one
education means predominantly _learning_, and to the other it means
mainly _living_. Living, for the child, means growing into the life of
the world by participating in spirit and in body, according to the
child's needs and capacities, in the activities of the world. To gain
a consciousness of the meaning of those activities through a knowledge
of their history and by an appreciation of their purpose is indeed the
main purpose of learning.

FOOTNOTES:

[Footnote 1: _Educational Review_, February, 1919.]

[Footnote 2: _Educational Review_, February, 1919.]

[Footnote 3: _Teachers College Record_, January, 1919.]

CHAPTER XII

AESTHETIC EXPERIENCE IN EDUCATION

Throughout this study we have again and again been led to consider the
relations of the aesthetic experiences to the practical life. It is as
the repository of deep desires and as the appreciation of values that
the aesthetic may be most readily seen to be practical, but it
performs other functions. As ecstatic experience it is the source of
_power_ in the conscious life, and it was indeed the belief in art as
a means of attaining power that has given art its place in the world.
The aesthetic experience is the form also in which desires are brought
into relation to one another, harmonized and transformed, or
transferred to new objects. So the aesthetic is the type of adaptation
in the inner life.

We have asserted that all life, and certainly the educational process,
must have its dramatic moments, since the dramatic experience, as
ecstasy of the social life, is the expression of social feeling in its
highest form. The aesthetic experience is the central point of