this respect the newer education contrasts sharply with procedures which start with facts and truths that are outside the range of the experience of those thought, and which, therefore, have the problem of discovering ways and means of bringing them within experience. Undoubtedly one chief cause for the great success of newer methods in early elementary education has been its observance of the contrary principle.
But finding the material for learning within experience is only the first step. The next step is the progressive development of what is already experienced into a fuller and richer and also more organized form, a form that gradually approximates that in which subject-matter is presented to the skilled, mature person. That this change is possible without departing from the organic connection of education with experience is shown by the fact that this change takes place outside of the school and apart from formal education. The infant, for example, begins with an environment of objects that is very restricted in space and time. That environment steadily expands by the momentum inherent in experience itself without aid from scholastic instruction. As the infant learns to reach, creep, walk, and talk, the intrinsic subject-matter of its experience widens and deepens. It comes into connection with new objects and events, which call out new powers, while the exercise of these powers refines and enlarges the content of its experience. Life-space and life-duration’s are expanded. The environment, the world of experience, constantly grows larger and, so to speak, thicker. The educator who receives the child at the end of this period has to find ways for doing consciously and deliberately what "nature" accomplishes in the earlier years.
It is hardly necessary to insist upon the first of the two conditions which have been specified. It is a cardinal precept of the newer school of education that the beginning of instruction shall be made with the experience learners already have; that this experience and the capacities that have been developed during its course provide the starting point for ah further learning. I am not so sure that the other condition, that of orderly development toward expansion and organization of subject-matter through growth of experience, receives as much attention. Yet the principle of continuity of educative experience requites that equal thought and attention be given to solution of this aspect of the educational problem. Undoubtedly this phase of the problem is more difficult than the other. Those who deal with the pre-school child, with the kindergarten child, and with the boy and girl of the early primary years do not have much difficulty in determining the range of past experience or in finding activities that connect in vital ways with it. With older children both factors of the problem offer increased difficulties to the educator. It is harder to find out the background of the experience of individuals and harder to find out just how the subject- matters already contained in that experience shall be directed so as to lead out to larger and better organized fields.
It is a mistake to suppose that the principle of the leading on of experience to something different is adequately satisfied simply by giving pupils some new experiences any more than it is by seeing to it that they have greater still and ease in dealing with things with which they are already familiar. It is also essential that the new objects and events be related intellectually to those of earlier experiences, and this means that there be some advance made in conscious articulation of facts and ideas. It thus becomes the office of the educator to select those things within the range of existing experience that have the promise and potentiality of presenting new problems which by stimulating new ways of observation and judgment will expand the area of further experience He must constantly regard what is already won not as a fixed possession but as an agency and instrumentality for opening new fields which make new demands upon existing powers of observation and of intelligent use of memory. Connectedness in growth must be his constant watchword. The educator more than the member of any other profession is concerned to have a long look ahead. The physician may feel his job done when he has restored a patient to health. He has undoubtedly the obligation of advising him bow to live so as to avoid similar troubles in the future. But, after all, the conduct of his life is his own affair, not the physician's; and what is more important for the present point is that as far as the physician does occupy himself with instruction and advice as to the future of his patient he takes upon himself the function of an educator. The lawyer is occupied with winning a suit for his client or getting the latter out of some complication into which he has got himself. If it goes beyond the case presented to him he too becomes an educator. The educator by the very nature of his work is obliged to see his present work in terms of what it accomplishes, or fails to accomplish, for a future whose objects are linked with those of the present.
Here, again, the problem for the progressive educator is more difficult than for the teacher in the traditional school. The latter had indeed to look ahead. But unless his personality and enthusiasm took him beyond the limits that hedged in the traditional school, he could content himself with thinking of the next examination period or the promotion to the next class. He could envisage the future in terms of factors that lay within the requirements of the school system as that conventionally existed. There is incumbent upon the teacher who links education and actual experience together a more serious and a harder business. He must be aware of the potentialities for leading students into new fields which belong to experiences already had, and must use this knowledge as his criterion for selection and arrangement of the conditions that influence their present experience.
Because the studies of the traditional school consisted of subject-matter that was selected and arranged on the basis of the judgment of adults as to what would be useful for the young sometime in the future, the material to be learned was settled upon outside the present life-experience of the learner. In consequence, it had to do with the past; it was such as had proved useful to men in past ages. By reaction to an opposite extreme, as unfortunate as it was probably natural under the circumstances, the sound idea that education should derive its materials from present experience and should enable the learner to cope with the problems of the present and future has often been converted into the idea that progressive schools can to a very large extent ignore the past. If the present could be cut off from the past, this conclusion would be sound. But the achievements of the past provide the only means at command for understanding the present. Just as the individual has to draw in memory upon his own past to understand the conditions in which he individually finds himself, so the issues and problems of present social life are in such intimate and direct connection with the past that students cannot be prepared to understand either these problems or the best way of dealing with them without delving into their roots in the past. In other words, the sound principle that the objectives of learning are in the future and its immediate materials are in present experience can be carried into effect only in the degree that present experience is stretched, as it were, backward. It can expand into the future only as it is also enlarged to take in the past.
If time permitted, discussion of the political and economic issues which the present generation will be compelled to face in the future would render this general statement definite and concrete. The nature of the issues cannot be understood save as we know how they came about. The institutions and customs that exist in the present and that give rise to present social ills and dislocations did not arise overnight. They have a long history behind them. Attempt to deal with them simply on the basis of what is obvious in the present is bound to result in adoption of superficial measures which in the end will only render existing problems more acute and more difficult to solve. Policies framed simply upon the ground of knowledge of the present cut off from the past is the counterpart of heedless carelessness in individual conduct. The way out of scholastic systems that made the past an end in itself is to make acquaintance with the past a means of understanding the present. Until this problem is worked out, the present clash of educational ideas and practices will continue. On the one hand, there win be reactionaries that claim that the main, if not the sole, business of education is transmission of the cultural heritage. On the other hand, there will be those who hold that we should ignore the past and deal only with the present and future.
That up to the present time the weakest point in progressive schools is in the matter of selection and organization of intellectual subject-matter isr I think, inevitable under the circumstances. It is as inevitable as it is right and proper that they should break loose from the cut and dried material which formed the staple of the old education, In addition, the field of experience
