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Science represents the fruition of the cognitive factors in experience. Instead of contenting itself with a mere statement of what commends itself to personal or customary experience, it aims at a statement which will reveal the sources, grounds, and consequences of a belief. The achievement of this aim gives logical character to the statements. Educationally, it has to be noted that logical characteristics of method, since they belong to subject matter which has reached a high degree of intellectual elaboration, are different from the method of the learner—the chronological order of passing from a cruder to a more refined intellectual quality of experience. When this fact is ignored, science is treated as so much bare information, which however is less interesting and more remote than ordinary information, being stated in an unusual and technical vocabulary. The function which science has to perform in the curriculum is that which it has performed for the race: emancipation from local and temporary incidents of experience, and the opening of intellectual vistas unobscured by the accidents of personal habit and predilection. The logical traits of abstraction, generalization, and definite formulation are all associated with this function. In emancipating an idea from the particular context in which it originated and giving it a wider reference the results of the experience of any individual are put at the disposal of all men. Thus ultimately and philosophically science is the organ of general social progress. 1 Upon the positive side, the value of problems arising in work in the garden, the shop, etc., may be referred to (See p. 200). The laboratory may be treated as an additional resource to supply conditions and appliances for the better pursuit of these problems.