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 itself is an organization of original capacities into activities having significance. As we have already seen (Ante, p. 239), in older pupils work is to educative development of raw native activities what play is for younger pupils. Moreover, the passage from play to work should be gradual, involving not a radical change of attitude but carrying into work the elements of play, plus continuous reorganization in behalf of greater control.
The reader will remark that these five points practically resume the main contentions of the previous part of the work. Both practically and philosophically, the key to the present
