23 --> of the science is self-contained. He refers various portions of it to each other; he connects new facts with it. He is not, as a scientist, called upon to travel outside its particular bounds; if he does, it is only to get more facts of the same general sort. The problem of the teacher is a different one. As a teacher he is not concerned with adding new facts to the science he teaches; in propounding new hypotheses or in verifying them. He is concerned with the subject-matter of the science as representing a given stage and phase of the development of experience. His problem is that of inducing a vital and personal experiencing. Hence, what concerns him, as teacher, is the ways in which that subject may become a part of experience; what there is in the child's present that is usable with reference to it; how such elements are to be used; how his own knowledge of the subject-matter may assist in interpreting the child's needs and doings, and determine the medium in which the child should be placed in order that his growth may be properly directed. He is concerned, not with the subject-matter as such, but with the subject-matter as a related factor in a total and growing experience. Thus to see it is to psychologize it.

It is the failure to keep in mind the double aspect of subject-matter which causes the curriculum and child to be set over against each other as described in our early pages. The subject-matter, just as it is for the scientist, has no direct relationship to

the child's present experience. It stands outside of it. The danger here is not a merely theoretical one. We are practically threatened on all sides. Textbook and teacher vie with each other in presenting to the child the subject-matter as it stands to the specialist. Such modification and revision as it undergoes are a mere elimination of certain scientific difficulties, and the general reduction to a lower intellectual level. The material is not translated into life-terms, but is directly offered as a substitute for, or an external annex to, the child's present life.

Three typical evils result: In the first place, the lack of any organic connection with what the child has already seen and felt and loved makes the material purely formal and symbolic. There is a sense in which it is impossible to value too highly the formal and the symbolic. The genuine form, the real symbol, serve as methods in the holding and discovery of truth. They are tools by which the individual pushes out most surely and widely into unexplored areas. They are means by which he brings to bear whatever of reality he has succeeded in gaining in past searchings. But this happens only when the symbol really symbolizes—when it stands for and sums up in shorthand actual experiences which the individual has already gone through. A symbol which is induced from without, which has not been led up to in preliminary activities, is, as we say, a bare or mere symbol; it is dead and barren. Now, any fact, whether of arithmetic, or geography, or grammar,

which is not led up to and into out of something which has previously occupied a significant position in the child's life for its own sake, is forced into this position. It is not a reality, but just the sign of a reality which might be experienced if certain conditions were fulfilled. But the abrupt presentation of the fact as something known by others, and requiring only to be studied and learned by the child, rules out such conditions of fulfilment. It condemns the fact to be a hieroglyph: it would mean something if one only had the key. The clue being lacking, it remains an idle curiosity, to fret and obstruct the mind, a dead weight to burden it.

The second evil in this external presentation is lack of motivation. There are not only no facts or truths which have been previously felt as such with which to appropriate and assimilate the new, but there is no craving, no need, no demand. When the subject-matter has been psychologized, that is, viewed as an out-growth of present tendencies and activities, it is easy to locate in the present some obstacle, intellectual, practical, or ethical, which can be handled more adequately if the truth in question be mastered. This need supplies motive for the learning. An end which is the child's own carries him on to possess the means of its accomplishment. But when material is directly supplied in the form of a lesson to be learned as a lesson, the connecting links of need and aim are conspicuous for their absence. What we mean

by the mechanical and dead in instruction is a result of this lack of motivation. The organic and vital mean interaction—they mean play of mental demand and material supply.

The third evil is that even the most scientific matter, arranged in most logical fashion, loses this quality, when presented in external, ready-made fashion, by the time it gets to the child. It has to undergo some modification in order to shut out some phases too hard to grasp, and to reduce some of the attendant difficulties. What happens? Those things which are most significant to the scientific man, and most valuable in the logic of actual inquiry and classification, drop out. The really thought-provoking character is obscured, and the organizing function disappears. Or, as we commonly say, the child's reasoning powers, the faculty of abstraction and generalization, are not adequately developed. So the subject-matter is evacuated of its logical value, and, though it is what it is only from the logical standpoint, is presented as stuff only for "memory." This is the contradiction: the child gets the advantage neither of the adult logical formulation, nor of his own native competencies of apprehension and response. Hence the logic of the child is hampered and mortified, and we are almost fortunate if he does not get actual non-science, flat and common-place residua of what was gaining scientific vitality a generation or two ago—degenerate reminiscence of what someone else once formulated on the basis of the experience that some further person had, once upon a time, experienced.

The train of evils does not cease. It is all too common for opposed erroneous theories to play straight into each other's hands. Psychological considerations may be slurred or shoved one side; they cannot be crowded out. Put out of the door, they come back through the window. Somehow and somewhere motive must be appealed to, connection must be established between the mind and its material. There is no question of getting along without this bond of connection; the only question is whether it be such as grows out of the material itself in relation to the mind, or be imported and hitched on from some outside source. If the subject-matter of the lessons be such as to have an appropriate place within the expanding consciousness of the child, if it grows out of his own past doings, thinkings, and sufferings, and grows into application in further achievements and receptivities, then no device or trick of method has to be resorted to in order to enlist "interest." The psychologized is of interest—that is, it is placed in the whole of conscious life so that it shares the worth of that life. But the externally presented material, conceived and generated in standpoints and attitudes remote from the child, and developed in motives alien to him, has no such place of its own. Hence the recourse to adventitious leverage to push it in, to factitious drill to drive it in, to artificial bribe to lure it in.

Three aspects of this recourse to outside ways for giving the subject-matter some psychological meaning may be worth mentioning. Familiarity breeds contempt, but it also breeds something