ch the race has slowly worked out in
order to conduct reflection under conditions whereby its procedures and
results are tested. It is artificial (an acquired art), not spontaneous;
learned, not native. To this fact is due the unique, the invaluable
place of science in education, and also the dangers which threaten its
right use. Without initiation into the scientific spirit one is not
in possession of the best tools which humanity has so far devised for
effectively directed reflection. One in that case not merely conducts
inquiry and learning without the use of the best instruments, but fails
to understand the full meaning of knowledge. For he does not become
acquainted with the traits that mark off opinion and assent from
authorized conviction. On the other hand, the fact that science marks
the perfecting of knowing in highly specialized conditions of technique
renders its results, taken by themselves, remote from ordinary
experience--a quality of aloofness that is popularly designated by the
term abstract. When this isolation appears in instruction, scientific
information is even more exposed to the dangers attendant upon
presenting ready-made subject matter than are other forms of
information.

Science has been defined in terms of method of inquiry and testing. At
first sight, this definition may seem opposed to the current conception
that science is organized or systematized knowledge. The opposition,
however, is only seeming, and disappears when the ordinary definition
is completed. Not organization but the kind of organization effected by
adequate methods of tested discovery marks off science. The knowledge of
a farmer is systematized in the degree in which he is competent. It
is organized on the basis of relation of means to ends--practically
organized. Its organization as knowledge (that is, in the eulogistic
sense of adequately tested and confirmed) is incidental to its
organization with reference to securing crops, live-stock, etc. But
scientific subject matter is organized with specific reference to the
successful conduct of the enterprise of discovery, to knowing as a
specialized undertaking. Reference to the kind of assurance
attending science will shed light upon this statement. It is rational
assurance,--logical warranty. The ideal of scientific organization is,
therefore, that every conception and statement shall be of such a
kind as to follow from others and to lead to others. Conceptions
and proposit