Excerpt from Contributions to the Science of Education
Of the three phases of educational study, the historical, the practical, and the scientific, it is the last which I propose to discuss in the papers composing this volume. The question of method is of very high importance, but the final test of method is doctrine. The history of education, or of the manifold attempts that have been made to solve the educational problem, is of supreme importance, but experiences and experiments can be interpreted and estimated only by the light of science. The question of educational doctrine is therefore fundamental.
It is a hopeful sign of progress in education that we are now fairly entering upon the discussion of principles and doctrines. Hitherto there has been a discussion of methods, often without a criterion, and even when a standard of values has been proposed, the final test has been success or failure; but reflection shows that the only absolute criterion is principle or law. And so we observe that in the press and in the convention there is a growing disposition to carry an appeal to the court of last resort, educational science.
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