ABSTRACT
The words 'significance' and 'proper' involve the observer twice over. 'Significance' arises not only from his powers of co-ordinated perception as described but from his ability to discern pattern, influences, and cause-and-effect relationships. The use of the word or idea 'proper' implies not only the ability just mentioned but the additional power to judge emotionally and morally. In other words, it entails not only well-organized experience and experimentation within his own personal sphere but also wide acquaintance with external facts, and also social adjustment and education. Schools, institutions, communications, social links, and emotions tend to build up locally patches of similar outlook and activity. In any case, the recognition of 'truths' about any educational or social activity demands very much more than mere description, categorization, and theorizing. The study of education requires as one of its major ingredients the on-the-spot experimental partiality of the teacher, the parent, and other interested persons.
