at the sea level and at various levels above, and compares the results of reasoning based upon the pressure of air of these various weights upon a certain volume of water with the results actually obtained by observation. Observations formed by variation of conditions on the basis of some idea or theory constitute experiment. Experiment is the chief resource in scientific reasoning because it facilitates the picking out of significant elements in a gross, vague whole.
Analysis and synthesis again
Experimental thinking, or scientific reasoning, is thus a conjoint process of analysis and synthesis, or, in less technical language, of discrimination and assimilation or identification. The gross fact of water rising when the suction valve is worked is resolved or discriminated into a number of independent variables, some of which had never before been observed or even thought of in connection with the fact. One of these facts, the weight of the atmosphere, is then selectively seized upon as the key to the entire phenomenon. This disentangling constitutes analysis. But atmosphere and its pressure or weight is a fact not confined to this single instance. It is a fact familiar or at least discoverable as operative in a great number of other events. In fixing upon this imperceptible and minute fact as the essence or key to the elevation of water by the pump, the pump-fact has thus been assimilated to a whole group of ordinary facts from which it was previously isolated. This assimilation constitutes synthesis. Moreover, the fact of atmospheric pressure is itself a case of one of the commonest of all facts—weight or gravitational force. Conclusions that apply to the common fact of weight are thus transferable to the consideration and interpretation of the relatively rare and exceptional case of the suction of water. The suction pump is seen to be a case of the same kind or sort as the siphon, the barometer, the rising of the balloon, and a multitude of other things with which at first sight it has no connection at all. This is another instance of the synthetic or assimilative phase of scientific thinking.
If we revert to the advantages of scientific over empirical thinking, we find that we now have the clue to them.
Lessened liability to error
(a) The increased security, the added factor of certainty or proof, is due to the substitution of the detailed and specific fact of atmospheric pressure for the gross and total and relatively miscellaneous fact of suction. The latter is complex, and its complexity is due to many unknown and unspecified factors; hence, any statement about it is more or less random, and likely to be defeated by any unforeseen variation of circumstances. Comparatively, at least, the minute and detailed fact of air pressure is a measurable and definite fact—one that can be picked out and managed with assurance.
Ability to manage the new
(b) As analysis accounts for the added certainty, so synthesis accounts for ability to cope with the novel and variable. Weight is a much commoner fact than atmospheric weight, and this in turn is a much commoner fact than the workings of the suction pump. To be able to substitute the common and frequent fact for that which is relatively rare and peculiar is to reduce the seemingly novel and exceptional to cases of a general and familiar principle, and thus to bring them under control for interpretation and prediction.
As Professor James says: "Think of heat as motion and whatever is true of motion will be true of heat; but we have a hundred experiences of motion for every one of heat. Think of rays passing through this lens as cases of bending toward the perpendicular, and you substitute for the comparatively unfamiliar lens the very familiar notion of a particular change in direction of a line, of which notion every day brings us countless examples."25
Interest in the future or in progress
(c) The change of attitude from conservative reliance upon the past, upon routine and custom, to faith in progress through the intelligent regulation of existing conditions, is, of course, the reflex of the scientific method of experimentation. The empirical method inevitably magnifies the influences of the past; the experimental method throws into relief the possibilities of the future. The empirical method says, "Wait till there is a sufficient number of cases;" the experimental method says, "Produce the cases." The former depends upon nature's accidentally happening to present us with certain conjunctions of circumstances; the latter deliberately and intentionally endeavors to bring about the conjunction. By this method the notion of progress secures scientific warrant.
Physical versus logical force
Ordinary experience is controlled largely by the direct strength and intensity of various occurrences. What is bright, sudden, loud, secures notice and is given a conspicuous rating. What is dim, feeble, and continuous gets ignored, or is regarded as of slight importance. Customary experience tends to the control of thinking by considerations of direct and immediate strength rather than by those of importance in the long run. Animals without the power of forecast and planning must, upon the whole, respond to the stimuli that are most urgent at the moment, or cease to exist. These stimuli lose nothing of their direct urgency and clamorous insistency when the thinking power develops; and yet thinking demands the subordination of the immediate stimulus to the remote and distant. The feeble and the minute may be of much greater importance than the glaring and the big. The latter may be signs of a force that is already exhausting itself; the former may indicate the beginnings of a process in which the whole fortune of the individual is involved. The prime necessity for scientific thought is that the thinker be freed from the tyranny of sense stimuli and habit, and this emancipation is also the necessary condition of progress.
Illustration from moving water
Consider the following quotation: "When it first occurred to a reflecting mind that moving water had a property identical with human or brute force, namely, the property of setting other masses in motion, overcoming inertia and resistance,—when the sight of the stream suggested through this point of likeness the power of the animal,—a new addition was made to the class of prime movers, and when circumstances permitted, this power could become a substitute for the others. It may seem to the modern understanding, familiar with water wheels and drifting rafts, that the similarity here was an extremely obvious one. But if we put ourselves back into an early state of mind, when running water affected the mind by its brilliancy, its roar and irregular devastation, we may easily suppose that to identify this with animal muscular energy was by no means an obvious effort."26
Value of abstraction
If we add to these obvious sensory features the various social customs and expectations which fix the attitude of the individual, the evil of the subjection of free and fertile suggestion to empirical considerations becomes clear. A certain power of abstraction, of deliberate turning away from the habitual responses to a situation, was required before men could be emancipated to follow up suggestions that in the end are fruitful.
Experience as inclusive of thought
In short, the term experience may be interpreted either with reference to the empirical or the experimental attitude of mind. Experience is not a rigid and closed thing; it is vital, and hence growing. When dominated by the past, by custom and routine, it is often opposed to the reasonable, the thoughtful. But experience also includes the reflection that sets us free from the limiting influence of sense, appetite, and tradition. Experience may welcome and assimilate all that the most exact and penetrating thought discovers. Indeed, the business of education might be defined as just such an emancipation and enlargement of experience. Education takes the individual while he is relatively plastic, before he has become so indurated by isolated experiences as to be rendered hopelessly empirical in his habit of mind. The attitude of childhood is naïve, wondering, experimental; the world of man and nature is new. Right methods of education preserve and perfect this attitude, and thereby short-circuit for the individual the slow progress of the race, eliminating the waste that comes from inert routine.
Part Three:
The Training of Thought
Chapter Twelve