The Interpretation of Experience 69 



nality, objectivity are not qualities of thought, but of its mani- 

 festation in a material world. The distinction between subject 

 and object may be made retrospectively or prospectively, but 

 never in actual present experience of materials, for this experi- 

 ence implies by its very nature the unity of the subject and object. 



(3) All thought has an undertone of emotion, ranging from 

 feeling so faint as to be an unconscious accompaniment of the 

 mental activity (e. g. in doing a mathematical example) up to 

 emotion so intense that it interferes with, colours, or directs and 

 controls the intellectual part of the activity-experience. Thought 

 is therefore accompanied by a varying degree of self-conscious- 

 ness. 



(4} There is involved in all thought, either consciously or 

 leading to later awareness of it, some element of purpose or aim 

 or end. The variously interrelated system of purposes which 

 makes up our experience depends for its variations in detail upon 

 accident, conscious aims, and ends unconsciously involved and 

 only later coming to consciousness. 



II. Standard 



No matter at what point we take up questions of educational 

 theory and practice we find involved either directly or indirectly 

 the idea of standard. " Standards of education " is a favourite 

 topic for professional discussion ; pupils and students are re- 

 quired to attain a certain " standard " before they are promoted 

 through the grades or admitted to college ; and certain text- 

 books in each subject are qualified as " standard." The varia- 

 tion in the popular use of the term and the differences of mean- 

 ing attached to it in educational discussion involve a somewhat 

 careful consideration of the meaning of the word " standard " 

 and of its implications for a philosophy of education. 



In considering the problem of the standard, we have to resolve 

 it into its component parts to discover the questions that are 

 implied in the general term. Such a treatment necessarily in- 

 volves aspects that are essentially ethical in their character and 

 some that are epistemological ; but such phases are naturally 

 implied in the general process of experience, and especially when 

 this process is regarded from the point of view of the method 

 of education. Some of the questions that suggest themselves are 



