22,6 Education through Nature 



be so potent in human development. The new edu- 

 cation has, in recent years, been largely influenced, 

 unconsciously perhaps, by the theory in this form. 

 Fortunately, pedagogy is not yet sufficiently consistent 

 to carry the theory out to its logical results. 



The Interaction Theory of Development.* Just as 

 the theory of natural selection was adduced to explain 

 evolution by natural, rather than by supernatural, 

 causes, so the interaction theory is intended as a 

 mechanical explanation of the same phenomena. 

 The latter theory is, therefore, not a denial of evolu- 

 tion, in its original sense of continuity of development 

 in organic life, but an attempt to explain that develop- 

 ment in more scientific terms, without the assumption 

 of purely imaginary factors that are themselves as 

 mysterious and transcendental as the subject they are 

 supposed to explain. 



This theory starts with the recognition of the inti- 

 mate relationship of living things to their environment. 

 Living things are found to be unstable, capable of 

 reacting to external forces and influences. Through 

 these reactions, changes take place in the living thing. 

 Such reactions are the experiences of the organism. 

 It is assumed that the accumulated effects of these 

 experiences result, as years go on, in the production of 

 new characters which could develop in no other way; 

 that organs are not only developed by use, but are 

 brought into harmonious relations to other organs 

 and to the external world. An initial organization 

 is sometimes assumed, which, constituting the basis 

 of heredity, gives to each being a specific power of 

 reaction. Hence a personal element exists which 

 is an important factor, but not the sole factor; inas- 

 much as the individual, in the fully formed state, is a 



* This theory is presented more fully in the author's work en- 

 titled " Vital Processes in Education." 



