It is a great mistake to suppose, even tacitly, that the traditional schoolroom is not a place in which peoples had experiences. Yet this is tacitly assumed when progressive education as a plan of learning by experience is placed in sharp opposition to the old. The proper line of attack is that the experiences which were had, by pupils and teachers alike, were largely of a wrong kind.
How many students, for example, were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them? How many acquired special skills by means of automatic drill so that their power of judgment and capacity to act intelligently in new situations is limited? How many came to associate the learning process with ennui and boredom? How many found what they did learn so foreign to the situations of life outside the school as to give them no power of control over the latter? How many came to associate books with dull drudgery, so that they were conditioned to all but flashy reading matter?
"How many students, for example, were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them?...How many came to associate the learning process with ennui and boredom?... How many came to associate books with dull drudgery...?"