educational doctrine in this way, starting with the assertion that
everything was good as it came from the Creator, but that everything
degenerated in the hands of man. John Calvin did the same in his
system of theology; and he reasoned so succinctly from his few
premises that any one granting these was almost compelled to accept
his entire doctrine.

Attention is called to these facts here in order to suggest that,
while the scientific and the logical bases of organization are in
common use, neither of them is adequate as the main basis of
organization for a young student who is studying a subject for the
first time. The reason is that each of them secures a careful ordering
of facts only with reference to the relations that those facts bear to
one another, and not with reference to the relation that they bear to
man; and in thus ignoring man they show grave faults. They are
indifferent to interest on the part of the learner; they offer no
standard for judging the relative worths of facts to man; and instead
of exerting an influence in the direction of applying knowledge, they
exert some influence in the opposite direction by their indifference
to man's view-point. It must be admitted that they are of great
assistance in securing thoroughness of comprehension by their
revelation of the relations existing among facts, and also that they
classify facts in a convenient way for finding them later; but they
are of greatest use to the advanced student, who is already supplied
with motive and with standards for judging worth, and who has proper
habits of study already formed; they can well follow but they should
not supplant the psychological basis.

_The student's double task in the organization of ideas._