And such media have no fixed saturation point
where further absorption is impossible. The more that is taken
in, the greater capacity there is for further assimilation. New
receptiveness follows upon new curiosity, and new curiosity upon
information gained.
The meanings with which activities become charged, concern nature
and man. This is an obvious truism, which however gains meaning
when translated into educational equivalents. So translated, it
signifies that geography and history supply subject matter which
gives background and outlook, intellectual perspective, to what
might otherwise be narrow personal actions or mere forms of
technical skill. With every increase of ability to place our own
doings in their time and space connections, our doings gain in
significant content. We realize that we are citizens of no mean
city in discovering the scene in space of which we are denizens,
and the continuous manifestation of endeavor in time of which we
are heirs and continuers. Thus our ordinary daily experiences
cease to be things of the moment and gain enduring substance.
Of course if geography and history are taught as ready-made
studies which a person studies simply because he is sent to
school, it easily happens that a large number of statements about
things remote and alien to everyday experience are learned.
Activity is divided, and two separate worlds are built up,
occupying activity at divided periods.
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