an have other than a provisional validity. The following may prove of
some help. We may say that the kind of experience to which the work of
the schools should contribute is one marked by executive competency in
the management of resources and obstacles encountered (efficiency);
by sociability, or interest in the direct companionship of others; by
aesthetic taste or capacity to appreciate artistic excellence in at
least some of its classic forms; by trained intellectual method, or
interest in some mode of scientific achievement; and by sensitiveness
to the rights and claims of others--conscientiousness. And while these
considerations are not standards of value, they are useful criteria
for survey, criticism, and better organization of existing methods and
subject matter of instruction.

The need of such general points of view is the greater because of a
tendency to segregate educational values due to the isolation from one
another of the various pursuits of life. The idea is prevalent that
different studies represent separate kinds of values, and that the
curriculum should, therefore, be constituted by gathering together
various studies till a sufficient variety of independent values have
been cared for. The following quotation does not use the word value,
but it contains the notion of a curriculum constructed on the idea that
there are a number of separate ends to be reached, and that various
studies may be evaluated by referring each study to its respective end.
"Memory is trained by most studies, but best by languages and history;
taste is trained by the more advanced study of languages, and still
better by English literature; imagination by all higher language
teaching, but chiefly by Greek and Latin poetry; observation by science
work in the laboratory, though some training is to be got from the
earlier stages of Latin and Greek; for expression, Greek and Latin
composition comes first and English composition next; for abstract
reasoning, mathematics stands almost alone; for concrete reasoning,
science comes first, then geometry; for social reasoning, the Greek and
Roman historians and orators come first, and general history next. Hence
the narrowest education which can claim to be at all complete includes
Latin, one modern language, some history, some English literature, and
one science." There is much in the wording of this passage which is
irrelevant to our point and which must be discounted to make it clear.
The