phraseology betrays the particular provincial tradition within
which the author is writing. There is the unquestioned assumption
of "faculties" to be trained, and a dominant interest in the ancient
languages; there is comparative disregard of the earth on which men
happen to live and the bodies they happen to carry around with them.
But with allowances made for these matters (even with their complete
abandonment) we find much in contemporary educational philosophy which
parallels the fundamental notion of parceling out special values to
segregated studies. Even when some one end is set up as a standard of
value, like social efficiency or culture, it will often be found to be
but a verbal heading under which a variety of disconnected factors
are comprised. And although the general tendency is to allow a greater
variety of values to a given study than does the passage quoted, yet the
attempt to inventory a number of values attaching to each study and
to state the amount of each value which the given study possesses
emphasizes an implied educational disintegration.

As matter of fact, such schemes of values of studies are largely but
unconscious justifications of the curriculum with which one is familiar.
One accepts, for the most part, the studies of the existing course
and then assigns values to them as a sufficient reason for their being
taught. Mathematics is said to have, for example, disciplinary value
in habituating the pupil to accuracy of statement and closeness of
reasoning; it has utilitarian value in giving command of the arts
of calculation involved in trade and the arts; culture value in
its enlargement of the imagination in dealing with the most general
relations of things; even religious value in its concept of the infinite
and allied ideas. But clearly mathematics does not accomplish such
results, because it is endowed with miraculous potencies called values;
it has these values if and when it accomplishes these results, and not
otherwise. The statements may help a teacher to a larger vision of the
possible results to be effected by instruction in mathematical topics.
But unfortunately, the tendency is to treat the statement as indicating
powers inherently residing in the subject, whether they operate or not,
and thus to give it a rigid justification. If they do not operate, the
blame is put not on the subject as taught, but on the indifference and
recalcitrancy of pupils.

This attitude toward subjects