as a remedy. When it is perceived that after all the
requirements of a full life experience are not met, the deficiency is
not laid to the isolation and narrowness of the teaching of the existing
subjects, and this recognition made the basis of reorganization of the
system. No, the lack is something to be made up for by the introduction
of still another study, or, if necessary, another kind of school. And
as a rule those who object to the resulting overcrowding and consequent
superficiality and distraction usually also have recourse to a merely
quantitative criterion: the remedy is to cut off a great many studies as
fads and frills, and return to the good old curriculum of the three R's
in elementary education and the equally good and equally old-fashioned
curriculum of the classics and mathematics in higher education.

The situation has, of course, its historic explanation. Various epochs
of the past have had their own characteristic struggles and interests.
Each of these great epochs has left behind itself a kind of cultural
deposit, like a geologic stratum. These deposits have found their way
into educational institutions in the form of studies, distinct courses
of study, distinct types of schools. With the rapid change of political,
scientific, and economic interests in the last century, provision had to
be made for new values. Though the older courses resisted, they have had
at least in this country to retire their pretensions to a monopoly. They
have not, however, been reorganized in content and aim; they have only
been reduced in amount. The new studies, representing the new interests,
have not been used to transform the method and aim of all instruction;
they have been injected and added on. The result is a conglomerate, the
cement of which consists in the mechanics of the school program or time
table. Thence arises the scheme of values and standards of value which
we have mentioned.

This situation in education represents the divisions and separations
which obtain in social life. The variety of interests which should mark
any rich and balanced experience have been torn asunder and deposited in
separate institutions with diverse and independent purposes and methods.
Business is business, science is science, art is art, politics is
politics, social intercourse is social intercourse, morals is morals,
recreation is recreation, and so on. Each possesses a separate and
independent province with its own peculiar aims