and interests. But
since educational values are generally discussed in connection with the
claims of the various studies of the curriculum, the consideration
of aim and interest is here resumed from the point of view of special
studies. The term "value" has two quite different meanings. On the one
hand, it denotes the attitude of prizing a thing finding it worth
while, for its own sake, or intrinsically. This is a name for a full
or complete experience. To value in this sense is to appreciate. But
to value also means a distinctively intellectual act--an operation
of comparing and judging--to valuate. This occurs when direct full
experience is lacking, and the question arises which of the various
possibilities of a situation is to be preferred in order to reach a full
realization, or vital experience.

We must not, however, divide the studies of the curriculum into
the appreciative, those concerned with intrinsic value, and the
instrumental, concerned with those which are of value or ends beyond
themselves. The formation of proper standards in any subject depends
upon a realization of the contribution which it makes to the immediate
significance of experience, upon a direct appreciation. Literature and
the fine arts are of peculiar value because they represent appreciation
at its best--a heightened realization of meaning through selection and
concentration. But every subject at some phase of its development should
possess, what is for the individual concerned with it, an aesthetic
quality.

Contribution to immediate intrinsic values in all their variety
in experience is the only criterion for determining the worth of
instrumental and derived values in studies. The tendency to assign
separate values to each study and to regard the curriculum in its
entirety as a kind of composite made by the aggregation of segregated
values is a result of the isolation of social groups and classes. Hence
it is the business of education in a democratic social group to struggle
against this isolation in order that the various interests may reinforce
and play into one another.

Chapter Nineteen: Labor and Leisure

1. The Origin of the Opposition.

The isolation of aims and values which we have been considering leads to
opposition between them. Probably the most deep-seated antithesis which
has shown itself in educational history is that between education in
preparation for useful labor and education for a life of leisure. The
b