are terms "useful labor" and "leisure" confirm the statement already
made that the segregation and conflict of values are not self-inclosed,
but reflect a division within social life. Were the two functions
of gaining a livelihood by work and enjoying in a cultivated way the
opportunities of leisure, distributed equally among the different
members of a community, it would not occur to any one that there was
any conflict of educational agencies and aims involved. It would be
self-evident that the question was how education could contribute most
effectively to both. And while it might be found that some materials of
instruction chiefly accomplished one result and other subject matter
the other, it would be evident that care must be taken to secure as
much overlapping as conditions permit; that is, the education which had
leisure more directly in view should indirectly reinforce as much as
possible the efficiency and the enjoyment of work, while that aiming at
the latter should produce habits of emotion and intellect which would
procure a worthy cultivation of leisure. These general considerations
are amply borne out by the historical development of educational
philosophy. The separation of liberal education from professional
and industrial education goes back to the time of the Greeks, and was
formulated expressly on the basis of a division of classes into those
who had to labor for a living and those who were relieved from this
necessity. The conception that liberal education, adapted to men in the
latter class, is intrinsically higher than the servile training given
to the latter class reflected the fact that one class was free and the
other servile in its social status. The latter class labored not only
for its own subsistence, but also for the means which enabled the
superior class to live without personally engaging in occupations
taking almost all the time and not of a nature to engage or reward
intelligence.

That a certain amount of labor must be engaged in goes without saying.
Human beings have to live and it requires work to supply the resources
of life. Even if we insist that the interests connected with getting
a living are only material and hence intrinsically lower than those
connected with enjoyment of time released from labor, and even if it
were admitted that there is something engrossing and insubordinate
in material interests which leads them to strive to usurp the place
belonging to the higher ideal in