d chemistry. Advanced methods of dealing with such perplexing
problems as insanity, intemperance, poverty, public sanitation, city
planning, the conservation of natural resources, the constructive use of
governmental agencies for furthering the public good without weakening
personal initiative, all illustrate the direct dependence of our
important social concerns upon the methods and results of natural
science.

With respect then to both humanistic and naturalistic studies, education
should take its departure from this close interdependence. It should aim
not at keeping science as a study of nature apart from literature as
a record of human interests, but at cross-fertilizing both the natural
sciences and the various human disciplines such as history, literature,
economics, and politics. Pedagogically, the problem is simpler than the
attempt to teach the sciences as mere technical bodies of information
and technical forms of physical manipulation, on one side; and to teach
humanistic studies as isolated subjects, on the other. For the latter
procedure institutes an artificial separation in the pupils' experience.
Outside of school pupils meet with natural facts and principles in
connection with various modes of human action. (See ante, p. 30.) In
all the social activities in which they have shared they have had to
understand the material and processes involved. To start them in school
with a rupture of this intimate association breaks the continuity of
mental development, makes the student feel an indescribable unreality in
his studies, and deprives him of the normal motive for interest in them.

There is no doubt, of course, that the opportunities of education
should be such that all should have a chance who have the disposition to
advance to specialized ability in science, and thus devote themselves to
its pursuit as their particular occupation in life. But at present, the
pupil too often has a choice only between beginning with a study of the
results of prior specialization where the material is isolated from his
daily experiences, or with miscellaneous nature study, where material
is presented at haphazard and does not lead anywhere in particular. The
habit of introducing college pupils into segregated scientific subject
matter, such as is appropriate to the man who wishes to become an expert
in a given field, is carried back into the high schools. Pupils in the
latter simply get a more elementary treatment of the s