Thehigherlearningowestheintrusionofthesciencesinparttotheseaberrantscionsoftheleisureclass，whohavecomeunderthedominantinfluenceofthelatter-daytraditionofimpersonalrelationandwhohaveinheritedacomplementofhumanaptitudesdifferingincertainsalientfeaturesfromthetemperamentwhichischaracteristicoftheregimeofstatus。Butitowesthepresenceofthisalienbodyofscientificknowledgealsoinpart，andinahigherdegree，tomembersoftheindustriousclasseswhohavebeeninsufficientlyeasycircumstancestoturntheirattentiontootherintereststhanthatoffindingdailysustenance，andwhoseinheritedaptitudesandanthropomorphicpointofviewdoesnotdominatetheirintellectualprocesses。Asbetweenthesetwogroups，whichapproximatelycomprisetheeffectiveforceofscientificprogress，itisthelatterthathascontributedthemost。Andwithrespecttobothitseemstobetruethattheyarenotsomuchthesourceasthevehicle，oratthemosttheyaretheinstrumentofcommutation，bywhichthehabitsofthoughtenforceduponthecommunity，throughcontactwithitsenvironmentundertheexigenciesofmodernassociatedlifeandthemechanicalindustries，areturnedtoaccountfortheoreticalknowledge。
　　Science，inthesenseofanarticulaterecognitionofcausalsequenceinphenomena，whetherphysicalorsocial，hasbeenafeatureoftheWesterncultureonlysincetheindustrialprocessintheWesterncommunitieshascometobesubstantiallyaprocessofmechanicalcontrivancesinwhichman’sofficeisthatofdiscriminationandvaluationofmaterialforces。Sciencehasflourishedsomewhatinthesamedegreeastheindustriallifeofthecommunityhasconformedtothispattern，andsomewhatinthesamedegreeastheindustrialinteresthasdominatedthecommunity’slife。Andscience，andscientifictheoryespecially，hasmadeheadwayintheseveraldepartmentsofhumanlifeandknowledgeinproportionaseachoftheseseveraldepartmentshassuccessivelycomeintoclosercontactwiththeindustrialprocessandtheeconomicinterest；orperhapsitistruertosay，inproportionaseachofthemhassuccessivelyescapedfromthedominanceoftheconceptionsofpersonalrelationorstatus，andofthederivativecanonsofanthropomorphicfitnessandhonorificworth。
　　Itisonlyastheexigenciesofmodernindustriallifehaveenforcedtherecognitionofcausalsequenceinthepracticalcontactofmankindwiththeirenvironment，thatmenhavecometosystematizethephenomenaofthisenvironmentandthefactsoftheirowncontactwithit，intermsofcausalsequence。Sothatwhilethehigherlearninginitsbestdevelopment，astheperfectflowerofscholasticismandclassicism，wasaby-productofthepriestlyofficeandthelifeofleisure，somodernsciencemaybesaidtobeaby-productoftheindustrialprocess。Throughthesegroupsofmen，then——investigators，savants，scientists，inventors，speculators——mostofwhomhavedonetheirmosttellingworkoutsidetheshelteroftheschools，thehabitsofthoughtenforcedbythemodernindustriallifehavefoundcoherentexpressionandelaborationasabodyoftheoreticalsciencehavingtodowiththecausalsequenceofphenomena。Andfromthisextra-scholasticfieldofscientificspeculation，changesofmethodandpurposehavefromtimetotimebeenintrudedintothescholasticdiscipline。
　　Inthisconnectionitistoberemarkedthattheresaveryperceptibledifferenceofsubstanceandpurposebetweentheinstructionofferedintheprimaryandsecondaryschools，ontheonehand，andinthehigherseminariesoflearning，ontheotherhand。Thedifferenceinpointofimmediatepracticalityoftheinformationimpartedandoftheproficiencyacquiredmaybeofsomeconsequenceandmaymerittheattentionwhichithasfromtimetotimereceived；butthereismoresubstantialdifferenceinthementalandspiritualbentwhichisfavoredbytheoneandtheotherdiscipline。Thisdivergenttrendindisciplinebetweenthehigherandthelowerlearningisespeciallynoticeableasregardstheprimaryeducationinitslatestdevelopmentintheadvancedindustrialcommunities。Heretheinstructionisdirectedchieflytoproficiencyordexterity，intellectualandmanual，intheapprehensionandemploymentofimpersonalfacts，intheircasualratherthanintheirhonorificincidence。Itistrue，underthetraditionsoftheearlierdays，whentheprimaryeducationwasalsopredominantlyaleisure-classcommodity，afreeuseisstillmadofemulationasaspurtodiligenceinthecommonrunofprimaryschools；buteventhisuseofemulationasanexpedientisvisiblydecliningintheprimarygradesofinstructionincommunitieswherethelowereducationisnotundertheguidanceoftheecclesiasticalormilitarytradition。Allthisholdstrueinapeculiardegree，andmoreespeciallyonthespiritualside，ofsuchportionsoftheeducationalsystemashavebeenimmediatelyaffectedbykindergartenmethodsandideals。
　　Thepeculiarlynon-invidioustrendofthekindergartendiscipline，andthesimilarcharacterofthekindergarteninfluenceinprimaryeducationbeyondthelimitsofthekindergartenproper，shouldbetakeninconnectionwithwhathasalreadybeensaidofthepeculiarspiritualattitudeofleisure-classwomankindunderthecircumstancesofthemoderneconomicsituation。Thekindergartendisciplineisatitsbest——
　　oratitsfarthestremovefromancientpatriarchalandpedagogicalideals——intheadvancedindustrialcommunities，wherethereisaconsiderablebodyofintelligentandidlewomen，andwherethesystemofstatushassomewhatabatedinrigorunderthedisintegratinginfluenceofindustriallifeandintheabsenceofaconsistentbodyofmilitaryandecclesiasticaltraditions。Itisfromthesewomenineasycircumstancesthatitgetsitsmoralsupport。Theaimsandmethodsofthekindergartencommendthemselveswithespecialeffecttothisclassofwomenwhoareillateaseunderthepecuniarycodeofreputablelife。
　　Thekindergarten，andwhateverthekindergartenspiritcountsforinmoderneducation，therefore，istobesetdown，alongwiththe“new-womanmovement，“totheaccountofthatrevulsionagainstfutilityandinvidiouscomparisonwhichtheleisure-classlifeundermoderncircumstancesinducesinthewomenmostimmediatelyexposedtoitsdiscipline。Inthiswayitappearsthat，byindirection，theinstitutionofaleisureclasshereagainfavorsthegrowthofanon-invidiousattitude，whichmay，inthelongrun，proveamenacetothestabilityoftheinstitutionitself，andeventotheinstitutionofindividualownershiponwhichitrests。
　　Duringtherecentpastsometangiblechangeshavetakenplaceinthescopeofcollegeanduniversityteaching。Thesechangeshaveinthemainconsistedinapartialdisplacementofthehumanities——thosebranchesoflearningwhichareconceivedtomakeforthetraditional“culture“，character，tastes，andideals——bythosemorematter-of-factbrancheswhichmakeforcivicandindustrialefficiency。Toputthesamethinginotherwords，thosebranchesofknowledgewhichmakeforefficiencyultimatelyproductiveefficiencyhavegraduallybeengaininggroundagainstthosebrancheswhichmakeforaheightenedconsumptionoraloweredindustrialefficiencyandforatypeofcharactersuitedtotheregimeofstatus。Inthisadaptationoftheschemeofinstructionthehigherschoolshavecommonlybeenfoundontheconservativeside；eachstepwhichtheyhavetakeninadvancehasbeentosomeextentofthenatureofaconcession。
　　Thescienceshavebeenintrudedintothescholar’sdisciplinefromwithout，nottosayfrombelow。Itisnoticeablethatthehumanitieswhichhavesoreluctantlyyieldedgroundtothesciencesareprettyuniformlyadaptedtoshapethecharacterofthestudentinaccordancewithatraditionalself-centredschemeofconsumption；aschemeofcontemplationandenjoymentofthetrue，thebeautiful，andthegood，accordingtoaconventionalstandardofproprietyandexcellence，thesalientfeatureofwhichisleisure——otiumcumdignitate。Inlanguageveiledbytheirownhabituationtothearchaic，decorouspointofview，thespokesmenofthehumanitieshaveinsistedupontheidealembodiedinthemaxim，frugesconsumerenati。Thisattitudeshouldoccasionnosurpriseinthecaseofschoolswhichareshapedbyandrestuponaleisure-classculture。
　　Theprofessedgroundsonwhichithasbeensought，asfarasmightbe，tomaintainthereceivedstandardsandmethodsofcultureintactarelikewisecharacteristicofthearchaictemperamentandoftheleisure-classtheoryoflife。Theenjoymentandthebentderivedfromhabitualcontemplationofthelife，ideals，speculations，andmethodsofconsumingtimeandgoods，invogueamongtheleisureclassofclassicaltimeandgoods，invogueamongtheleisureclassofclassicalantiquity，forinstance，isfelttobe“higher“，“nobler“，“worthier“，thanwhatresultsintheserespectsfromalikefamiliaritywiththeeverydaylifeandtheknowledgeandaspirationsofcommonplacehumanityinamoderncommunity。thatlearningthecontentofwhichisanunmitigatedknowledgeoflatter-daymenandthingsisbycomparison“lower“，“base“，“ignoble“——oneevenhearstheepithet“sub-human“appliedtothismatter-of-factknowledgeofmankindandofeverydaylife。
　　Thiscontentionoftheleisure-classspokesmenofthehumanitiesseemstobesubstantiallysound。Inpointofsubstantialfact，thegratificationandtheculture，orthespiritualattitudeorhabitofmind，resultingfromanhabitualcontemplationoftheanthropomorphism，clannishness，andleisurelyself-complacencyofthegentlemanofanearlyday，orfromafamiliaritywiththeanimisticsuperstitionsandtheexuberanttruculenceoftheHomericheroes，forinstance，is，aestheticallyconsidered，morelegitimatethanthecorrespondingresultsderivedfromamatter-of-factknowledgeofthingsandacontemplationoflatter-daycivicorworkmanlikeefficiency。
　　Therecanbebutlittlequestionthatthefirst-namedhabitshavetheadvantageinrespectofaestheticorhonorificvalue，andthereforeinrespectofthe“worth“whichismadethebasisofawardinthecomparison。Thecontentofthecanonsoftaste，andmoreparticularlyofthecanonsofhonor，isinthenatureofthingsaresultantofthepastlifeandcircumstancesoftherace，transmittedtothelatergenerationbyinheritanceorbytradition；andthefactthattheprotracteddominanceofapredatory，leisure-classschemeoflifehasprofoundlyshapedthehabitofmindandthepointofviewoftheraceinthepast，isasufficientbasisforanaestheticallylegitimatedominanceofsuchaschemeoflifeinverymuchofwhatconcernsmattersoftasteinthepresent。Forthepurposeinhand，canonsoftasteareracehabits，acquiredthroughamoreorlessprotractedhabituationtotheapprovalordisapprovalofthekindofthingsuponwhichafavorableorunfavorablejudgmentoftasteispassed。Otherthingsbeingequal，thelongerandmoreunbrokenthehabituation，themorelegitimateisthecanonoftasteinquestion。Allthisseemstobeeventruerofjudgmentsregardingworthorhonorthanofjudgmentsoftastegenerally。
　　Butwhatevermaybetheaestheticlegitimacyofthederogatoryjudgmentpassedonthenewerlearningbythespokesmenofthehumanities，andhoweversubstantialmaybethemeritsofthecontentionthattheclassicloreisworthierandresultsinamoretrulyhumancultureandcharacter，itdoesnotconcernthequestioninhand。Thequestioninhandisastohowfarthesebranchesoflearning，andthepointofviewforwhichtheystandintheeducationalsystem，helporhinderanefficientcollectivelifeundermodernindustrialcircumstances——howfartheyfurtheramorefacileadaptationtotheeconomicsituationoftoday。Thequestionisaneconomic，notanaestheticone；andtheleisure-classstandardsoflearningwhichfindexpressioninthedeprecatoryattitudeofthehigherschoolstowardsmatter-of-factknowledgeare，forthepresentpurpose，tobevaluedfromthispointofviewonly。Forthispurposetheuseofsuchepithetsas“noble“，“base“，“higher“，“lower“，etc。，issignificantonlyasshowingtheanimusandthepointofviewofthedisputants；
　　whethertheycontendfortheworthinessoftheneworoftheold。
　　Alltheseepithetsarehonorificorhumilificterms；thatistosay，theyaretermsofinvidiouscomparison，whichinthelastanalysisfallunderthecategoryofthereputableorthedisreputable；thatis，theybelongwithintherangeofideasthatcharacterizestheschemeoflifeoftheregimeofstatus；thatis，theyareinsubstanceanexpressionofsportsmanship——ofthepredatoryandanimistichabitofmind；thatis，theyindicateanarchaicpointofviewandtheoryoflife，whichmayfitthepredatorystageofcultureandofeconomicorganizationfromwhichtheyhavesprung，butwhichare，fromthepointofviewofeconomicefficiencyinthebroadersense，disserviceableanachronisms。