EDUCATION 91 



need it also to form values and habits. We need for 

 e very-day living (i) economic policies, (2) physio- 

 logical, (3) social, (4) biological, (5) psychological 

 habits; and (6) religious, (7) moral, (8) political 

 (9) educational, (10) individual values. Why should 

 we not approach the practical questions which fall 

 under these various academic classifications from a 

 philosophic point of view? Yet as a matter of fact we 

 make most of our decisions or acceptances of de- 

 cisions made by others with utter disregard of their 

 philosophic implications. 



History is another subject which undergoes a trans- 

 formation when it too is domesticated. History really 

 has three aspects with us: (i) past which is the 

 aspect to which it is usually confined; (2) current 

 history to which the schools have only in recent 

 years awakened; and (3) future history, which is to 

 me most important of all. We have to make plans, we 

 have to adopt policies, we have to determine values 

 but these cannot be formulated wisely unless one 

 projects past and present into the future. Yet there 

 is scarcely a day in our lives when such planning 

 might not be made to add immensely to our comfort 

 and happiness if it were aproached from a historical 

 standpoint. 



Art and science sundered by the specialists into 

 whose care their study has been intrusted by our 

 schools need to be brought together in selecting and 

 preparing food, in designing clothes and costumes, in 

 building and furnishing our homes. We need more 



