EDUCATION 93 



teachers, and preparation for a life of specialization 

 and the division of labor among the students, has 

 led to the isolation of each particular subject. In the 

 intense concentration upon each narrow field, the re- 

 lationship of each subject to life as a whole is distorted 

 and the true significance of what is studied is ob- 

 scured. We ought, for instance, to study chemistry 

 in order that we may live more richly; instead, we 

 live in order to develop and promote and expand 

 chemical activity and chemical industry. Means and 

 ends are thus reversed, just as in our factories today 

 men and women take it quite for granted that it is 

 sane to devote their lives to the production of some- 

 thing to be sold or marketed, instead of devoting the 

 best part of each day to the creation or production 

 of something which enriches their own lives. 



In nothing is the present-day mistakes of educa- 

 tional institutions more apparent to me than in the 

 separation of art and science into separate, air-tight, 

 and mutually opposed specialities. We have not only 

 separate teachers and separate courses we have sep- 

 arate schools for the arts and for the sciences, with not 

 a little contempt on the part of each group for those 

 devoting themselves to the other. As a result, we are 

 busily producing artists who are ignorant of science, 

 and engineers who are ignorant of art. If beauty and 

 richness be considered the ends and objects of living, 

 and the scientific and engineering techniques the 

 means for attaining this end, then we are actually 

 producing painters, writers, sculptors, poets who are 



