are reputable and futile, rather than to the quest of scientific knowledge. Such indeed has been the history of priestly and leisure-class learning so long as no considerable body of systematized knowledge had been intruded into the scholastic discipline from an extra-scholastic source. But since the relation of mastery and subservience is ceasing to be the dominant and formative factor in the community's life process, other features of the life process and other points of view are forcing themselves upon the scholars. The true-bred gentleman of leisure should, and does, see the world from the point of view of the personal relation; and the cognitive interest, so far as it asserts itself in him, should seek to systematize phenomena on this basis. Such indeed is the case with the gentleman of the old school, in whom the leisure-class ideals have suffered no disintegration; and such is the attitude of his latter-day descendant, in so far as he has fallen heir to the full complement of upper-class virtues. But the ways of heredity are devious, and not every gentleman's son is to the manor born. Especially is the transmission of the habits of thought which characterize the predatory master somewhat precarious in the case of a line of descent in which but one or two of the latest steps have lain within the leisure-class discipline. The chances of occurrence of a strong congenital or acquired bent towards the exercise of the cognitive aptitudes are apparently best in those members of the leisure class who are of lower class or middle class antecedents—that is to say, those who have inherited the complement of aptitudes proper to the industrious classes, and who owe their place in the leisure class to the possession of qualities which count for more today than they did in the times when the leisure-class scheme of life took shape. But even outside the range of these later accessions to the leisure class there are an appreciable number of individuals in whom the invidious interest is not sufficiently dominant to shape their theoretical views, and in whom the proclivity to theory is sufficiently strong to lead them into the scientific quest.
The higher learning owes the intrusion of the sciences in part to these aberrant scions of the leisure class, who have come under the dominant influence of the latter-day tradition of impersonal relation and who have inherited a complement of human aptitudes differing in certain salient features from the temperament which is characteristic of the regime of status. But it owes the presence of this alien body of scientific knowledge also in part, and in a higher degree, to members of the industrious classes who have been in sufficiently easy circumstances to turn their attention to other interests than that of finding daily sustenance, and whose inherited aptitudes and anthropomorphic point of view does not dominate their intellectual processes. As between these two groups, which approximately comprise the effective force of scientific progress, it is the latter that has contributed the most. And with respect to both it seems to be true that they are not so much the source as the vehicle, or at the most they are the instrument of commutation, by which the habits of thought enforced upon the community, through contact with its environment under the exigencies of modern associated life and the mechanical industries, are turned to account for theoretical knowledge.
Science, in the sense of an articulate recognition of causal sequence in phenomena, whether physical or social, has been a feature of the Western culture only since the industrial process in the Western communities has come to be substantially a process of mechanical contrivances in which man's office is that of discrimination and valuation of material forces. Science has flourished somewhat in the same degree as the industrial life of the community has conformed to this pattern, and somewhat in the same degree as the industrial interest has dominated the community's life. And science, and scientific theory especially, has made headway in the several departments of human life and knowledge in proportion as each of these several departments has successively come into closer contact with the industrial process and the economic interest; or perhaps it is truer to say, in proportion as each of them has successively escaped from the dominance of the conceptions of personal relation or status, and of the derivative canons of anthropomorphic fitness and honorific worth.
It is only as the exigencies of modern industrial life have enforced the recognition of causal sequence in the practical contact of mankind with their environment, that men have come to systematize the phenomena of this environment and the facts of their own contact with it in terms of causal sequence. So that while the higher learning in its best development, as the perfect flower of scholasticism and classicism, was a by-product of the priestly office and the life of leisure, so modern science may be said to be a by-product of the industrial process. Through these groups of men, then—investigators, savants, scientists, inventors, speculators—most of whom have done their most telling work outside the shelter of the schools, the habits of thought enforced by the modern industrial life have found coherent expression and elaboration as a body of theoretical science having to do with the causal sequence of phenomena. And from this extra-scholastic field of scientific speculation, changes of method and purpose have from time to time been intruded into the scholastic discipline.
In this connection it is to be remarked that there is a very perceptible difference of substance and purpose between the instruction offered in the primary and secondary schools, on the one hand, and in the higher seminaries of learning, on the other hand. The difference in point of immediate practicality of the information imparted and of the proficiency acquired may be of some consequence and may merit the attention which it has from time to time received; but there is more substantial difference in the mental and spiritual bent which is favored by the one and the other discipline. This divergent trend in discipline between the higher and the lower learning is especially noticeable as regards the primary education in its latest development in the advanced industrial communities. Here the instruction is directed chiefly to proficiency or dexterity, intellectual and manual, in the apprehension and employment of impersonal facts, in their casual rather than in their honorific incidence. It is true, under the traditions of the earlier days, when the primary education was also predominantly a leisure-class commodity, a free use is still made of emulation as a spur to diligence in the common run of primary schools; but even this use of emulation as an expedient is visibly declining in the primary grades of instruction in communities where the lower education is not under the guidance of the ecclesiastical or military tradition. All this holds true in a peculiar degree, and more especially on the spiritual side, of such portions of the educational system as have been immediately affected by kindergarten methods and ideals.
The peculiarly non-invidious trend of the kindergarten discipline, and the similar character of the kindergarten influence in primary education beyond the limits of the kindergarten proper, should be taken in connection with what has already been said of the peculiar spiritual attitude of leisure-class womankind under the circumstances of the modern economic situation. The kindergarten discipline is at its best—or at its farthest remove from ancient patriarchal and pedagogical ideals—in the advanced industrial communities, where there is a considerable body of intelligent and idle women, and where the system of status has somewhat abated in rigor under the disintegrating influence of industrial life and in the absence of a consistent body of military and ecclesiastical traditions. It is from these women in easy circumstances that it gets its moral support. The aims and methods of the kindergarten commend themselves with especial effect to this class of women who are ill at ease under the pecuniary code of reputable life. The kindergarten, and whatever the kindergarten spirit counts for in modern education, therefore, is to be set down, along with the "new-woman movement," to the account of that revulsion against futility and invidious comparison which the leisure-class life under modern circumstances induces in the women most immediately exposed to its discipline. In this way it appears that, by indirection, the institution of a leisure class here again favors the growth of a non-invidious attitude, which may, in the long run, prove a menace to the stability of the institution itself, and even to the institution of individual ownership on which it rests.
During the recent past some tangible changes have taken place in the scope of college and university teaching. These changes have in the main consisted in a partial displacement of the humanities—those branches of learning which are conceived to make for the traditional "culture", character, tastes, and ideals—by those more matter-of-fact branches which make for civic and industrial efficiency. To put the same thing in other words, those branches of knowledge which make for efficiency (ultimately productive efficiency) have gradually been gaining ground against those branches which make
