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First we may mention certain utilitarian subjects which have a
cultural value, but are primarily tool courses, furnishing the keys to
unlock new horizons of knowledge. Such are the first courses in writ-
ing and in speech, the introductory courses in foreign languages, exer=
cises in formal logic, and the study of laboratory techniques. These
may be compared with learning the notes in music and practising scales
on the piano in that they are preliminary to more satisfying work. They
are all of the highest importance, though it is not always necessary to
teach them in separate courses. For instance, John Milton agreed with
some modern educators that extensive courses in Latin were not necessarye
Instead, he suggested, after some rudimentary instruction all of a stu-
dent's other courses, such as history, geography, and mathematics, should
be taught from Latin textbooks and conducted in the Latin tongue, a pro-
cedure which would make unnecessary any concentrated study of the lan-
guage as such, It was a heroic proposal, to which neither his ow age
nor ours has been able to measure up. But the principle is sound.
Particularly as regards rhetoric and logic, effective self-expression
and accurate reasoning from premises to conclusions are necessary in all
fields of knowledge and should be the concern of every instructor.

Among the major fields of knowledge, the natural sciences, including
mathematics, occupy a highly important place, They have to do with the
nature of the physical universe; and since observation of the physical
world must be the concrete basis for all speculative thought, science must
be the foundation of philosophy. Conclusions based upon facts can have
validity only in so far as the facts are correct. Every student should
have some knowledge of scientific facts and of the methods by which they
are ascertained. Natural science, properly taught, has several incidental
values. First, it provides training in orderly thinking and the careful
arrangement of one's knowledge. Second, it teaches the student to dis~
tinguish between evidence and proof, for an erroneous assumption is more
glaringly revealed by the results than in any other branch of studye
Third, it develops a practical turn of mind, the habit of sOlving a prob-
lem in terms of the particular factors involved rather than trying to force
it into some general ideological mold. Fourth, it encourages a student to
"face the facts" and to discard erroneous ideas which result from his ow
prejudices or from earlier teaching. A possible danger is that the student
of science will deliberately narrow his vision by flatly rejecting all ideas
and values which cannot be precisely determined by the experimental method.

In contemplating the universe, the human mind proceeds in two ways,
the moral and the esthetic. The word "moral," used in its broad sense as
derived from "mores," implies a study of human experience in order to deter-
mine a right conduct of life, The historian records the way men have acted
in the past. The social scientist studies men en masse, the relations of
social groups to each other and to their environment. The ethicist stud=
les the conduct problems of individual men in their relations with other
individuals. The psychologist seeks to determine why men act as they do,
to find in man's physical organism the secret of his mental impulses. All