520 Association of American Colleges Bulletin

Philosophy and History, Philosophy and Science, are mutually
illuminating. The well trained student of Philosophy is likely
to include in his course a large body of subject matter outside of
Philosophy proper. It is a grave error to assume, as is so freely
done today, that youths can gain education by concentrating in
one or two things (including some that contain little educative
substance) and adding at random such tidbits from other fields
as may suit their fancy. The neglect of such essentials as Logie,
Ethics and the History of Thought, and the failure to employ
them at the foundations of the study of Literature, History and
Science, and in the determination of the criteria and aims of
these, will almost certainly be followed by intellectual confusion
and shallowness. If we desire to educate youth to think clearly
and resourcefully and to act justly, we should not omit from their
curriculum the learning which is probably more apt than any
other to accomplish those ends. Facts alone are not enough;
trained reasoning and cultivated powers of analysis and appraisal
are essential. By way of example, we cite the usefulness of Logic
and Ethics in a connection which has recently given educators
noteworthy concern, namely, the endeavor to inculcate a critical
attitude toward political propaganda. It is doubtful that any
study equips a person to analyze arguments, detect fallacies and
see implications with anything like the effectiveness of a well-
directed study of Logic.. Nor does any academic branch equal
Ethics, when studiously pursued, as a means to just and intelli-
gent decisions in matters of conduct. Ideas and actions are likely
to be confused and perilous if they are not informed by the knowl-
edge which critical inquiry, notably Logic and Hthics, alone
imparts. 7

In the third place, a number of studies now conspicuous in the
curriculum include considerable matter borrowed from Philoso-
phy. While this is in principle sound, if not indeed necessary,
it may also be harmful practically. Unless the student has been
prepared through appropriate philosophic study, and unless those
who teach the subjects containing these philosophic borrowings are
themselves well trained in Philosophy, the pedagogical result is
likely to be negative. We find (and are informed that a like
condition is found in regions other than the Southwest) not only
that the students of these composite subjects are very often with-