ALLUSION has already been made to the conflict of natural science with
literary studies for a place in the curriculum. The solution thus far
reached consists essentially in a somewhat mechanical compromise whereby
the field is divided between studies having nature and studies having
man as their theme. The situation thus presents us with another
instance of the external adjustment of educational values, and focuses
attention upon the philosophy of the connection of nature with human
affairs. In general, it may be said that the educational division finds
a reflection in the dualistic philosophies. Mind and the world are
regarded as two independent realms of existence having certain points of
contact with each other. From this point of view it is natural that
each sphere of existence should have its own separate group of studies
connected with it; it is even natural that the growth of scientific
studies should be viewed with suspicion as marking a tendency of
materialistic philosophy to encroach upon the domain of spirit. Any
theory of education which contemplates a more unified scheme of
education than now exists is under the necessity of facing the question
of the relation of man to nature.
