The considerations involved in a discussion of educational values have already been brought out in the discussion of aims and interests. The specific values usually discussed in educational theories coincide with aims which are usually urged. They are such things as utility, culture, information, preparation for social efficiency, mental discipline or power, and so on. The aspect of these aims in virtue of which they are valuable has been treated in our analysis of the nature of interest, and there is no difference between speaking of art as an interest or concern and referring to it as a value. It happens, however, that discussion of values has usually been centered about a consideration of the various ends subserved by specific subjects of the curriculum. It has been a part of the attempt to justify those subjects by pointing out the significant contributions to life accruing from their study. An explicit discussion of educational values thus affords an opportunity for reviewing the prior discussion of aims and interests on one hand and of the curriculum on the other, by bringing them into connection with one another.
1. The Nature of Realization or Appreciation.—Much of our experience is indirect; it is dependent upon signs which intervene between the things and ourselves, signs which stand for or represent the former. It is one thing to have been engaged in war, to have shared its dangers and hardships; it is another thing to hear or read about it. All language, all symbols, are implements of an indirect experience; in technical language the experience which is procured by their