from time to time with only such changes as are due to change of social context, including the growth of the sciences.
The fact that philosophic problems arise because of widespread and widely felt difficulties in social practice is disguised because philosophers become a specialized class which uses a technical language, unlike the vocabulary in which the direct difficulties are stated. But where a system becomes influential, its connection with a conflict of interests calling for some program of social adjustment may always be discovered. At this point, the intimate connection between philosophy and education appears. In fact, education offers a vantage ground from which to penetrate to the human, as distinct from the technical, significance of philosophic discussions. The student of philosophy 'in itself' is always in danger of taking it as so much nimble or severe intellectual exercise—as something said by philosophers and concerning them alone. But when philosophic issues are approached from the side of the kind of mental disposition to which they correspond, or the differences in educational practice they make when acted upon, the life-situations which they formulate can never be far from view. If a theory makes no difference in educational endeavor, it must be artificial. The educational point of view enables one to envisage the philosophic problems where they arise and thrive, where they are at home, and where acceptance or rejection makes a difference in practice.
If we are willing to conceive education as the process of forming fundamental dispositions, intellectual and emotional, toward nature and fellow men, philosophy may even be defined as the general theory of education. Unless a philosophy is to remain symbolic—or verbal—or a sentimental indulgence for a few, or else mere arbitrary dogma, its auditing of past experience and its program of values must take effect in conduct. Public agitation, propaganda, legislative and administrative action are effective in producing the change of dis-
