In order to expand the interest of the young art student, the method employed in the school just mentioned is to present those subjects which appear to be alien in such a way as to bring out the art aspects of them, the contact points between them and art. Thus in history special prominence is given to the age of Pericles, the age of Rembrandt. In science special attention is paid to the theory of color, the chemistry of etching. And all other branches of knowledge are treated similarly. The aim is not indeed to exploit the other subjects in the interest of art, but so to utilize the artistic interest as to lead the mind out to a larger comprehensive interest in other related branches on their own account. Or rather, to put my thought precisely, and thus to connect it with the underlying ethical theory, the aim is to prepare the future artist for the give and take relation between his own pursuit and the activities of men in other vocations. He should be helped to enrich his own life as an artist by drawing upon all that the sciences and the humanities can give him, with a view to eventually returning with interest the profit he has derived. What the artist can do for the scientist, the religious teacher, etc., I have indicated in the previous chapter. Precisely the same cultural idea should be worked out in prevocational schools of commerce, of technology, of science, etc. In each case the paramount interest should be the starting-point, the center from which lines of interest are to be made to radiate out into the correlated branches. If this ethical idea is carried out the whole educational system will be remodeled. The cæsura in education will then fall about the sixteenth year. Before that the task will be to lay the general foundations and to reconnoiter the individuality of the pupil. After that there will be a system of _prevocational schools_. The college, a legacy which has come to us from a type of society unlike our own, will disappear, and the university will become an organism of vocational schools succeeding the prevocational.[83] I mentioned at the end of Book I the problem of specialization, the increased necessity of restricting oneself to a limited field in order to achieve anything like the consciousness of mastery, and the inevitable fractionalizing of men which is the consequence of this very tendency toward specialization. In the idea of outreaching radiations of interest and of the give and take relation there is the promise of liberation from the narrowness of specialism without the calamity of dilettantism. That this idea cannot be fully realized, that no one can actually extend his web of interest so far, that his reactions at best will be feeble, is perhaps a palmary instance of that law of frustration which fatally besets all human effort. But the effort will be in the right direction, and the effort counts. _The University_