Life therefore is flooded with emotion, all the way from every action of the individual up to the responsive crowd, yielding to panic, exploding into violence or steadied by morale. What then is education doing for the emotions? Whether education be considered a development of the individual capacities, or an adjustment of man to the community, education should not neglect the emotions. The controlling tendencies, however, of the modern school would seem to ignore or belittle emotions. Modern schools pride themselves on being practical and scientific. They have become more immersed in matter than in man. They are materialistic in the wide sense, or naturalistic, but they are less and less humanistic. Three great fields lie before the spirit of man, the field of truth, the field of beauty and the field of good. No traveler can reach beauty and good except through truth, but education seems to think its work is done if it travels the regions of truth and ignores the regions of beauty and good. All education formerly could be divided into two stages, the earlier of preparation, the later of application. The individual was taught to speak and write and was equipped with the general information necessary to all. He who was able to speak and write was able to express himself, and self-expression, which argued that man’s powers were working normally, was the satisfactory goal in the first stage of education. After the development of the individual came his application to the study of his life-work in professional schools and universities.