The obvious outcome is congestion of the course of study, overpressure and distraction of pupils, and a narrow specialization fatal to the very idea of education. But these bad results usually lead to more of the same sort of thing as a remedy. When it is perceived that after all the requirements of a full life experience are not met, the deficiency is not laid to the isolation and narrowness of the teaching of the existing subjects, and this recognition made the basis of reorganization of the system. No, the lack is something to be made up for by the introduction of still another study, or, if necessary, another kind of school. And as a rule those who object to the resulting overcrowding and consequent superficiality and distraction usually also have recourse to a merely quantitative criterion: the remedy is to cut off a great many studies as fads and frills, and return to the good old curriculum of the three R's in elementary education and the equally good and equally old-fashioned curriculum of the classics and mathematics in higher education. The situation has, of course, its historic explanation. Various epochs of the past have had their own characteristic struggles and interests. Each of these great epochs has left behind itself a kind of cultural deposit, like a geologic stratum. These deposits have found their way into educational institutions in the form of studies, distinct courses of study, distinct types of schools. With the rapid change of political, scientific, and economic interests in the last century, provision had to be made for new values. Though the older courses resisted, they have had at least in this country to retire their pretensions to a monopoly. They have not, however, been reorganized in content and aim; they have only been reduced in amount. The new studies, representing the new interests, have not been used to transform the method and aim of all instruction; they have been injected and added on. The result is a conglomerate, the cement of which consists in the mechanics of the school program or time table. Thence arises the scheme of values and standards of value which we have mentioned.