Even in the best of educational institutions the utilitarian point of view with its emphasis upon a narrow efficiency has its dangers. It is the source of that specialization which crams the student’s head full of information concerning one subject, leaving him in ignorance of all else and hence unable to gain a proper perspective of the knowledge that he does possess. In “Science and the Modern World,” Whitehead says “The modern chemist is likely to be weak in zoölogy, weaker still in his general knowledge of the Elizabethan drama, and completely ignorant of the principles of rhythm in English versification. It is probably safe to ignore his knowledge of ancient history. Of course I am speaking of general tendencies; for chemists are no worse than engineers, or mathematicians, or classical scholars. Effective knowledge is professionalised knowledge, supported by a restricted acquaintance with useful subjects subservient to it. This situation has its dangers. It produces minds in a groove. Each profession makes progress, but it is progress in its own groove. Now to be mentally in a groove is to live in contemplating a given set of abstractions. The groove prevents straying across country, and the abstraction abstracts from something to which no further attention is paid. But there is no groove of abstraction which is adequate for the comprehension of human life.... The dangers arising from this aspect of professionalism are great, particularly in our democratic societies. The directive force of reason is weakened. The leading intellects lack balance. They see this set of circumstances, or that set; but not both sets together. The task of coordination is left to those who lack either the force or the character to succeed in some definite career.... The point is that the discoveries of the nineteenth century were in the direction of professionalism, so that we are left with no expansion of wisdom and with greater need of it. Wisdom is the fruit of a balanced development. It is this balanced growth of individuality which it should be the aim of education to secure.” A philosophy which reduces learning to mere efficiency, makes of education only a means to something other than personal development. It sees each good as an economic good, a means only, making everything exist only for the sake of something else to be obtained. But there are goods which exist for their own sakes and one such good is human excellence. In the words of Dr. L. P. Jacks, “The civilization of power aims at the _exploitation of the world_, which is thought of as a dead or mechanical thing, existing that men may exploit it. That of culture aims at the _development of man_, thought of as a citizen of a universe which can be loved, enjoyed and reverenced: education being the name of the process which leads him to love, enjoy and reverence it.”