It is this disposition to find the real nature of the facts in the smallest homogeneous particles, in other words, “atomism,” which science in the twentieth century modifies. The parts themselves, considered without regard to their position in the whole event, are nothing. The reality is the organism, the situation as a whole. The unity of a tree is very different from that of a machine, and even physicists are beginning to suspect that they also deal with the former kind of unity. The effect of this change of view upon education is difficult to predict. I believe there are indications of a better synthesis of science with general culture than that which obtained in Huxley’s time. And as science modifies its mechanistic presuppositions, there will doubtless be an increase of the importance of philosophy in education, less pretense at finality, greater intellectual modesty and more general appreciation of human worth than is possible when educational philosophy is under the sway of a scientific dogma which dehumanizes the individual, reduces him to atoms, and regards him as a machine. The recognition of the probability that much even of our established scientific knowledge is a human convention, should have a liberalizing effect upon the education of the present generation. Compare the assurance of Huxley with the following passages which I quote from the writings of Bertrand Russell, the first from his book on “Relativity,” and the second from the closing words of “The ABC of Atoms.”