The assimilation of human science to physical science represents, in other words, only another form of absolutistic logic, a kind of physical absolutism. We are doubtless but at the beginning of the possibilities of control of the physical conditions of mental and moral life. Physiological chemistry, increased knowledge of the nervous system, of the processes and functions of glandular secretions, may in time enable us to deal with phenomena of emotional and intellectual disturbance before which mankind has been helpless. But control of these conditions will not determine the uses to which human beings will put their normalized potentialities. If any one supposes that it will, let him consider the applications of such remedial or preventive measures to a man in a state of savage culture and one in a modern community. Each, as long as the conditions of the social medium remained substantially unaltered, will still have his experience and the direction of his restored energies affected by the objects and instrumentalities of the human environment, and by what men at the time currently prize and hold dear. The warrior and merchant would be better warriors and merchants, more efficient, but warriors and merchants still. These considerations suggest a brief discussion of the effect of the present absolutistic logic upon the method and aims of education, not just in the sense of schooling but with respect to all the ways in which communities attempt to shape the disposition and beliefs of their members. Even when the processes of education do not aim at the unchanged perpetuation of existing institutions, it is assumed that there must be a mental picture of some desired end, personal and social, which is to be attained, and that this conception of a fixed determinate end ought to control educative processes. Reformers share this conviction with conservatives. The disciples of Lenin and Mussolini vie with the captains of capitalistic society in endeavoring to bring about a formation of dispositions and ideas which will conduce to a preconceived goal. If there is a difference, it is that the former proceed more consciously. An experimental social method would probably manifest itself first of all in surrender of this notion. Every care would be taken to surround the young with the physical and social conditions which best conduce, as far as freed knowledge extends, to release of personal potentialities. The habits thus formed would have entrusted to them the meeting of future social requirements and the development of the future state of society. Then and then only would all social agencies that are available operate as resources in behalf of a bettered community life.