There is a serious error in this frequent indictment brought against mere instruction as a means of attaining what is called culture. It proceeds from the attempt to separate something that was not meant to be separated. "What God hath united together, man shall not put asunder." And, in any event, a separation as illegitimate as this is not possible. Superficially we may distinguish and apparently sunder instruction from moral training, cut off the means from the end, and separate the ability to read and write from what we are thereby enabled to read and write. In fact the letters of the alphabet are taught without teaching the syllables which they compose, and without the words that are made up of these syllables, and the thoughts that are expressed by these words, and man's life which becomes manifest and real in these thoughts. The elementary school is in fact, as it is in name, the teaching of the elements. Reading, writing, arithmetic, all subjects called for by the school programme are taken up as mere elements with which the pupil is expected, later on, to compose his Book of Life, complete in all its sections. But in the meantime it is thought unwise to burden his youthful mind with the weighty and complicated problems that can be solved only by the experience of a more mature life. Of course after he has gone forth from the school into the outer world the young man will look upon this elementary knowledge as the raw material of his future mentality. As he carves out his path to this or that goal, in accordance with his spiritual interests and in compliance with the contingencies of life, he will avail himself of this initial instruction, use it to further his progress towards this or that end, good or evil as the case may be. For intellectual instruction, it is argued, can be made subservient either to noble impulses or to base motives.