Just as the parts are separated, so do the ideals differ—moral development, practical utility, general culture, discipline, and professional training. These aims are each especially represented in some distinct part of the system of education; and with the growing interaction of the parts, each is supposed to afford a certain amount of culture, discipline, and utility. But the lack of fundamental unity is witnessed in the fact that one study is still considered good for discipline, and another for culture; some parts of arithmetic, for example, for discipline and others for use, literature for culture, grammar for discipline, geography partly for utility, partly for culture; and so on. The unity of education is dissipated, and the studies become centrifugal; so much of this study to secure this end, so much of that to secure another, until the whole becomes a sheer compromise and patchwork between contending aims and disparate studies. The great problem in education on the administrative side is to secure the unity of the whole, in the place of a sequence of more or less unrelated and overlapping parts and thus to reduce the waste arising from friction, reduplication and transitions that are not properly bridged. [Illustration: Chart II] Business | 3. ^ | | v | +------------------+ | | | | Technical | | Research ---> | | | | | | ---> 4. University | School | 1. Home | A | <--- | | Professional <--- | | Schools Teachers | | | | | | +------------------+ ^ | | | | v { Garden 2. { Park { Country