any transfer
is miraculous and impossible. But some activities are broad; they
involve a coordination of many factors. Their development demands
continuous alternation and readjustment. As conditions change, certain
factors are subordinated, and others which had been of minor importance
come to the front. There is constant redistribution of the focus of the
action, as is seen in the illustration of a game as over against pulling
a fixed weight by a series of uniform motions. Thus there is practice in
prompt making of new combinations with the focus of activity shifted to
meet change in subject matter. Wherever an activity is broad in
scope (that is, involves the coordinating of a large variety of
sub-activities), and is constantly and unexpectedly obliged to change
direction in its progressive development, general education is bound
to result. For this is what "general" means; broad and flexible. In
practice, education meets these conditions, and hence is general, in the
degree in which it takes account of social relationships. A person may
become expert in technical philosophy, or philology, or mathematics or
engineering or financiering, and be inept and ill-advised in his action
and judgment outside of his specialty. If however his concern with
these technical subject matters has been connected with human activities
having social breadth, the range of active responses called into play
and flexibly integrated is much wider. Isolation of subject matter
from a social context is the chief obstruction in current practice to
securing a general training of mind. Literature, art, religion, when
thus dissociated, are just as narrowing as the technical things which
the professional upholders of general education strenuously oppose.

Summary. The conception that the result of the educative process is
capacity for further education stands in contrast with some other
ideas which have profoundly influenced practice. The first contrasting
conception considered is that of preparing or getting ready for some
future duty or privilege. Specific evil effects were pointed out which
result from the fact that this aim diverts attention of both teacher
and taught from the only point to which it may be fruitfully
directed--namely, taking advantage of the needs and possibilities of the
immediate present. Consequently it defeats its own professed purpose.
The notion that education is an unfolding from within appears to have
more likeness to the