ablish a hierarchy of values
among studies. It is futile to attempt to arrange them in an order,
beginning with one having least worth and going on to that of maximum
value. In so far as any study has a unique or irreplaceable function in
experience, in so far as it marks a characteristic enrichment of life,
its worth is intrinsic or incomparable. Since education is not a means
to living, but is identical with the operation of living a life which is
fruitful and inherently significant, the only ultimate value which can
be set up is just the process of living itself. And this is not an end
to which studies and activities are subordinate means; it is the whole
of which they are ingredients. And what has been said about appreciation
means that every study in one of its aspects ought to have just such
ultimate significance. It is true of arithmetic as it is of poetry that
in some place and at some time it ought to be a good to be appreciated
on its own account--just as an enjoyable experience, in short. If it is
not, then when the time and place come for it to be used as a means or
instrumentality, it will be in just that much handicapped. Never having
been realized or appreciated for itself, one will miss something of its
capacity as a resource for other ends.

It equally follows that when we compare studies as to their values,
that is, treat them as means to something beyond themselves, that which
controls their proper valuation is found in the specific situation in
which they are to be used. The way to enable a student to apprehend the
instrumental value of arithmetic is not to lecture him upon the benefit
it will be to him in some remote and uncertain future, but to let him
discover that success in something he is interested in doing depends
upon ability to use number.

It also follows that the attempt to distribute distinct sorts of value
among different studies is a misguided one, in spite of the amount of
time recently devoted to the undertaking. Science for example may have
any kind of value, depending upon the situation into which it enters
as a means. To some the value of science may be military; it may be
an instrument in strengthening means of offense or defense; it may be
technological, a tool for engineering; or it may be commercial--an aid
in the successful conduct of business; under other conditions, its
worth may be philanthropic--the service it renders in relieving
human suffering; or again it may be quit