Certain conclusions follow with respect to educational values. We cannot establish 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 as 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.
