note again, a too common converse weakness of economic theory, its
inadequate inductive [Page: 70] verification. Or finally, in the column
of "Place," the long weakness of geography as an educational subject,
yet is periodic renewal upon the field of war, is indicated. We might in
fact continue such a comparison of the existing world of action and of
ideas, into all the schools, those of thought and practice, no less than
those of formal instruction; and thus we should more and more clearly
unravel how their complexity and entanglement, their frequent
oppositions and contradictions are related to the various and warring
elements of the manifold "Town" life from which they derive and survive.
Such a fuller discussion, however, would too long delay the immediate
problem--that of understanding "Town" and its "School" in their origins
and simplest relations.


F--PROPOSED METHODICAL ANALYSIS

(1) THE TOWN

More fully to understand this two-fold development of Town and School we
have first of all apparently to run counter to the preceding popular
view, which is here, as in so many cases, the precise opposite of that
reached from the side of science. This, as we have already so fully
insisted, must set out with geography, thus literally _replacing_ People
and Affairs in our scheme above.

Starting then once more with the simple biological formula:


ENVIRONMENT ... CONDITIONS ... ORGANISM