noted. First, a complex civilization is too complex to be
assimilated in toto. It has to be broken up into portions, as it
were, and assimilated piecemeal, in a gradual and graded way.
The relationships of our present social life are so numerous and
so interwoven that a child placed in the most favorable position
could not readily share in many of the most important of them.
Not sharing in them, their meaning would not be communicated to
him, would not become a part of his own mental disposition.
There would be no seeing the trees because of the forest.
Business, politics, art, science, religion, would make all at
once a clamor for attention; confusion would be the outcome. The
first office of the social organ we call the school is to provide
a simplified environment. It selects the features which are
fairly fundamental and capable of being responded to by the
young. Then it establishes a progressive order, using the
factors first acquired as means of gaining insight into what is
more complicated.

In the second place, it is the business of the school environment
to eliminate, so far as possible, the unworthy features of the
existing environment from influence upon mental habitudes. It
establishes a purified medium of action. Selection aims not only
at simplifying but at weeding out what is undesirable. Every
society gets encumbered with what is trivial, with dead wood from
the past, and with what is positively perverse. The school has
the duty of omitting such things from the environment which it
supplies, and thereby doing what it can to counteract their
influence in the ordinary social environment. By selecting the
best for its exclusive use, it strives to reinforce the power of
this best. As a society becomes more enlightened, it realizes