General or comprehensive aims are points of view for surveying the specific problems of education. Consequently, it is a test of the value of the manner in which any large end is stated to see if it will translate readily and consistently into the procedures which are suggested by another. We have applied this test to three general aims: Development according to nature, social efficiency, and culture or personal mental enrichment. In each case, we have seen that the aims when partially stated come into conflict with each other. The partial statement of natural development takes the primitive powers in an alleged spontaneous development as the end-all. From this point of view training which renders them useful to others is an abnormal constraint; one which profoundly modifies them through deliberate nurture is corrupting.
But when we recognize that natural activities mean native activities which develop only through the uses in which they are nurtured, the conflict disappears. Similarly, social efficiency which is defined in terms of rendering external service to others is of necessity opposed to the aim of enriching the meaning of experience, while a culture which is taken to consist in an internal refinement of a mind is opposed to a socialized disposition. But social efficiency as an educational purpose should mean the cultivation of power to join freely and fully in shared or common activities. This is impossible without culture, while it brings a reward in culture because one cannot share in intercourse with others without learning—without getting a broader point of view and perceiving things of which one would otherwise be ignorant. And there is perhaps no better definition of culture than that it is the capacity for constantly expanding the range and accuracy of one’s perception of meanings.