ABSTRACT
Many of the troubles which beset public education are directly traceable to an etymological phenomenon which has engaged the attention of a host of critics in recent years but does not yet seem to be comprehended by the general lay public. The pragmatist, following the lead of Dewey, is reluctant to postulate any ultimate values toward which the educational process ought to be aiming, to set up any ends for education; to him the educational process has no end beyond itself. The educational pragmatist lacking belief in man's need for such a central moral stability, sees no necessity for a common education which will connect man with man and man with nature. As the schools of education and the teachers colleges have now become the dominant force in public education by controlling teacher-preparation, it might be well to look a little more closely at their influence.
