^6	EDUCATION   AND   SOCIAL   CHANGE
between f vo conceptions of culture, both of ihem inhe/cnt
in the intelhcti.il movement which dates from the Re-
:_nssance. kc^ta and a^ain_3 1.1 umes of upheaval ?_Mvl
viiespread scepticism about traditional values, they have
c :me into sharp confllcl. Li u*nes of social peace and
prosperity, on the other hand, the conflict is apt to retire
into the study and become just a theme of debate between
opposing \vliters Sut now the issue will Lave to be
fairly joined, and a synthesis effected which will deter-
mine not only ciaciuonal policy but social and ^rl'mnis-
tiaave policy as well.
The two conceptions here in question may be de-
scribed sufficiently for our purposes as the kloaiy (or
classical) ana the scltrtific (or ^Cfc modern") The one .
goes back to P^ato for it> inspiration, and, thoroughly
Greek in spirit as it is, lends itself to Jie educauon of an
aristocratic order The other, though it too has its
affiliations with Greek thought, is, in us experimental
spirit and its devotion to \vhat Fiaras Bacon calls
^Cb studies for the lelief of man's estate ", a produce of ihe
E.enaissance
The conunued existence of ^e* sides ^ in EirjLbh public
schools and of separately organized first degrees of B A,
and 3.Sc, in most English universities, shows that we
ha\e not really cflecced a symhesis. And it is still
possible in England to take a queer kind of apologetic
putie in ^Cfc kro"\v-irg nothing about science ^)3_3 and to suffer
no hindrance In social and political advancement in
consequence. One cannot help feeling that ike whole.
national aUiLade towards science in eduction needs to
undergo drastic icvision. Science has to be thought of
not as a mysterious and highly complex cull, puisued by
highly specialized *" scientists ", not as a many-bided
magician producing wonders for the populace and