^His .school certain powers or faculties existing in themselves and needing only to be exercised hy and upon presented subjectmatter, the presented subject-matter must mean something complete in its ready-made and fixed separateness.Objects, facts, truths of geography, history, and science not being conceived as means and ends for the intelligent development of experience, are thought of just as stuff to be learned.Reading, writing, figuring are mere external forms of skill to be mastered. Even the artsdrawing, singingare thought of as meaning so many ready-made things, pictures, songs, that are to be externally produced and reproduced. . . . Some means must be found to overcome the separation of mind and subject-matter; problems of methods in teaching are reduced to various ways of overcoming a gap which exists only because a radically wrong method had already been entered upon.'' (John Dewey, Interest and Effort in Education, p. 94.*) *' Philosophers have debated concerning the nature and method of knowledge. It is hardly cynical to say that positiveness of assertion on those points has been in proportion to the lack of any assured method of knowing in actual operation. The whole idea and scope of knowledge-getting in education has reflected the absence of such a method, so that learning has meant, upon the whole, piling up, worshiping, and holding fast to what is handed down from the past with the title of knowledge. But the actual practice of knowing has finally reached a point where learning means discovery, not memorizing traditions; where knowledge is actively constructed, not passively absorbed; and where men's beliefs must be openly recognized to be experimental in nature, involving hypothesis and testing through being set at work. Upon the side of subject-matter, the ideas of energy, process, growth, and evolutionary change have become supreme at the expense of the older notions of permanent substance, rigid fixity, and uniformity. The basic conceptions which form men's standards of interpretation and valuation have thus undergone radical altera-*By permission Houghton Mifflin Co. Copyright 1913 by John Dewey. THE CHILD AND HIS SCHOOL the question. It is an anachronism. . . . Our school methods, and to a very considerable extent our curriculum, are inherited from the period when learning and command of certain symbols, affording as they did, the only access to learning, were all-important. The ideals of this period are still largely in control, even where the outward methods and studies have been changed . . . our present education ... is highly specialized, one-sided and narrow. It is an education dominated almost entirely by the mediaeval conception of learning. It is something which appeals for the most part simply to the intellectual aspect of our natures, our desire to learn, to accumulate information, and to get control of the symbols of learning; not to our impulses and tendencies to make, to do, to create, to produce, whether in the form of utility or art. . . . *' While training for the pro...

Radiologic education, research, and the practice of radiology will be of the highest quality in the future if academic departments stress organ-system subspecialization while continuing to integrate and interface with technique-based specialists. Planning should begin now to effect an orderly progression to an organ-system-based subspecialty structure for radiology training in general and for uroradiology specifically. Uroradiologists should remain as central consultants to their clinical counterparts, working collaboratively with urologists in clinical endeavors of mutual relevance. More fellowships in uroradiology should be offered that attempt to incorporate all imaging methods and procedures into the curriculum. These issues are addressed in the context of patient care, service, education, and cost containment.

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grow to include the systematic body of facts which the adult's consciousness already possesses." (John Dewey, Psychological Aspect of the Curriculum. Educational Review, April, 1897, pp. 362-363.*) EEADING Dewey, John. -^Article on Course of Study, Cyclopaedia of Education. Dewey, John. -The Child and the Curriculum, University of Chicago Press.

We have seen that, as a result of the superior type of his responses to the environmental situation, man has evolved a highly complex social world of customs, traditions, instil tutions and the like, which represent his ideas and beliefs. This accumulated experience of countless generations must be continuously passed on to the new members of society who are taking the places of those who die, if social progress is to continue unbroken. "We have seen that whereas among the lower animals almost all the characteristics necessary for existence are directly inherited from the parents, man inherits only a small proportion of the powers he requires to carry on his life. ** Every child is born destitute of things possessed in manhood which distinguish him from the lower animals. Of all industries he is artless; of all institutions he is lawless ; of all languages he is speechless ;