What accumulated knowledge exists in low grade societies is at least put into practice; it is transmuted into character; it exists with the depth of meaning that attaches to its coming within urgent daily interests.
To avoid a split between what men consciously know because they are aware of having learned it by a specific job of learning, and what they unconsciously know because they have absorbed it in the formation of their characters by intercourse with others, becomes an increasingly delicate task with every development of special schooling.