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upon the problems which perplex us in our endeavours to grasp the right relationship between individuals; we do not realise the light it throws upon our obscure contests with life, upon our personal struggles, and the problems of evil and injustice. In this chapter I shall therefore accept the guidance which this truth offers, develop its implications, and seek its aid in solving the enigmas of our social life.
From the outset of our inquiry, this organic relationship of mutually dependent parts has been the implied basis both of education and philosophy. Every domain of evolution teaches this great truth, without which our modern belief in the unity of things would be impossible. Education is utterly inadequate unless it find harmonious opportunities not merely for self-expression but for service, not alone for beauty and truth but for utility; and that many-sided variety which counteracts the tendencies of the specialist, the intellect, and the emotions. Philosophy is not a merely accidental assemblage of
the facts of the world; it is an organic unity of all
known data both rationally and spiritually interpreted. The great lesson of our study of the criteria of truth is that each criterion is relative and must be qualified by the results of all the others. The results of philosophy were found to be negative only while one criterion was employed; it is the constructive result of many contributions, imperfect in themselves, which is alone satisfactory. We frequently found it necessary to supplement our intellectual discussion by an appeal to spiritual experience. Yet
