A set of essays and addresses arguing for educational reform and considering philosophy of science. The author criticizes superficial breadth and inert ideas, urging instruction in fewer subjects taught thoroughly to cultivate active thought, aesthetic receptivity, and technical expertise. He links technical and mathematical education to literature and national needs, proposes principles for elementary mathematical teaching, and analyzes how scientific concepts are formed and misconstrued. Final pieces examine the conceptual organization of space, time, and relativity, and recommend practical institutional changes for wartime and vocational contexts. The collection stresses that clear organization of thought underpins both effective education and sound scientific inquiry.