So with the subject matter of education. The renaissance increasingly adapted its course of study to produce a successful man of the world, though it did not leave him without philosophy and the graces, for it was still, by heritage, at least, an ideational world and was therefore near enough transcendental conceptions to perceive the dehumanizing effects of specialization. . . [When the transcendental conceptions were lost or dismissed, education] was wrecked on equalitarian democracy’s unsolvable problem of authority: none was in a position to way what the hungering multitudes were to be fed. Weaver, Richard M., Ideas Have Consequences, p. 7.