In education the conventional division of the curriculum into subjects is already as outdated as the medieval trivium and quadrivium after the Renaissance. Any subject taken in depth at once relates to other subjects. Arithmetic in grade three or nine, when taught in terms of number theory, symbolic logic, and cultural history, ceases to be mere practice in problems. Continued in their present patterns of fragmented unrelation, our school curricula will insure a citizenry unable to understand the cybernated world in which they live.