en the
required labour and the probable benefit. No one would tolerate the
proposal to devote some years of a boy's time to getting such
information, at the cost of much more valuable information which he
might else have got. And if here the test of relative value is appealed
to and held conclusive, then should it be appealed to and held
conclusive throughout. Had we time to master all subjects we need not be
particular. To quote the old song:--

Could a man be secure
That his day would endure
As of old, for a thousand long years,
What things might he know!
What deeds might he do!
And all without hurry or care.

"But we that have but span-long lives" must ever bear in mind our
limited time for acquisition. And remembering how narrowly this time is
limited, not only by the shortness of life, but also still more by the
business of life, we ought to be especially solicitous to employ what
time we have to the greatest advantage. Before devoting years to some
subject which fashion or fancy suggests, it is surely wise to weigh
with great care the worth of the results, as compared with the worth of
various alternative results which the same years might bring if
otherwise applied.

In education, then, this is the question of questions, which it is high
time we discussed in some methodic way. The first in importance, though
the last to be considered, is the problem--how to decide among the
conflicting claims of various subjects on our attention. Before there
can be a rational _curriculum_, we must settle which things it most
concerns us to know; or, to use a word of Bacon's, now unfortunately
obsolete--we must determine the relative values of knowledges.

* * * * *

To this end, a measure of value is the first requisite. And happily,
respecting the true measure of value, as expressed in general terms,
there can be no dispute. Every one in contending for the worth of any
particular order of information, does so by showing its bearing upon
some part of life. In reply to the question--"Of what use is it?" the
mathematician, linguist, naturalist, or philosopher, explains the way in
which his learning beneficially influences action--saves from evil or
secures good--conduces to happiness. When the teacher of writing has
pointed out how great an aid writing is to success in business--that is,
to the obtainment of sustenance--that is, to satisfactory living; he is
held to have proved h