after making due qualifications,
there still remain these broadly-marked divisions; and it still
continues substantially true that these divisions subordinate one
another in the foregoing order, because the corresponding divisions of
life make one another _possible_ in that order.

Of course the ideal of education is--complete preparation in all these
divisions. But failing this ideal, as in our phase of civilisation every
one must do more or less, the aim should be to maintain _a due
proportion_ between the degrees of preparation in each. Not exhaustive
cultivation in any one, supremely important though it may be--not even
an exclusive attention to the two, three, or four divisions of greatest
importance; but an attention to all:--greatest where the value is
greatest; less where the value is less; least where the value is least.
For the average man (not to forget the cases in which peculiar aptitude
for some one department of knowledge, rightly makes pursuit of that one
the bread-winning occupation)--for the average man, we say, the
desideratum is, a training that approaches nearest to perfection in the
things which most subserve complete living, and falls more and more
below perfection in the things that have more and more remote bearings
on complete living.

In regulating education by this standard, there are some general
considerations that should be ever present to us. The worth of any kind
of culture, as aiding complete living, may be either necessary or more
or less contingent. There is knowledge of intrinsic value; knowledge of
quasi-intrinsic value; and knowledge of conventional value. Such facts
as that sensations of numbness and tingling commonly precede paralysis,
that the resistance of water to a body moving through it varies as the
square of the velocity, that chlorine is a disinfectant,--these, and the
truths of Science in general, are of intrinsic value: they will bear on
human conduct ten thousand years hence as they do now. The extra
knowledge of our own language, which is given by an acquaintance with
Latin and Greek, may be considered to have a value that is
quasi-intrinsic: it must exist for us and for other races whose
languages owe much to these sources; but will last only as long as our
languages last. While that kind of information which, in our schools,
usurps the name History--the mere tissue of names and dates and dead
unmeaning events--has a conventional value only: it has not the remotest