rawn, we have to keep in
mind that nothing in one class can be foreign to any other, and that
practically one philosophy underlies all the movements of an age. If our
philosophy is material, resulting in selfish ethics, all our energies
will have a materialistic tendency. It is not to be wondered at,
therefore, that, in a time when making money is the chief object, if it
is not reckoned the chief good, our education should all tend to what is
called practical, that is, to that which can be immediately serviceable
in some profitable occupation of life, to the neglect of those studies
which are only of use in training the intellect and cultivating and
broadening the higher intelligence. To this purely material and
utilitarian idea of life, the higher colleges and universities everywhere
are urged to conform themselves. Thus is the utilitarian spirit eating
away the foundations of a higher intellectual life, applying to
everything a material measure. In proportion as scholars yield to it,
they are lowering the standard of what is most to be desired in human
life, acting in perfect concert with that spirit which exalts money
making as the chief good, which makes science itself the slave of the
avaricious and greedy, and fills all the world with discontented and
ignoble longing. We do not need to be told that if we neglect pure
science for the pursuit of applied science only, applied science will
speedily be degraded and unfruitful; and it is just as true that if we
pursue knowledge only for the sake of gain, and not for its own sake,
knowledge will lose the power it has of satisfying the higher needs of
the human soul. If we are seen to put only a money value on the higher
education, why should not the workingman, who regards it only as a
distinction of class or privilege, estimate it by what he can see of its
practical results in making men richer, or bringing him more pleasure of
the senses?

The world is ruled by ideas, by abstract thought. Society, literature,
art, politics, in any given age are what the prevailing system of
philosophy makes them. We recognize this clearly in studying any past
period. We see, for instance, how all the currents of human life changed
upon the adoption of the inductive method; no science, no literature, no
art, practical or fine, no person, inquiring scholar, day laborer,
trader, sailor, fine lady or humblest housekeeper, escaped the influence.
Even though the prevailing ethics may teach t