in honor, and where
the really useful and working part of the community, though not
nominally slaves as in the pagan world, were practically not much better
off than slaves, and not more seriously regarded. And how absurd it is,
people end by saying, to inflict this education upon an industrious
modern community, where very few indeed are persons of leisure, and the
mass to be considered has not leisure, but is bound, for its own great
good, and for the great good of the world at large, to plain labor and
to industrial pursuits, and the education in question tends necessarily
to make men dissatisfied with these pursuits and unfitted for them!

That is what is said. So far I must defend Plato, as to plead that his
view of education and studies is in the general, as it seems to me,
sound enough, and fitted for all sorts and conditions of men, whatever
their pursuits may be. "An intelligent man," says Plato, "will prize
those studies, which result in his soul getting soberness,
righteousness, and wisdom, and will less value the others."[120] I
cannot consider _that_ a bad description of the aim of education, and of
the motives which should govern us in the choice of studies, whether we
are preparing ourselves for a hereditary seat in the English House of
Lords or for the pork trade in Chicago.

Still I admit that Plato's world was not ours, that his scorn of trade
and handicraft is fantastic, that he had no conception of a great
industrial community such as that of the United States, and that such a
community must and will shape its education to suit its own needs. If
the usual education handed down to it from the past does not suit it, it
will certainly before long drop this and try another. The usual
education in the past has been mainly literary. The question is whether
the studies which were long supposed to be the best for all of us are
practically the best now; whether others are not better. The tyranny of
the past, many think, weighs on us injuriously in the predominance given
to letters in education. The question is raised whether, to meet the
needs of our modern life, the predominance ought not now to pass from
letters to science; and naturally the question is nowhere raised with
more energy than here in the United States. The design of abasing what
is called "mere literary instruction and education," and of exalting
what is called "sound, extensive, and practical scientific knowledge,"
is, in this intensely mod