strial 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." 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 modern world of the United States, even more
perhaps than in Europe, a very popular design, and makes great and rapid
progress.

I am going to ask whether the present movement for ousting letters from
their old predominance in education, and for transferring the
predominance in education to the natural sciences; whether this brisk
and flourishing movement ought to prevail, and whether it is likely that
in the end it really will prevail. An objection may be raised which I
will anticipate. My own studies have been almost wh