n only be done by putting it
on a progressive basis, and placing it in such a position as to aid in
supplying some great demand of the age.

The great fact of the time is, the advance from mere art upward to
science, from the blossom to the fruit. Practical wants, 'the greatest
good for the greatest number,' the fullest development of free labor,
the increase of capital, the diminution of suffering, the harmony of
interests between capital and labor--all of these are the children of
Science and Facts. During the feudal age, nearly all the resources of
genius--all the capital of the day--was devoted to mere Art, for the
sake of setting off social position and 'idealisms.' As with the
nobility and royalty of England at the present day, society enormously
overpaid what is, or was, really the police--whose mission it was to
keep it in order. But from Friar Bacon to Lord Bacon, a movement was
silently progressing, which the present century has just begun to
realize. This movement was that of the development of all human ability
and natural resources, guided by science. It was a tendency toward the
practical, the positive, which is destined in time to bring forth its
own new art and literature, is breaking away from the trammels of the
old literary or imaginative sway.

At the present day, up to the present hour, Education--especially the
higher education, destined to fit men for leading positions--is still
under the old literary regime. We laugh when we read of the two first
years of medical study at the school of Salerno being devoted to dry
logic, yet the four years' course at nearly all our modern Universities,
or, in fact, the course of almost any 'high-school,' is as little
adapted to the real wants of the practical leading men of this age as a
study of the Schoolmen would be. The 'literature' of the past still
rules the practical wants of the present. It is not that the study of
the thought of the past is not noble, nay, essential, to the highly
cultivated man; but it should be pursued on a large, scientific scale.
The study of Greek and Latin, as languages, is not so disciplining nor
so valuable as that of the science of language, as taught by Max
Mueller; and if these languages must be learned, (and we do not deny that
they should,) they can better be studied in their relations to all
languages than simply by themselves. And as if to make bad worse, the
genial and strictly scientific use of literal translations, adv