accumulation of wealth, by style of living, by beauty of dress, by
display of knowledge or intellect, each tries to subjugate others; and
so aids in weaving that ramified network of restraints by which society
is kept in order. It is not the savage chief only, who, in formidable
war-paint, with scalps at his belt, aims to strike awe into his
inferiors; it is not only the belle who, by elaborate toilet, polished
manners, and numerous accomplishments, strives to "make conquests;" but
the scholar, the historian, the philosopher, use their acquirements to
the same end. We are none of us content with quietly unfolding our own
individualities to the full in all directions; but have a restless
craving to impress our individualities upon others, and in some way
subordinate them. And this it is which determines the character of our
education. Not what knowledge is of most real worth, is the
consideration; but what will bring most applause, honour, respect--what
will most conduce to social position and influence--what will be most
imposing. As, throughout life, not what we are, but what we shall be
thought, is the question; so in education, the question is, not the
intrinsic value of knowledge, so much as its extrinsic effects on
others. And this being our dominant idea, direct utility is scarcely
more regarded than by the barbarian when filing his teeth and staining
his nails.

* * * * *

If there requires further evidence of the rude, undeveloped character of
our education, we have it in the fact that the comparative worths of
different kinds of knowledge have been as yet scarcely even
discussed--much less discussed in a methodic way with definite results.
Not only is it that no standard of relative values has yet been agreed
upon; but the existence of any such standard has not been conceived in a