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for the practical application of it. But our acquaintance with such men 
suffices to convinee us that that is not the ideal of humanity, and that the 
sroduction of such results is not the end and aim of education. In a prac- 
sical world like ours we must look for something more practical. 
Very well, the next one in answer to Socrates would say, let us be prac- 
sical, that the end of education is to prepare the young for their part in 
‘he struggle of life, or, to speak plainly, to prepare them to make a living, 
to prepare them to take their place in the great economical and industrial 
life of the world. With that end of education in view, what would be the 
method of education ? It would be to see that the young were as well 
versed as possible in the three R's; to see that to this was added some 
manual training ; and all this with a view of preparing them for their 
place in the ranks of labor. And then, if their qualities and their posi- 
tons, their starting in life, gives reason to believe that they can take their 
olaces in the ranks of capital, they must, in addition, be trained in those 
sranches of science upon which the development of their line of industry 
Jepends. Now, our world is so practical, and human life so largely taken 
ap in the struggle for a living, that it is no wonder that many should be 
inclined to think this is the end and the object of education. And there 
have been economic writers who have pictured the world as a great indus- 
trial machine, and human life as a great economic endeavor. But all over 
the world to-day we hear the warning that this is not enough, that there 
's more than that in human life. We hear the warnings in whispers of 
wisdom, and we hear the warnings in cries of anger ; and we cannot 
afford to ignore them. There is more than that in life ; and if education 
is to make the world what it ought to be, it must be wider, it must aim 
at more than that. 
Very well, then, our next answer in reply to Socrates would be, let us 
include more in the end and aim of education. Let us insist that educa- 
tion also aims at making a man of understanding, making a man fit for 
all his rights, all his duties and obligations as a social being. Then the 
method of education will be, in addition to what has just been mentioned, 
50 give a man a sufficient acquaintance with the political and social knowl- 
edge that will fit him for his place in the world as a citizen ; to make him 
also sufficiently acquainted with those matters of physiology and hygiene 
which will correct many of the evils under which the masses suffer ; and, 
in fine, to cultivate a public opinion and a public spirit which will grad- 
nally bring about better social and civil conditions. All this is unaues- 
sionably good ; all this is unquestionably necessary. 
We have lately had a study of all the endeavors in that direction in 
one of the most charming essays that I have ever read, the essay on the 
history of political economy by Professor Ingraham, an article on political 
economy in the Encyclopedia Britannica. Professor Ingraham, after 
studying the economic conditions. the social conditions of the world, and