EDUCATION FOR PROFESSIONS. 443 



the most highly organized brains and bodies to reproduce themselves as much 

 as possible, while forcing the inferior and incompetent ones to the opposite direc- 

 tion.' This reform secures evolutional perfectibility, while the educational re- 

 form meets the conditions of superadded perfectibility; and only thus can the 

 greatest of human problems be solved.* 



The same idea is expressed in somewhat different words, and as 

 viewed by Huxley's different type of mind, from a different standpoint, 

 thus: 



That man, I think, has had a liberal education who has been so trained in 

 youth that his body is the ready servant of his will and does with ease and 

 pleasure all the work that, as a mechanism, it is capable of; whose intellect is 

 a clear, cold, logic-engine, with all its parts of equal strength and in smooth 

 working order, ready, like the steam-engine, to be turned to any kind of work 

 and spin the gossamers, as well as forge the anchors, of the mind; whose mind 

 is stored with knowledge of the great and fundamental truths of nature and of 

 the laws of her operations; who, no stunted ascetic, is full of life and fire but 

 whose passions are trained to come to heel by a vigorous will; the servant of a 

 tender conscience who has learned to love all beauty, whether of nature or of 

 art, to hate all vileness, and to respect others as himself.t 



The right sort of a liberal education obviously begins in childhood 

 with the growth of the observational faculties, continues through 

 youth with the development of the power of comprehension and reflec- 

 tion, is finally terminated, so far as formal education goes, with those 

 studies which are the expression of the thoughts or of the discoveries 

 or of the deductions of great minds and which demand the employment 

 of mature, acute, powerful and trained talent. 



This is the university period, and if this can be prefaced to the 

 professional training the man is indeed fortunate. It is the modern 

 incorporation of the Miltonian ideal into our educational work that 

 makes it possible for one of our ablest business men to say: 



It used to be assumed that education was a hindrance to ' success in life.' 

 The great merchant was to begin by sweeping out the store. The weakling was 

 the proper candidate for college, whence a living might be assured him in the 

 church or other ' learned profession.' A college education was thought a handi- 

 cap against ' practical ' achievement. This superstition is one of the husks the 

 world has thrown off.+ 



In an ideal university, as I conceive it, says Huxley, almost in the words 

 of Cornell, a man should be able to obtain instruction in all forms of knowledge 

 and discipline in the use of all the methods by which knowledge is obtained. 

 In such a university, the force of living example should fire the student with 

 a noble ambition to emulate the learning of learned men and to follow in the 

 footsteps of the explorers of new fields of knowledge. And the very air he 

 breathes should be charged with that enthusiasm for truth, that fanaticism 

 of veracity, which is a greater possession than much learning, a nobler gift than 

 the power of increasing knowledge; by so much greater and nobler than these 



* August Forel, University of Zurich. ' Current Encyclopedia,' November, 

 1901. 



t Huxley, Vol. II., p. 320. 



% ' Of Business,' It. R. Bowker, 1901. 



