490 PURPOSE IN EDUCATION. 



can be done by continuing his education concurrently with his 

 occupation. 



In so far as production is a means to an end and not an end 

 in itself, it is obvious that the time devoted to it in the body 

 public should be reduced to a minimum. This can only be done 

 by the application of new methods or a reorganization of employ- 

 ment. Both of these remedies require knowledge, but know- 

 ledge of different kinds. The first requires further investigation 

 into the secrets of nature, the discovery of new laws and their 

 technical application. The second recjuires increased knowledge 

 of ethics and the art of government and administration. It is 

 knowledge and wisdom, then, that education must provide, even 

 in the domain of production. " But," it may be said, " this is only 

 required by, and can only be acquired by, the few." That may 

 be so, but every citizen has a voice, either directly, or indirectly, 

 in the government of his country and its various administrative 

 parts. He cannot acquire, therefore, too much knowledge of 

 ethics and of the art of government. He must be able to recognize 

 ability in others and to estimate the consequences of certain 

 courses of action. These are the re<:iuirements of everyone, and 

 it is the duty of education to provide them. 



Outside his duties as a citizen lie man's relations to his 

 fellows in the way of intercourse. This requires an education 

 in ethics. Everyone also w'ill occupy a position of subordination 

 or O'f authority in the family, or in the general social organiza- 

 tion. Man must be prepared by education so that he may know 

 how to regulate his conduct rightly. 



These aims are present and near, but they are subsidiary to 

 the ultimate aim. It is the ultimate aim that must act as a touch- 

 stone to test the subsidiary aims. Just as a ship travelling over 

 the ocean has a definite goal, but it is the rocks, shoals, winds and 

 currents that determine the course, so in education there must 

 'be subsidiary aims to meet the exigencies of the moment, but 

 these must always have in view the ultimate aim. Just in the 

 same way as a ship, whatever its intermediate course and ultimate 

 goal may be, requires a compass to guide its path, so education 

 requii:^s a guide for its journey along the path of evolution. This 

 guide is two-fold. The ex-pupil should be provided with a two- 

 fold desire — to seek only the truth in the region of thought, and 

 justice in the region of action. It may be, as some maintain, 

 that the one involves the other. If so the task will be the easier, 

 for truth and justice w'ill then be to one another as the poles are 

 to a magnet, two aspects of one entity. 



Truth and justice, then, are the guides of education in leading 

 evolution to the ultimate end of happiness, but even if they should 

 become ends in themselves they are at least aims worthy of man. 



If these guides should be taken we should hear no more of 

 many of the proposajs that have recently been put forward. 

 There has been a demand by a certain section of the people to 



