INTRODUCTION XV 



Dr. Bigelow insists is the one which most needs 

 to be emphasized. I have said that the question 

 which the leaders of educational thought are be- 

 ginning to ask is, What does a man need to be? 

 But it is not true that this question is uppermost 

 even in the minds of most educated men when they 

 are thinking of education ; as a rule, men continue 

 to think of themselves as means, not as ends. They 

 look upon their physical and mental powers and 

 capacities as tools for the accomplishment of work. 

 They care more for education than they used to 

 care, because they have learned that it increases 

 their power to do things. Even in this demo- 

 cratic age, we do not undersand the truth upon 

 which Sir William Hamilton used to insist, " On 

 earth there is nothing great but man ; in man there 

 is nothing great but mind." It is ignorance of this 

 truth which so often causes statesmen to confuse 

 social progress with growth of wealth, spread of 

 commerce, mere increase of population. Instead 

 of agreeing with Aristotle that the object of the 

 state is to promote good life, they are prone to 

 concentrate their attention on the mere tools of 

 life. They incline to plume themselves on their 

 promotion of the " onward march of civilization," 

 when they have merely promoted national devel- 



