Am.  jour.  Pharm.  >       The  Significance  of  Education.  529 
August,  1921.     5  J 
graduates  to  make  a  living,  which,  to  be  sure,  is  one  of  the  ends  of 
existence  and  a  very  important  end  indeed,  since  a  good  deal  depends 
upon  it  for  the  part  you  play  or  even  whether  you  are  alive  or  dead, 
but  in  the  more  perfect  equipment  for  life,  and  that  is  what  we  are 
considering,  the  fact  of  merely  being  able  to  make  a  living,  although 
it  is  essential  to  most  of  us,  or  the  acquisition  of  wealth  which  is  but 
its  sublimation,  is  but  one  element  and  not  the  only  one  in  the  whole 
plan  of  existence,  for  the  end  of  all  real  education  is  not  to  make  a 
living,  but  to  live ! 
And  what  about  this  other  half  in  a  scheme  of  education,  con- 
cerning which  we  have  been  talking  with  such  confidence  as  an  ele- 
ment of  human  life?  A  wise  man  has  said  that  "the  aim  of  education 
is  the  knowledge  not  of  facts,  but  of  values,"  in  the  sense  that  "val- 
ues are  facts  apprehended  in  their  relation  to  each  other,  and  to 
ourselves."  The  matter  could  not  have  been  better  stated,  for  it  is 
certain  that  the- mere  accumulation  of  facts,  whatsoever  kind  they 
may  be,  does  not  constitute  an  education,  or  knowledge  of  them  an 
educated  man.  It  plays  no  part  to  you  or  to  me  as  a  criterion  of  edu- 
cation, as  it  is  sometimes  made  to  appear,  whether  we, know  any  part 
or  all  of  a  long  list  of  what  is,  after  all,  but  the  uncorrelated  material 
of  education,  and  not  the  thing  itself  in  its  relationships  and  its 
proper  adjustments  into  a  body  of  knowledge  which  shall  constitute 
a  cultural  whole.  A  man  may  have  read  through  the  whole  Encyclo- 
pedia Brittanica  and  have  remembered  its  facts,  and  yet  have  failed 
wholly  in  securing  an  education  in  any  real  sense.  Facts  are  no 
doubt  the  basis  in  essential  ways  of  education.  This  is  particularly 
true  of  the  strictly  professional  part  of  education,  where  of  necessity 
facts  are  the  very  bricks  and  mortar  on  which  the  superstructure  of 
professional  knowledge  is  built,  but  this  presupposes  no  het- 
erogeneous collection  of  the  odds  and  ends  of  knowledge,  but  of 
the  evaluation  of  the  many  facts  with  which  a  profession  is  neces- 
sarily concerned  in  their  relation  to  each  other  and  their  fusion  to- 
gether into  a  connected  product  of  immensely  increased  importance 
because  of  its  cumulative  force. 
As  to  the  true  content  of  what  is  usually  called  a  liberal  educa- 
tion, although  only  too  often  it  is  illiberal  in  nature  and  amount,  I 
again  hold  no  specific  brief.  I  have,  however,  a  very  definite  opinion 
of  what  should  constitute  in  the  end  that  education  which  it  is  desir- 
able to  attain  in  order  to  give  it  its  true  significance  in  a  scheme  of 
living.   Herbert  Spencer's  famous  definition  of  biological  life :  "The 
