There appear to be three different substantial issues wrapped up in the debate between advocates of a utilitarian education and their opponents. There is first a form of the debate between aristocrats and democrats, the former holding that the privileged class should be taught to employ its leisure in ways that are agreeable to itself, while the subordinate class should be taught to employ its labour in ways that are useful to others. The opposition of the democrats to this view tends to be somewhat confused: they dislike the teaching of what is useless to the aristocrat, and at the same time argue that the wage-earner’s education should not be confined to what is useful. Thus we find a democratic opposition to the old-fashioned classical education in the public schools, combined with a democratic demand that working men should have opportunities for learning Latin and Greek. This attitude, even though it may imply some lack of theoretical clarity, is on the whole right in practice. The democrat does not wish to divide the community into two sections, one useful and one ornamental; he will therefore give more merely useful knowledge to the hitherto merely ornamental classes, and more merely delightful knowledge to the hitherto merely useful classes. But democracy, _per se_, does not decide the proportions in which these ingredients should be mixed. The second issue is between men who aim only at material goods and men who care for mental delights. Most modern well-to-do Englishmen and Americans, if they were transported by magic into the age of Elizabeth, would wish themselves back in the modern world. The society of Shakespeare and Raleigh and Sir Philip Sydney, the exquisite music, the beauty of the architecture would not console them for the absence of bath-rooms, tea and coffee, motor-cars, and other material comforts of which that age was ignorant. Such men, except in so far as they are influenced by conservative tradition, tend to think that the main purpose of education is to increase the number and variety of commodities produced. They may include medicine and hygiene, but they will not feel any enthusiasm for literature or art or philosophy. Undoubtedly such men have provided a great part of the driving force for the attack upon the classical curriculum established at the renaissance.