It is plain that education of this kind aims at something quite different from the mere imparting of useful knowledge. It takes the view that it is good to know, even though knowledge should not be a means to wealth or power or any other common aim of life. It regards the mind as the organ of truth, and trains it for its own sake, without reference to the exercise of a profession. Hence its distinguishing characteristic is that it is liberal and not professional. It holds cultivated faculties in higher esteem than learning, and it makes use of knowledge to improve the intellect, rather than of the intellect to acquire knowledge. Hence, one may be a skilful physician, a judicious lawyer, a learned theologian, and yet be greatly lacking in mental culture. It is a common experience to find that professional men are apt to be narrow and one-sided. Their mind, like the dyer's hand, is subdued to what it works in. They want comprehensiveness of view, flexibility of thought, openness to light, and freedom of mental play. They think in grooves, make the rules of their art the measure of truth, and their own methods of inquiry the only valid laws of reasoning. These same defects may be observed in those who are given exclusively to the study of physical science. When they sweep the heavens with the telescope and do not find God, they conclude that there is no God. When the soul does not reveal itself under the microscope, they argue it does not exist; and since there is no thought without nervous movement, they claim that the brain thinks.