"That is somewhat hasty and a probably erroneous conclusion. The "higher education" which Mr. Schwab discourages, the old-time classical course, has not grown in popular favor. The reverse is true. The demand for a more practical education in this utilitarian age has compelled the colleges and universities to make radical changes in their curriculum. The number of students who elect to take the old-time course is smaller in proportion to the population and wealth of this country than it ever was. Science, both pure and applied, takes a far more prominent place in collegiate studies than it formerly occupied. Many of the leading institutions of learning have introduced a commercial department. Everywhere the practical, the business idea is becoming dominant. "While no intelligent man questions the value of classical studies or disputes the proposition that a knowledge of the classics is indispensable to a thorough understanding of our own language, the area of practical study has become so vast, by reason of new discoveries in science and the arts, that a choice between the two is compulsory to young persons who have their own fortunes to make. The old-time course of mathematics and classics furnishes splendid mental discipline, with much knowledge that may or may not put its possessor on the road to success in business. But the time required for that course, if followed by a three or four years' term of practical study, sets a young man so far along in life that he has a hopeless race with younger men who dispensed with the classical and went in zealously for the practical. "The change from the old to the new lines of education is even more marked in the common schools than in the colleges and universities. The practical begins in the free kindergarten and runs with more or less directness through all the grades. Millions are expended upon industrial training. The business high schools are a great feature of the free school system. All this is comparatively new. It has come because of the necessities of an industrial age. "'Knowledge for its own sake' is becoming more and more a luxury, in which the sons and daughters of the rich indulge, while the representatives of families that are merely well to do feel that they must acquire knowledge for practical uses. And this tendency is likely to continue, for, as we have said, the field of the practical is expanding. Take, for example, electricity and its uses. All that was known of this subject in the time of our grandfathers could be learned in a few days or weeks. To be an up-to-date electrical scientist and practical electrician in 1901 means that years have been devoted to hard work."