"In the hospital, the mine, the factory, in the architect's or the lawyer's office, the student, who makes a start while very young, goes through his apprenticeship, stage by stage, much as does with us a law clerk in his office, or an artist in his studio. Previously, and before making a practical beginning, he has had an opportunity of following some general and summary course of instruction, so as to have a framework ready prepared in which to store the observations he is shortly to make. Furthermore he is able, as a rule, to avail himself of sundry technical courses which he can follow in his leisure hours, so as to co-ordinate step by step the daily experience he is gathering. Under such a system the practical capabilities increase and develop of themselves in exact proportion to the faculties of the student, and in the direction requisite for his future task and the special work for which from now onwards he desires to fit himself. By this means in England or the United States a young man is quickly in a position to develop his capacity to the utmost. At twenty-five years of age, and much sooner if the material and the parts are there, he is not merely a useful performer, he is capable also of spontaneous enterprise; he is not only a part of a machine, but also a motor. In France, where the contrary system prevails--in France, which with each succeeding generation is falling more and more into line with China--the sum total of the wasted forces is enormous." The great philosopher arrives at the following conclusion with respect to the growing incongruity between our Latin system of education and the requirements of practical life:--