without knowing it; and I believe that you would get them better if you got them intelligently, and that you would appreciate them better if you got them consciously. In the first place, it will be profitable to look at one or two notions in regard to the purpose of education which do not seem to be sound. One is that it is the purpose of education to give special technical skill or dexterity and to fit a man to get a living. We may admit at once that the object of study is to get useful knowledge. It was, indeed, the error of some old systems of academical pursuits that they gave only a special dexterity and that too in such a direction as the making of Greek and Latin verses, which is a mere accomplishment and not a very good one at that. It must be ranged with dancing and fencing; it is not as high as drawing, painting, or music. There is, moreover, a domain in which special technical training is proper. It is the domain of the industrial school, for giving a certain theoretical knowledge of persons who will be engaged for life in the mechanic arts. With this limitation, however, we have at once given to us the bounds which preclude this notion from covering the true conception of an academic career. It does not simply provide technical training for a higher class of arts which require longer preparation. You know that this conception is widely held through our American community, and that it is laid down with great dogmatic severity by persons who sometimes, unfortunately, are in a position to turn their opinions into law. It is one of the great obstacles against which all efforts for higher education amongst us have to contend. I pass on, however, to another opinion just now much more fashionable and held by people who are, at any rate, much more elegant than the supporters of the view just mentioned, that is, the opinion that what we expect from education is “culture.” Culture is a word which offers us an illustration of the degeneracy of language. If I may define culture, I have no objection to admitting that it is the purpose of education to produce it; but since the word came into fashion, it has been stolen by the dilettanti and made to stand for their own favorite forms and amounts of attainments. Mr. Arnold, the great apostle, if not the discoverer, of culture, tried to analyze it and he found it to consist of sweetness and light. To my mind, that is like saying that coffee is milk and sugar. The stuff of culture is all left out of it. So, in the practice of those who accept this notion, culture comes to represent only an external smoothness and roundness of outline without regard to intrinsic qualities.