Something is possible to mankind, which transcends work and by which work itself is valued. As mere craftsmen we lose the sense of what good workmanship is and become the blind slaves of necessity or of desire the moment that education ceases to be the goal of labor. I do not mean merely that we learn by doing. That is the way animals learn and it is all they learn. By repeated performance an individual learns how to do a task, but he does not thereby learn what to do, nor why it is done. Education has to do with insight, with valuing, with understanding, with the development of the power of discrimination, the ability to make choice amongst the possibilities of experience and to think and act in ways that distinguish men from animals and higher men from lower. The ancients thought of education as the attainment of the virtues, wisdom, courage, temperance, justice. It is the pursuit of that knowledge which gives self-mastery. It is an interest which is never exhausted, but grows always broader and richer. It consists not in learning tricks but in developing ourselves. It is a victory won in some secret chamber of the mind which gradually transforms the whole personality and reveals itself as an indefinable quality in every word and act. It is a spiritual awakening; and if this awakening does not come, a person is not being educated however much he knows. I think it is the inability to win this psychological victory, or the disinclination to make the effort necessary to it, that accounts for the fact that some people cannot be educated. Though the change in the quality of the personality is indefinable, it is a very concrete fact in human life. Its presence is evident in the work of writers as different otherwise as Sir Thomas More, Galsworthy, Anatole France, Jonathan Edwards, Henry Adams, etc. There is a quality of the educated mind which may best be described as a kind of sincerity, and conversely the outstanding trait of ignorance is that of clever insincerity. The pathetic thing about the wrongly educated,--those who are trained merely to produce an effect, or get results, is that in the deeper human relationships they seldom know what sincerity is. Education is the antithesis of vulgarity. Directly and immediately, it is useless. It is a kind of living which is of value for its own sake, a personal achievement which possesses intrinsic worth. It is not _for_ anything. To subject it to an ulterior end--citizenship, efficiency, the economic emancipation of the working class, increased income; or to educate people for “character,” or to perpetuate a religious faith, or any other purpose however good, is to make education a means to something quite irrelevant. Such misuse shows that people are not interested in their education but in something else. Education, the development of people, is not a means, it is itself the true end of civilization.