Such is the purpose of education, in its ideal aspect. As we observe the science of teaching in actual practice, we find that it often fails utterly to attain this end. The concrete facts that a student learns at the average school are few and unconnected, and instead of being led into habits of independent thinking he is trained to accept authority. When he takes his degree it is usually no more than a sign that he has joined the herd. His opinion of Napoleon is merely a reflection of the opinion expressed in the books he has studied; his philosophy of life is simply the philosophy of his teacher--tinctured a bit, perhaps, by that of his particular youthful idols. He knows how to spell a great many long words and he is familiar with the table of logarithms, but in the readiness and accuracy of his mental processes he has made comparatively little progress. If he was illogical and credulous and a respecter of authority as a freshman he remains much the same as a graduate. In consequence, his usefulness to humanity has been increased but little, if at all, for, as we have seen in previous chapters, the only man whose life is appreciably more valuable than that of a good cow is the man who thinks for himself, clearly and logically, and lends some sort of hand, during his life-time, in the eternal search for the ultimate verities. The cause for all this lies, no doubt, in the fact that school teachers, taking them by and large, are probably the most ignorant and stupid class of men in the whole group of mental workers. Imitativeness being the dominant impulse in youth, their pupils acquire some measure of their stupidity, and the result is that the influence of the whole teaching tribe is against everything included in genuine education and culture. That this is true is evident on the surface and a moment's analysis furnishes a multitude of additional proofs. For one thing, a teacher, before he may begin work, must sacrifice whatever independence may survive within him upon the altar of authority. He becomes a cog in the school wheel and must teach only the things countenanced and approved by the powers above him, whether those powers be visible in the minister of education, as in Germany; in the traditions of the school, as in England, or in the private convictions of the millionaire who provides the cash, as in the United States. As Nietzsche points out, the schoolman's thirst for the truth is always conditioned by his yearning for food and drink and a comfortable bed. His archetype is the university philosopher, who accepts the state's pay[1] and so surrenders that liberty to inquire freely which alone makes philosophy worth while.