Any one who can reach the second step, will see how extremely rare and imperceptible the knowledge of that end is, though all men busy themselves with culture and expend vast labour in her service. He asks himself in amazement--"Is not such knowledge, after all, absolutely necessary? Can Nature be said to attain her end, if men have a false idea of the aim of their own labour?" And any one who thinks a great deal of Nature's unconscious adaptation of means to ends, will probably answer at once: "Yes, men may think and speak what they like about their ultimate end, their blind instinct will tell them the right road." It requires some experience of life to be able to contradict this: but let a man be convinced of the real aim of culture--the production of the true man and nothing else;--let him consider that amid all the pageantry and ostentation of culture at the present time the conditions for his production are nothing but a continual "battle of the beasts": and he will see that there is great need for a conscious will to take the place of that blind instinct. There is another reason also;--to prevent the possibility of turning this obscure impulse to quite different ends, in a direction where our highest aim can no longer be attained. For we must beware of a certain kind of misapplied and parasitical culture; the powers at present most active in its propagation have other casts of thought that prevent their relation to culture from being pure and disinterested. The first of these is the self-interest of the business men. This needs the help of culture, and helps her in return, though at the price of prescribing her ends and limits. And their favourite sorites is: "We must have as much knowledge and education as possible; this implies as great a need as possible for it, this again as much production, this again as much material wealth and happiness as possible."--This is the seductive formula. Its preachers would define education as the insight that makes man through and through a "child of his age" in his desires and their satisfaction, and gives him command over the best means of making money. Its aim would be to make "current" men, in the same sense as one speaks of the "currency" in money; and in their view, the more "current" men there are, the happier the people. The object of modern educational systems is therefore to make each man as "current" as his nature will allow him, and to give him the opportunity for the greatest amount of success and happiness that can be got from his particular stock of knowledge. He is required to have just so much idea of his own value (through his liberal education) as to know what he can ask of life; and he is assured that a natural and necessary connection between "intelligence and property" not only exists, but is also a _moral_ necessity. All education is detested that makes for loneliness, and has an aim above money-making, and requires a long time: men look askance on such