much preparation for life work; indeed, few of them would wish that preparation to be less; they would simply change the ratio between general and special training. We believe that a critical examination of rational courses of study in the schools would show that little of the work could well be omitted; that nearly all contributes toward the end of a well-rounded education, indeed is necessary to that end; and that the training of faculty is only well begun at the end of the high-school course. Even the study of the classics, besides other incidental advantages, trains the critical powers, refines the taste, and is in an important sense a subjective study. The inference is that, with less of general education, the forces of one's being would not be properly trained and marshalled for active service in life.
If we define practical education as that which is capable of being turned to use or account, a high degree of general education before the special is eminently practical, inasmuch as it broadens and heightens a man's possibilities. Moreover, it is of service to all that even a few should be educated ideally. Such education places ideals before men which tend to elevate them. We cannot easily estimate the value to the world of a genius, one of those men who stand on nature's heights and see with clear vision, and proclaim the glories of their view to listening men, who picture at least feebly the things described. They are the heralds of new events, the inspirers of progress. A highly educated man, though not a genius, in a way may occupy a similar place, and may repay by his influence, many times, in practical ways, the expense of his education. Societies of laborers are already beginning to ascribe
