is an attempt to destroy the happiness of the masses, because in them more discontented professional failures future barricade fighters and dynamiters are being raised and let loose upon the community. As things are now these reasoners are in the right. As long as the college-bred young man considers himself disgraced by manual labor because the laborer is despised, as long as he sees in his diploma an instrument by which to compel society to rally to his support and as long as he considers himself entitled by his education to the parasitic life of the wealthy classes—as long as these conditions endure, his education will bring him far more unhappiness, in five cases out of ten, than he would ever experience if he were without it and leading the life of a handicraft man or even of a day-laborer.
This can only be remedied by giving back to education its natural role. It must be its own object. We must learn to consider that a cultivated mind is in itself, a sufficient reward for the efforts made to get the cultivation, that we have no right to expect any other reward for these efforts, and that its possession does not relieve us in any way from the duty of productive labor. A cultivated mind has a fuller and richer consciousness of its Ego it grasps better the phenomena of the world and of life, it can appreciate and enjoy the beauties of art and of literature, and its existence gives its possessor a far more liberal and intensive life in every respect than that led by the ignorant. We are ungrateful if, in addition to these priceless blessings for the inner life, we demand of education that it should also provide us with our daily bread: this should be the task of our hands. But if on one hand, the man of culture ought not to despise the immediate production of articles for the market, society on the other hand, should make education accessible to all
