of the citizen's rights, and for his decent intercourse with his fellows. No doubt opinions will differ as to the amount and kinds of subjects which should be included in the primary education, and as to its methods, text-books, etc. But the settlement of such questions should not be left to the dull or dishonest wits of the successful politician of the ward or district; they should rather be settled by commission of the most notable experts in education, appointed for that purpose by the highest authority of the state.
The element of the pupil's choice should enter somewhat largely into the secondary education, but even here by no means in an unlimited way. In the first place, liberty of choice should be allowed in deciding whether the secondary education will be entered upon at all or not, and also, if entered upon, to what extent it will be pursued. In my opinion, also, near the beginning of the secondary education there should be given that opportunity for "bifurcation" which must certainly come at some time in the course of mental training. The principle of this bifurcation is now tolerably plain and pretty generally acknowledged. In the words of Matthew Arnold, the prime, direct aim of education is "to enable a man to know himself and the world." Corresponding to this twofold aim of education there is in most men, dormant or already dominant, one or the other of two great
