ence and art; the merchant, the manufacturer, the banker, the stock-jobber, the landlord—all are in the same situation. Their whole time is taken up with their business and their pleasures. In modern society it is not, as it used to be under previous social orders, the exploiters themselves, or at least a class of them, who foster the arts and sciences. The present exploiters, our ruling class, leave these pursuits to a special class whom they keep in hire. Under this system education becomes a merchandise.
A hundred years or so ago this commodity was rare. There were few schools; study was accompanied with considerable expense. So long as small production could support him, the worker stuck to it; only special gifts of nature or favorable circumstances would cause the sons of the workers to dedicate themselves to the arts and sciences. Though there was an increasing demand for teachers, artists and other professional men, the supply was definitely limited.
So long as this condition of things lasted, education commanded a high price. Its possession produced, at least for those who applied it to practical ends, very comfortable livings; not infrequently it brought honor and fame. The artist, the poet, the philosopher, were, in monarchical countries, the companions of royalty. The aristocracy of intellect felt itself superior to the aristocracy of birth or money. The only care of such was the development of their intellect. Hence it happened that people of culture could be, and often were, idealists. These aristocrats of education and culture stood above the other
