making.' However skilled smiths, carpenters and shoemakers may be at their trade, most of them are animated only by the souls of slaves; they know not the true nor the beautiful."
Economic development has advanced since those days. The division of labor has reached a point undreamt of, and the system of production for sale has driven many of the former exploiters and people of culture into the class of producers. Like the mechanics and farmers, the rich also are wholly taken up with their business. They do not now assemble in gymnasiums and academies, but in stock exchanges and markets. The speculations in which they are absorbed do not concern questions of truth and justice, but the prices of wool and whiskey, bonds and coupons. These are the speculations that consume their mental energies. After this "labor" they have neither strength nor taste for any but the most commonplace amusements.
On the other hand, as far as the cultured classes are concerned, their education has become a merchandise. They, too, have neither time nor inclination for disinterested search for truth, for striving after the ideal. Each buries himself in his specialty and considers every moment lost which is spent in learning anything which cannot be turned into money. Hence the movement to abolish Greek and Latin from the secondary schools. Whatever the pedagogic grounds may be for this movement, the real reason is the desire to have the youth taught only what is "useful," that is, what can be turned into money. Even among scientific men and
