subject which fashion or fancy suggests, it is surely wise to weigh
with great care the worth of the results, as compared with the worth of
various alternative results which the same years might bring if
otherwise applied.

In education, then, this is the question of questions, which it is high
time we discussed in some methodic way. The first in importance, though
the last to be considered, is the problem--how to decide among the
conflicting claims of various subjects on our attention. Before there
can be a rational _curriculum_, we must settle which things it most
concerns us to know; or, to use a word of Bacon's, now unfortunately
obsolete--we must determine the relative values of knowledges.

* * * * *

To this end, a measure of value is the first requisite. And happily,
respecting the true measure of value, as expressed in general terms,
there can be no dispute. Every one in contending for the worth of any
particular order of information, does so by showing its bearing upon
some part of life. In reply to the question--"Of what use is it?" the
mathematician, linguist, naturalist, or philosopher, explains the way in
which his learning beneficially influences action--saves from evil or
secures good--conduces to happiness. When the teacher of writing has
pointed out how great an aid writing is to success in business--that is,
to the obtainment of sustenance--that is, to satisfactory living; he is
held to have proved his case. And when the collector of dead facts (say
a numismatist) fails to make clear any appreciable effects which these
facts can produce on human welfare, he is obliged to admit that they are
comparatively valueless. All then, either directly or by implication,
appeal to this as the ultimate test.