Chapter XX Automatic Contrasted With Scientific Education — Continued
The Training of the Merchant, the Lawyer, the Judge, and the Legislator contrasted with that of the Artisan. — The Training of the Merchant makes him Selfish, and Selfishness breeds Dishonesty. — Professional Men become Speculative Philosophers, and test their Speculations by Consciousness. — The Artisan forgets Self in the Study of Things. — The Search after Truth. — The Story of Palissy. — The Hero is the Normal Man; those who Marvel at his Acts are abnormally Developed. — Savonarola and John Brown. — The New England System of Education contrasted with that of the South. — American Statesmanship — its Failure in an Educational Point of View. — Why the State Provides for Education; to protect Property. — The British Government and the Land Question. — The Thoroughness of the Training given by Schools of Mechanic Art and Institutes of Technology as shown in Things. — Story of the Emperor of Germany and the Needle-maker. — The Iron Bridge lasts a Century, the Act of the Legislator wears out in a Year. — The Cause of the Failures of Justice and Legislation. — The best Act is the Act that Repeals a Law; but the Act of the Inventor is never Repealed. — Things the Source and Issue of Ideas; hence the Necessity of Training in the Arts.229
CHAPTER XXI.
EDUCATION AND THE SOCIAL PROBLEM — HISTORIC.
EGYPT AND GREECE.
Fundamental Propositions. — Selfishness the Source of Social Evil; Subjective Education the Source of Selfishness and the Cause of Contempt of Labor; and Social Disintegration the Result of Contempt of Labor and the Useful Arts. — The First Class-distinction — the Strongest Man ruled; his First Rival, the Ingenious Man. — Superstition. — The Castes of India and Egypt — how came they about? — Egyptian Education based on Selfishness. — Rise of Egypt — her Career; her Fall; Analysis thereof. — She Typifies all the Early Nations: Force and Rapacity above, Chains and Slavery below. — Their Education consisted of Selfish Maxims for the Government of the Many by the Few, and Government meant the Appropriation of the Products of Labor. — Analysis of Greek Character — its Savage Characteristics. — Greek Treachery and Cruelty. — Greek Venality. — Her Orators accepted Bribes. — Responsibility of Greek Education and Philosophy for the Ruin of Greek Civilization. — Rectitude wholly left out of her Scheme of Education. — Plato’s Contempt of Matter: it led to Contempt of Man and all his Works. — Greek Education consisted of Rhetoric and Logic; all Useful Things were hence held in Contempt.247