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342 than the commercial false edge. Serf-realization is the end.

The testimonies given so far undoubtedly outweigh the contemptuous charges which sometimes are hurled against colleges and higher education, by a few "self-made" men, who boast of their ignorance and proudly point to the millions which they were able to amass without any liberal education. These men and some other worshippers of the 'golden calf' frequently ask: "Of what use is the study of the classics? What can I do with Greek?" We have heard that the study of the classics is of very great use, also for practical life, and the fact that a few have become rich without them, does in no way prove against their usefulness. But let us for a moment entirely abstract from the utilitarian point of view and rise to higher conceptions of life. Too much has the spirit of the market place invaded the field of education; and the interests of a liberal training have too often been sacrificed to an insatiate commercialism. Is the highest goal of intellectual and social life nothing but the rearing of a few millionaires? No, there must be a higher aim of education, for the nation as well as the individual. A nation that aims at nothing but industrial and commercial expansion, neglecting the higher ideals of mankind, may flourish for a time, but will not contribute much to real civilization. History has proved this. Take the Carthaginians; for a considerable length of time they held the commercial supremacy among the nations. Even intellect there was in the service of capital. The economical principles of a later and more advanced epoch are found by us in