ABSTRACT
We have seen enough of the ideas marked by 'education' and 'learning' to be able to face three questions which naturally arise from them. First, is there some general point or object to these activities? Granted that we could not conceive of a human being who had learned nothing at all, nevertheless what sort of gain, or good, or advantage do men derive from them? And how do we weigh or compare this sort of good with other sorts? Second, there is a general question about how men are placed, or how they stand, in reference to this sort of good. Is it easy or hard to attain? What obstacles do we face, what dispositions do we need, and what help can we get in trying to attain it? Third, can anything general be said about the most important aims in education, or about what the central content of education ought to be—about what men most need to learn?
