Read the following passage and answer the questions that follow:
Strong section of industrials who still imagine that men can be mere machines and are at their best as machines if they are mere machines are already menacing what they call “useless” education. They deride the classics, and they are mildly contemptuous of history, philosophy, and English. They want our educational institutions, from the oldest universities to the youngest elementary schools, to concentrate on business or the things that are patently useful in business. Technical instruction is to be provided for adolescent artisans; bookkeeping and shorthand for prospective clerks; and the cleverest we are to set to “business methods”, to modern languages (which can be used in correspondence with foreign firms), and to science (which can be applied to industry). French and German are the languages, not of Montaigne and Gorthe, but of Schmidt Brothers, of Elberfeld and Dupont et Cie., of Lyons. Chemistry and Physics are not explorations into the physical constitution of the universe, but sources of new dyes, new electric light filaments, new means of making things which can be sold cheap and fast to the Nigerian and the Chinese. For Latin there is a Limited field so long as the druggists insist on retaining it in their prescriptions. Greek has no apparent use at all, unless it be as a source of syllables for the hybrid names of patent medicines and metal polishes. The soul of man, the spiritual basis of civilization- what gibberish is that?

1. What kind of education does the writer deal with?
The writer deals with the type of education that emphasizes practical skills and knowledge over subjects such as the classics, history, philosophy, and English.

2. What kind of education does the writer favour? How do you know?
The writer is critical of this type of education and instead favors a more well-rounded education that includes the study of the classics, history, philosophy, and English. This can be inferred from the writer's use of language and tone when discussing the subjects that the industrialists view as "useless."

3. Where does the writer express most bitterly his feelings about the neglect of the classics?
The writer censoriously said at the end of paragraph that the use of Latin is limited only for the medications and Greek is limited only for naming medicines and metal polishes. These are writer’s most bitter expressions about the neglect of the classics.

4. Explain as carefully as you can the full significance of the last sentence.
A civilized society is a balance of all institutions such as education, religion, and politics working within its confines. The limitation of the institution of education with things related only to business and industries would erode the intellectual capacity of humans. It means that the greed for making profit would make man a machine and his intellect a thirst for money. Therefore, the last sentence sums up all the discussion of writer that "spiritual basis of civilization," that is man intellect, has become run-of-the-mill.

5. Explain the underlined words and phrases in the passage.

• Industrials – refers to a group of people who work in industry and may hold a certain view on education. \
• “Useless” education – refers to the education that is not considered practical or useful by some people.
• Patently useful – means obviously useful.
• Adolescent artisans – refers to young people who are learning a trade or skill.
• Prospective clerks – refers to people who are planning to work as clerks.
• Limited field – refers to a narrow range of opportunities or use.
• Hybrid names – refers to names that are made up of elements from different languages.
• Gibberish – refers to language that is meaningless or difficult to understand.