It turns not not everything J.S. Mill wrote continues to read like it was written last week.
Of course, in some ways nothing he wrote reads that way; philosophers no longer write like Mill (which is mostly to the detriment of philosophy), and naturally enough he often makes reference to political and cultural phenomena that have long since changed. It’s in the generalities that so much of what he says could have been written last week, or yesterday, or tomorrow. The following, however, definitely could not have been:
The proper function of a University in national education is tolerably well understood. At least there is a tolerably general agreement about what a University is not. It is not a place of professional education. Universities are not intended to teach the knowledge required to fit men for some special mode of gaining their livelihood. Their object is not to make skilful lawyers, or physicians, or engineers, but capable and cultivated human beings…Whether those whose specialty they are, will learn them as a branch of intelligence or as a mere trade, and whether, having learned them, they will make a wise and conscientious use of them or the reverse, depends less on the manner in which they are taught their profession, than upon what sort of minds they bring to it — what kind of intelligence, and of conscience, the general system of education has developed in them. Men are men before they are lawyers, or physicians, or merchants, or manufacturers; and if you make them capable and sensible men, they will make themselves capable and sensible lawyers or physicians. What professional men should carry away with them from a University, is not professional knowledge, but that which should direct the use of their professional knowledge, and bring the light of general culture to illuminate the technicalities of a special pursuit. Men may be competent lawyers without general education, but it depends on general education to make them philosophic lawyers – who demand, and are capable of apprehending, principles, instead of merely cramming their memory with details. And so of all other useful pursuits, mechanical included. Education makes a man a more intelligent shoemaker, if that be his occupation, but not by teaching him how to make shoes; it does so by the mental exercise it gives, and the habits it impresses. – Inaugural Address at St. Andrews (1867)