R.S. Peters' arguments for the worthwhileness of theoretical activities are intended to justify education per se, on the assumption that education is necessarily a matter of initiating people into theoretical activities. If we give up this assumption, we can ask whether Peters' arguments might serve instead to justify the academic curriculum over other curricular arrangements. For this they would need to show that theoretical activities are not only worthwhile but, in some relevant sense, more worthwhile than activities of other kinds. I argue that Peters' hedonistic and transcendental arguments do not show this, but that his account of theoretical activities is suggestive of an instrumental argument which might fit the bill.