give breadth and foresight and insight. Among these I name, first, instruction in History and Political Science.
On this subject, the "new education" lays stress, and especially on the history of our own race and country. The subject has been sadly neglected; but more and more it is seen that, to train men to build up the future, we must show them with what successes and failures their predecessors have built up the past.
Thought, too, should be stirred on the more pressing problems in Social Science, and among them the best methods of dealing with pauperism, crime, insanity, sanitary management, and public instruction. Foundations for study on these might, at least, be laid, and right direction given to those whose tastes turn toward participation in public affairs.
No thoughtful man will deny that it is well to give even to students in industrial branches access to the best thoughts of the best thinkers—the study of the great languages and Literature does this—and especially is it done by the study of this wonderful language and literature of our own.
Another most important means of discipline and culture is to be found in the study of the Natural Sciences. On these much of industrial and general progress depends. They discipline the power of observation, and reasoning upon observation. They give, too, a culture to the sense of beauty in form, and fitness in adaptation.
But I am aware that objection is made to the study of Natural Science on the ground of a dangerous materialistic tendency.
But can this objection be well founded? Among the many striking passages in Herbert Spencer's "Treatise on Education" is one of special interest on this point. He asks, what would any author think were a person to come into his presence, praise his works, and dwell upon their beauty and perfection, when the author knew that this flatterer had never read a single page, or even a single line, of them? And what, then, must the Great Author of all things think of one who thus comes into his presence, extols his works in all moods and tenses, the Great Author knowing that this flatterer has never studied out a line in the great book of Nature—nay, that he has discouraged others from studying it? I come now to certain guiding ideas—necessary in carrying out any worthy system of scientific and industrial education.
1. Of these I name unsectarianism. Our own charter makes "men of all sects and parties, and of no sect or party, equally eligible to all offices and appointments." For this, some good men have thought it their duty to denounce us from pulpit and press as "godless;" but it has proved our salvation. It has enlisted benefactors of every creed. That it has taken strong hold upon the people is shown by the millions given the institutions on this basis, and by the steady support of these despite all calumnies. There is no other possible basis for the development of great institutions for scientific and indus-
