conceptions and nobler ideas than your uneducated child of Nature could ever attain. Remember that I am not recommending an exclusive devotion to the natural sciences. I am only claiming for them their proper place in the scheme of education, and I do not, of course, deny the unquestionable value of both the ancient and the modern classics in cultivating a pure and elevated taste. But I do say that the poet-laureate of England has drawn a deeper inspiration from Nature interpreted by science than any of his predecessors of the classical school; and I do also affirm that the pre-Raphaelite school of painting, with all its grotesque mimicry of Nature, embodies a truer and purer ideal than that of any Roman fable or Grecian dream. And what shall we say of the imagination? Where can you find a wider field for its exercise than that opened by the discoveries of modern science? And as the mind wanders over the vast expanse, crossing boundless spaces, dwelling, in illimitable time, witnessing the displays of immeasurable power, and studying the adaptations of Omniscient skill, it lives in a realm of beauty, of wonder, and of awe, such as no artist has ever attained to in word, in sound, in color, or in form. And if such a life does not lead man to feel his own dependence, to yearn toward the Infinite Father, and to rest on the bosom of Infinite Love, it is simply because it is not the noble in intellect, not the great in talent, not the profound in knowledge, not the rich in experience, not the lofty in aspiration, not the gifted in imagery, but solely the pure in heart, who see God.
Such, then, is a very imperfect presentation of what I believe to be the value of scientific studies as a means of education. In what I have stated I have implied that, for these studies to be of any real value, the end. must be constantly kept in view, and everything made subservient to the one great object. To study the natural sciences merely as a collection of interesting facts which it is well for every educated man to know, seldom serves a useful purpose. The young mind becomes wearied with the details, and soon forgets what it has never more than half acquired. The lessons become an exercise of the memory and of nothing more; and if, as is too frequently the case, an attempt is made to cram the half-formed mind in a single school-year with an epitome of half the natural sciences—natural philosophy, astronomy, and chemistry, physiology, zoölogy, botany, and mineralogy, following each other in rapid succession—these studies become a great evil, an actual nuisance, which I should be the first to vote to abate. The tone of mind is not only not improved, but seriously impaired, and the best product is a superficial, smattering smartness, which is the crying evil not only of our schools, but also of our country. In order that the sciences should be of value in our educational system, they must be taught more from things than from books, and never from books without the things. They must be taught, also, by real living teachers, who are themselves interested in what they teach, are inter-
