PREJUDICE AGAINST INDUSTRIAL SCHOOLS. 211 



and to look again at the Grecian tragedies in his guidance. Froude 

 may know more science than I credit him with. I make his name 

 stand only to represent the kind of culture which many have who 

 are called cultured and learned. 



Here is another. He walks the sea-shore in his vacation, and a 

 piece of chalk at his feet awakens a train of thought that goes 

 back to centuries before Homer wrote, recalls to his mind the 

 action of forces which in their wild, and varied, and yet law- 

 abiding action, have made the world what it is to-day ; not a 

 motion of cloud or condition of the air, but recalls the results of 

 the investigations of hundreds of observing and comparing stu- 

 dents, who have, besides, supplied from deeper sources within 

 themselves, through the exercise of high powers of insight, the 

 key by which nature's workings are entered into and compre- 

 hended. He needs no book. Like Shakspeare's Jaques he finds 



•' Tongues in trees, books in the running brooks, 

 Sermons in stones, and good in everything." 



But his thoughts are not rambling. The sciences he has studied 

 have method in them. Their principles are not made up, but dis- 

 covered ; and although hidden at first, and the reward of laborious 

 research, are when found usually simple, always sublime, and far- 

 reaching in their relationships. He feels as he looks thx-ough this 

 book of nature that he is reading the very thoughts of God. 



He knows English, and German, and French — and they have 

 brought to his use the observations, the speculations of the fore- 

 most philosophers of our time. They serve him, too, to express 

 in clear terms, facts, theories, and principles. Should he be found 

 ignorant of Greek and Latin will you term him uneducated ? 



The truth is, he who has not had physical sciences in his course 

 of study lacks a kind of discipline that is very important. The 

 problem of reducing the process of induction to the form of an 

 aristotelian syllogism is yet unsolved. The power of learning 

 directly from nature herself, of observing, comparing, and making 

 an induction cannot be learned by any use of books. A little 

 geology here and a little physiology there in a classical course, 

 cannot serve the uses of science as an educating power. Courses 

 of study must be lengthened, or some students must be allowed 

 to choose the sciences to the neglect, say, of Greek and Latin, and 

 credit must be given for its equal educational power. Classical 

 courses usually contain astronomy, whose higher use, education- 

 ally, is in a certain discipline of the imagination, the imparting of 



