162 STATE po:mological society. 



development into a youth of the greatest possible physical, mental, and moral 

 strength. 



2. As between classical and scientific studies as features of the true educa- 

 tion, it is not needful that we should dwell at any length upon their relative 

 merits. In any case the choice between the two falls readily luider the rule 

 already laid down — that the decision sliould be based upon one's tastes, capacity, 

 and ]nirpose in life. It is desirable that every one should be encouraged to fol- 

 low the bent of his own mind. As a rule the child develops very early in life 

 an obvious taste and capacity for some particular line of study ; and it were a 

 misfortune that this capacity should not be recognized and made tlie most of. 

 I happen to know a boy of eighteen, a real genius in his way, who has such 

 facility for the mastery of language that ho already reads and writes some 

 twenty languages with remarkable correctness, and speaks a dozen of them 

 with iluency. It would be a misfortune if for any reason this youth should be 

 deprived of the opportunity of pursuing his linguistic studies ; because their 

 pursuit promises to be of groat value to himself and to others in the increase 

 of our store of philological learning. Another, caring little for language, is a 

 close observer of nature and is inquisitive of her secrets. By observation and 

 experiment he is always attempting the mastery of new truths. In liis case 

 also it were a pity he should not follow the bent of his own mind, the more 

 than probable result of which will be to enlarge the domain of science. 



As to the benefit which is to be derived in the way of mental discipline, I 

 am unable to see any important difference between classical and scientific 

 studies. In any case the mind is strengthened by that exercise of it which is 

 required in the mastery of any fact ; and of these facts there is a sufficiently 

 inexhaustible supply in any branch of learning. As to the facts themselves, 

 there may be some choice as to which are best worth the knowing. It may be well 

 to go back to ancient times and become acquainted with the beliefs and super- 

 stitution-;, the thought and history of bygone nations, and even to make a mas- 

 tery as far as possible of the language which served them as a vehicle of thought ; 

 but meantime we are compelled to remain oblivious of a world of truth which 

 immediately surrrountis us. Here is one among our common insects, for 

 instance. Why may we not study its history, trace it through all its wonderful 

 changes, observe its peculiarities of habit and structure, and tlius acquaint 

 ourselves with its whole life history from its first incei)tion until it has com- 

 pleted the full office of its creation? But the study of this insect-life does not 

 stop here : we will of necessity inquire into its relationship to other in>;ects, to the 

 higher animals, to the organic world as a wiiole ; in short, we find it to be 

 buL a single link in that great chain of truth which is the obvious emanation of 

 an all-pervading, creative power. On the one hand our study of ancient myths, 

 not always chaste, or of superstitions too often whimsical, relate only to eman- 

 ations from the human mind ; while in tlie study of nature wo are engaged in 

 the mastery of that sort of truth, which relates to the purpose and plan of an 

 intelligent creator. AVhile, as I have stated, I am able to see but little differ- 

 ence between classical and scientific studies so far as tlieir value for mental 

 discipline is concerned, I should place the latter, especially natural history 

 studies as of higher value, in this: that they have to do with facts which are in 

 themselves more desirable of attainment. 



I do not, however, think it would be desirable as a rule to exclude classical 

 studies, or more particularly tlie ancient languages from one's education. And 



