SCIENTIFIC AND INDUSTRIAL EDUCATION. 187 



give breadth and foresight and insight. Among these I name, first, 

 instruction in Histoky 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 fail- 

 ures 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 instruc- 

 tion. Foundations for study on these might, at least, be laid, and 

 right direction given to those whose tastes turn toward particii)ation 

 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 Literatuee does this — and 

 especially is it done by the study of this wonderful language and lit- 

 erature of our own. 



Another most important means of discipline and culture is to be 

 found in the study of the !N"atural Sciences. On these much of in- 

 dustrial and general progress depends. They discipline the power of 

 observation, and reasoning upon observation. They give, too, a cult- 

 ure 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 strik- 

 ing passages in Herbert Spencer's " Treatise on Education " is one of 

 special interest on this point. He asks, what w^ould 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 " god- 

 less ; " 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 tlie steady 

 support of these despite all calumnies. There is no other possible 

 basis for the development of great institutions for scientific and indus- 



