loo , POPULAR SCIENCE MONTHLY. 



for the exposition and enforcement of thought. The fundamental 

 importance to the speaker and writer of finding effective symbols 

 for his thought is perhaps best illustrated by the parables of 

 Christ ; " without a parable spake he not unto them." 



The larger facts of modern science constitute an incomparable 

 challenge and stimulus to the imagination. The electric thrill 

 circles the earth ere a swift-footed Achilles could gird up his 

 loins to run. An instructor in rhetoric in the University of Chi- 

 cago recently stated that the most vivid and imaginative themes 

 which came to him from a certain class were written by some 

 pupils interested in geology upon simple topics connected with 

 the history of the earth. Some of the great writers of coming 



days are already 



. . . nourishing a youth sublime 

 With the fairy tales of science. 



The value of scientific study is not to be measured, of course, 

 by the extent to which it ministers to the production and appre- 

 ciation of good literature. The necessity of some knowledge of 

 science, in order that the educated man may possess his intel- 

 lectual birthright as a member of his own generation, furnishes a 

 fundamental and unanswerable argument for such study. That 

 ideal of education will never go entirely out of fashion which de- 

 mands that each student make a brave and earnest attempt, even 

 though it can never be more than partially successful, "to see 

 life steadily, and see it whole." This ideal will always appeal to 

 some minds, and its advocates will judge colleges and universities 

 by their success in furnishing education of this type. 



Is there any practical difficulty besides the obvious limitations 

 of time and strength which prevents students of literature from 

 obtaining an outline knowledge of the more important branches 

 of modern science ? Unquestionably, the great difficulty is a con- 

 viction on the part of these students themselves that scientific 

 study is without value for them. But in some cases this is not 

 the only obstacle. Some of the introductory courses in science in 

 the American institutions of collegiate grade seem to be planned 

 for those who wish to make specialties of the sciences. Brief, 

 synoptic culture courses — such as can be covered, let us say, by 

 means of a daily class exercise for a period of twelve weeks — are 

 accessible in many institutions, and sometimes in all of the major 

 sciences ; but in other cases they are disbelieved in and are not 

 offered. In study of this sort, of course, two or three hours of 

 field or laboratory work often take the place of a lecture or recita- 

 tion. Sometimes the first course in a particular science, while 

 brief enough to come under the description given above, is evi- 

 dently planned entirely as " first steps," not as a synoptic course 

 that shall by itself minister to a broad culture. 



