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and the sensibilities should be developed as well as the intellectual ; other- 

 wise, the development is not symmetrical. 



The teacher should not encourage the popular opinion that the education 

 which does not enable a person to superintend a factory, make shoes, or 

 build a bridge, is worthless. 



In this materialistic age we are apt to employ our educational forces so as 

 to intensify the mad strife we have about us, to make prominent those 

 studies, by a knowledge of which, wealth is acquired and to neglect those 

 studies which tend to refine, temper and balance the mind. 



The word discipline is perhaps the most difficult term in pedagogical 

 science to define. No attempt will be made to offer a definition here, 

 further than to state, that by discipline, the pupil has power of self-con- 

 trol, that by it, undivided attention can be concentrated to the subject un- 

 der consideration. By discipline, there is economy in mental work. The 

 mind is disciplined when it possesses the art of thinking. To many it 

 would seem absurd that it requires many years of systematic study, under 

 good instruction to read a book, or study a subject with pi-ofit and, there- 

 fore, with understanding, and yet, it is true. While it is claimed that the 

 study of the inflected languages, history and literature, pursued early in 

 life, is imperative for discipline, culture and scholarship, yet if the study 

 of higher mathematics and science be not subsequently pursued (and it 

 might be added in proper spirit), the work of preparation is incomplete. 



It is a recognized fact that the body soon becomes accustomed to certain 

 movements which are, with sufficient practice, made almost unconsciously, 

 so the mind, with practice, soon becomes accustomed to certain processes 

 of reasoning. 



Although the study of the humanities presents many aspects of thought, 

 yet the mind of the classical student runs in grooves. For him the study 

 of higher mathematics opens up a new field of thought as the processes of 

 reasoning are essentially dift'erent from those employed in the study of the 

 humanities. 



Method and system in the processes of reasoning are characteristic of the 

 mathematical mind. 



The study of chemistry is of importance as a means of cultivation of the 

 powers of observation, but, perhaps, the greatest value of the study of 

 chemistry, is the knowledge of the constitution of matter and the changes 

 it undergoes, producing new bodies. The cultured pupil reads here a won- 

 derful story. His mind dwells on the growth and consequent changes of 



