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living languages, so rapid are these changes that a language is scarcely the 

 same each decade. Every period of history is stamped with changes. Na- 

 tions grow like plants, remain in the developed state a time, then they de- 

 cline and upon their ruins other nations spring up, likewise to perish. 

 The student reads in chemical science a similar story told in symbolic lan- 

 guage. Hitherto he knew but little of the laws of matter, he now learns 

 that matter and its laws form the basis of all. Were it not for the facts on 

 which the atomic theory is based and were it not that forces are evolved by 

 the reduction of organic matter there could be no mental process, in fact 

 no brain, no muscle. Now, while this expresses a phase of materialistic 

 philosophy yet the pupil who has a thorough training in the studies of the 

 humanities is not easily thrown oflf' his balance. By his long continued 

 training he recognizes the fact that the moral sense or sentiment is a po- 

 tent factor in nature, that man is not a selfish animal seeking to survive 

 that he may enjoy his sensuous pleasures. Although the age is becoming 

 more rationalistic, yet there never was a time when society was subject to 

 so much vaccination, frivolity and extremes. The craze for something new 

 or sensational precludes sober thought. We may as a nation excel all 

 others in inventions and conveniences and yet we may become a nation of 

 artisans and tradesmen. The pupil who is educated in the humanities, 

 and therefore has a disciplined mind, does not seek for wild theories, even 

 if founded on the results of modern research. Too many men, who repre- 

 sent the results of the new education are without convictions. The char- 

 acter of too many is reflected by current of popular opinion. The greatest 

 need of this age is a generation of men, cultured and disciplined, who have 

 convictions and therefore are not moved by the great waves of thought 

 which often sweep over the country like an epidemic. 



The teacher of science, or higher mathematics, in a preparatory school, 

 should consider himself employed to build over, or bridge a chasm at the 

 end of a long line. He should consider his work a necessity to fill out, and 

 round up the intellectual and moral character of the pupils, under his 

 charge. 



However diflferent his work may appear from the work of his colleague 

 who teaches the Greek language, or his colleague who studies, with his 

 classes, Shakspeare, Dante or Milton, his work is along the same line. 

 The teacher of science will benefit his pupils much more by confining his 

 instruction to general principles, whether he teaches elementary chemistry, 

 botany or zoology. 



