OF EDUCATION 33 



the unfortunate consequences that no satisfactory- 

 knowledge is acquired at last." — F. A. P. Barnard, 

 LL.D., President of Columbia College. 



" If there needs any further evidence of the rude, 

 undeveloped character of our education, we have it 

 in the fact that the comparative worths of different 

 kinds of knowledge have been as yet scarcely even 

 discussed — much less discussed in a methodic way 

 with definite results. . . . 



" We conclude, then, that for discipline, as well as 

 for guidance, science is of chiefest value. In all its 

 effects, learning the meanings of things, is better 

 than learning the meanings of words. Whether for 

 intellectual, moral, or religious training, the study of 

 surrounding phenomena is immensely superior to the * 

 study of grammars and lexicons. Necessary and 

 eternal as are its truths, all science concerns all man- 

 kind for all time. Equally at present, and in the 

 remotest future, must it be of incalculable importance 

 for the regulation of their conduct, that men should 

 understand the science of life, physical, mental, and 

 social ; and that they should understand all other 

 science as a key to the science of life. And yet the 

 knowledge which is of such transcendent value is that 

 which, in our age of boasted education, receives the 

 least attention. 



" Passing on to object-lessons, which manifestly 

 form a natural continuation of this primary culture 

 of the senses, it is to be remarked, that the system 

 commonly pursued is wholly at variance with the 

 method of nature. To tell a child this and to show 



