NATURE-STUDY AND MORALS 75 



those novelties of animal and plant life which this book so strikingly 

 portrays. It is quite probable that most teachers even today depend 

 more upon the novelties of nature as a means of interesting their 

 pupils in their subject than upon any other one means. 



Still further, it is claimed that a great mission of science is to 

 train the pupil in the art of seeing — that its distinct mission is to 

 minister to the senses. That the work in science came into promi- 

 nence at a time when such training was bitterly needed no one will 

 deny, and neither will anyone claim that its value in sense-training 

 has been overestimated. 



It is urged, too, that the constant dealing with the realities of 

 nature tend to beget an accuracy in statement, and in all forms of 

 expression, that is directly conducive to a high moral tone. This 

 reason is probably the corner-stone upon which, so far, the claims of 

 science to moral training have chiefly rested. 



The reason for the study of science, however, that has made the 

 strongest appeal is probably found in its bearing upon the practical 

 and economic affairs of life. Its enormous influence for good in 

 all that we prize in material affairs is apparent to the dullest mind. 

 The rapid development of technical schools within a generation is 

 the strongest possible evidence as to a sincere belief in the value 

 of a scientific education. 



Finally, it is often said that nature is the embodiment of truth ; 

 that in studying science we are dealing with the eternal verities, 

 and the effect of this must necessarily be intrinsically moral. 



It is interesting to inquire whether these reasons just enumer- 

 ated either separately or taken together are sufficient to give science 

 a standing in the curriculum on as high moral grounds as that 

 which is supposed to be occupied by the so-called humanities. 

 While each of the reasons given may make it apparent that science 

 is a valuable and even necessary study, it will be seen that they may 

 be explained as mere incidents in the situation. It is no longer 

 possible to present nature to our pupils in the two classes, the useful 

 and the useless, because these are now known to be but relative 

 terms, and they express but accidental relations rather than those 

 belonging to a great design. Thus the amiability and strength 

 of the horse are the accidents of creation which made him useful. 

 These characteristics were developed under influences that are not 

 wholly understood, and it has happened that man has for a time 



