SCIENCE IN EDUCATION 



Nature, an acquaintance with many other kinds of know- 

 ledge, especially of human history and the development 

 of human thought, and of the human arts. Humanistic 

 studies and experimental science are equally essential, 

 and indeed complement each other. Either alone leaves 

 the mind unequally developed, and its whole attitude 

 one-sided, and so produces a narrow type of mind which 

 is incapable of taking a wide view even of its own side of 

 thought, and has but little sympathy with any subject 

 outside it. 



In the scheme of a liberal education, literature and 

 languages, which include the habit of clear thinking in 

 suitable words, should have a large place. It must, I 

 think, be conceded that the languages of ancient Greece 

 and Rome, which are highly developed for the conveyance 

 of delicate shades of thought, still stand unsurpassed as 

 means of training in thinking in association with correct 

 expression, while at the same time they feed the mind 

 with the great ideas and the heroic deeds of the past. 



In the methods of study of these languages, as actually 

 carried out in the public schools, surely great reforms are 

 possible. The complaint of the classicist, John Milton, 

 who had been himself a schoolmaster, in his Tractate on 

 Education, written about twenty years before the founda- 

 tion of the Royal Society, is urgently true to-day. He 

 wrote : " We do amiss to spend seven or eight years merely 

 in scraping together so much miserable Latin and Greek 



as might be learned otherwise easily and delightfully in 



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