8 



ods bear the same relation to intellectual progress that tools, 

 instruments, machines, and mechanical contrivances of all 

 sorts, bear to material progress. They are intellectual contriv- 

 ances, indirect ways of accomplishing results far too hard for 

 bare-handed unaided intellectual strength. As the civilized 

 man has little or no advantage over the savage in bare-handed 

 strength of muscle, and the enormous superiority of the former 

 in accomplishing material results is due wholly to the use of 

 mechanical contrivances or machines, even so in the higher 

 sphere of intellect, the scientist makes no pretension to the pos- 

 session of greater unaided intellectual strength than belongs to 

 the the uncultured man, or perhaps even to the savage. The 

 amazing intellectual results achieved by science are due wholly 

 to the use of intellectual contrivances or scientific methods.' 

 The student, therefore, cannot afford to dispense with these 

 aids. He cannot investigate every question from the outset 

 himself. If he would accomplish anything, he must possess 

 himself of the accumulated wisdom of those who have preceded 

 him in his own field, and he must bring to bear in his work 

 every known resource by which he may increase his powers and 

 extend his sphere of operations. The longer he can make the 

 working arm of his lever, the greater advantage will he derive. 

 That great results have been achieved by simple means, proves 

 nothing to the contrary, and he who would advance the world's 

 knowledge to-day has need to use every aid that modern inge- 

 nuity can give him. 



If then we inquire what should be the nature of a rational 

 course of instruction, shall we not reply that it must be one in 

 which the pupil shall be taught to observe, to experiment, and 

 to think for himself, and shall be encouraged to push his in- 

 quiries without check in any direction, and that to the end that 

 he may be able so to do, it shall furnish him with those varied 

 aids which experience has shown to be serviceable in the prose- 

 cution of his studies and the extension of his researches. We 

 must, in other words, combine the experimental and the didac- 

 tic. We must teach many matters of fact with authority, but 

 we must so train the pupil that he will not blindly follow the 

 teacher, but shall be able critically to examine the facts pre- 

 sented for his acceptance, and weigh the evidence upon which 

 they rest, and more than all be fitted to carry forward the work 

 which others have begun. 



