fitted to employ the machinery of modern scientific methods as 

 at the present time. The chasm formerly existing between the 

 educated few and the ignorant masses, is no longer so deep, 

 while the few have become the many, the masses having been 

 raised from their blindness and ignorance by modern educa- 

 tional methods and modern civilization. 



Now the other method, which we may call the didactic, dif- 

 fers radically from the experimental, and in extolling the one, 

 we are not to lose sight of the fact that the other, rightly used, 

 has been and must ever continue to be of the greatest service 

 in education, and that we cannot separate them without work- 

 ing irreparable injury. But it was the mistake of the older 

 pedagogues to suppose that youthful ardor and freedom of 

 thought should be repressed, and a blind allegiance to authori- 

 ty demanded. In many countries the Church and the Univer- 

 sity were one, and a slavish obedience to the behests of the for- 

 mer, and a conservative following of the leaders of the latter, 

 were alike expected and demanded of those who sought in- 

 struction at these seats of learning. We cannot now pause to 

 trace the history of the conflicts thus early engendered between 

 religion and science, nor to show how purely dogmatic was 

 most of the teaching of the last few centuries, but despite the 

 bondage in which thinkers were held, there appeared from time 

 to time daring innovators who pushed their inquiries in every 

 direction, and though their books were burned, and they them- 

 selves often forced to recant for fear of a like fate, yet the 

 world moved, truth survived, and knowledge increased among 

 men. And is it not a painful fact to contemplate, that after all 

 these years, much of this blind allegiance to authority should 

 still remain among us, exercising as it does an influence truly 

 baneful in retarding the general acceptance of evident truths. 

 Astronomy has long since demonstrated that the earth is not 

 the center of the universe ; geology has long since demonstra- 

 ted that the earth was not formed and fitted for man's occupancy 

 in six days' time, but the scarce less certain truths of evolution 

 are combated as fiercely by certain classes in our midst to-day 

 as when they were first promulgated. Such a condition, with 

 its many attendant evils, results from a too dogmatic teaching, 

 and any system of education which fails properly to combine 

 these two methods of instruction, of which we have been speak- 

 ing, is one-sided and incomplete. Rousseau, in the work to 



