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SCIENCE 



[M. S. Vol. XXXII. No. 826 



water with him, he may even pretend to 

 drown and call for a rescue. In football 

 parlance the coach must get into the 

 scrimmage with the team. This was the 

 lesson taught me by the great embryol- 

 ogist Francis Balfour, of Cambridge, who 

 was singularly noted for doing joint papers 

 with his men. An experiment I have tried 

 with great success in order to cultivate 

 centrifugal power and expression at the 

 same time is to get out of the lecture chair 

 and make my students in turn lecture to 

 me. This is virtually the famous method 

 of teaching law re-discovered by the edu- 

 cational geniiis of Laugdell; the students 

 do all the lecturing and discoursing, the 

 professor lolls quietly in his chair and 

 makes comments; the stimulus upon am- 

 bition and competition is fairly magical; 

 there is in the class-room the real intel- 

 lectual struggle for existence which one 

 meets in the world of affairs. I would 

 apply this very Socratic principle in every 

 branch of instruction, early and late, and 

 thus obey the "acceleration" law in edu- 

 cation which I have spoken of above as 

 bringing into earlier and earlier stages 

 those powers which are to be actually of 

 service in after life. 



There is then no mystery about educa- 

 tion if we plan it along the actual lines of 

 self-development followed by these great 

 leaders and shape its deep undercurrent 

 principles after our own needs and experi- 

 ence. Look early at the desired goal and 

 work toward it from the very beginning. 

 The proof that the secret does not lie in 

 subject, or language, but in preparation 

 for the living productive principle is 

 found in the fact that there have been rela- 

 iively educated men in every stage of his- 

 tory. The wall painters in the Magdalen- 

 ian caves were the producers and hence 

 the educated men of their day. This goal 

 of production was sought even earlier by 



the leaders of Eolithic men 200,000 years 

 ago and is equally magnetic for the men of 

 dii'igible balloons and aeroplanes of our 

 day. It is, to follow in mind-culture the 

 principle of addition and accretion char- 

 acteristic of all living things, namely, to 

 develop the highest degree of productive 

 power, centrifugal force, original, creative, 

 individual eiSciency. Through this the 

 world advances; the Neolithic man with 

 his invention of polished implements suc- 

 ceeds the Palasolithic, and the man of 

 books and printing replaces the savage. 



The standards of a liberal mind are and 

 always have been the same, namely, the 

 sense of truth and beauty, both of which 

 are again in conformity with nature. 



Beauty is truth, truth beauty, that is all 

 Ye Itnow on earth, and all ye need to know. 

 — Keats' Ode on a Grecian Urn. 



The sources of our facts are and always 

 have been the same, namely, the learning 

 of what men before you have observed and 

 recorded, and the advance only through 

 the observation of new truth, that is, old to 

 nature but new to man. The handling of 

 this knowledge has always been the same, 

 namely, through human reason. The giv- 

 ing forth of this knowledge and thus the 

 furthering of ideas and customs has and 

 always will be the same, namely, through 

 expression, vocal, written, or manual, that 

 is, in symbols and in design. 



It follows that the all-round liberally 

 educated man, from Palfeolithie times to 

 the time when the earth shall become a 

 cold cinder, will always be the same, 

 namely, the man who follows his standards 

 of truth and beauty, who employs his 

 learning and observation, his reason, his 

 expression, for purposes of production, 

 that is, to add something of his own to the 

 stock of the world's ideas. 



One can not too often quote the rugged 

 insistence of Carlyle: "Produce! Produce! 



