July 31, 1896.] 



SCIENCE. 



129 



It touches the universe at many more 

 points than one ; and, properly interpreted, 

 the study of nature may be classed among 

 the humanities as truly as the study of 

 language itself. This conclusion, which 

 would welcome science with open arms into 

 the school and utilize its opportunities and 

 advantages at every stage of education, 

 does not mean that all studies are of equal 

 educational value or that they are naturally 

 and indifferently interchangeable, as are 

 the parts of some machines. It means 

 rather that the study of nature is entitled 

 to recognition on grounds similar to those 

 put forward for the study of literature of 

 art, and of history." This position con- 

 cedes the claim which I am now urging. It 

 is an ancient chapter in educational history 

 that places the humanities in one grand 

 division and the sciences. in another, with- 

 out mutual relations or common aims and 

 interests. The relative value of these sub- 

 jects as educational material I am not now 

 disposed to discuss, passing it with the re- 

 mark that the order of excellence laid down 

 will depend upon the standard of values 

 assumed and the point of view of the 

 writer. 



It will not be inappropriate to make 

 special reference to the study of physics in 

 connection with the subject of this address. 

 No one of the sciences is associated with a 

 longer list of splendid names ; none ap- 

 peals more strongly to that characteristic 

 of the human mind which searches into 

 the causes of phenomena ; none is more 

 capable of serving directly human needs 

 and of advancing the material interests of 

 society. 



It is almost the universal judgment that 

 physics is a fundamental subject, and more 

 than any other is essential to the pursuit of 

 other branches of science. In its historical 

 development it is no less ancient and honor- 

 able than chemistry, while in recent times 

 the proof that it has lost uone of its vigor 



lies in the splendid discoveries that are 

 almost unrivaled in any other department 

 of scientific investigation. 



It is therefore justifiable to urge that 

 physics be made an essential part of every 

 course of study in secondary schools, and 

 that the place and time devoted to it corre- 

 spond to its importance. It is not enough 

 that physics be admitted to all secondary 

 schools, but that it should not be there in a 

 secondary place. It should be placed on 

 an equal footing with the most favored sub- 

 jects. It seeks no preferences, but is stren- 

 uous that no special bounties be extended 

 to other branches. "Whether it be con- 

 sidered from the point of view of its edu- 

 cational value, of its splendid achievements 

 and its service to civilization, or of the in- 

 terest that it awakens in the unfolding 

 mind of the inquiring student, it should 

 form as essential a part of every course of 

 study as mathematics or history or lan- 

 guage. First of all, a student should know 

 his own language ; it does not admit of 

 question that he should also know the his- 

 torical development of his own country ; he 

 should in addition be familiar with the 

 fundamental physical principles and con- 

 cepts which are as closely interwoven with 

 his life and well-being as are his language 

 and the history of the land in which he 

 lives. 



If now the pursuit of this noble science 

 is to serve the human and ethical interests 

 which we are contemplating, it is essential 

 that its serious study be entered upon at 

 the right period in the education of the 

 pupil. It is very properly pointed out by 

 Mr. Gage in the report of the Conference of 

 Ten on Physics and Chemistry that " Phys- 

 ics requires the largest knowledge of 

 mathematics that the secondary school af- 

 fords, and the difficulty of this study de- 

 mands the greatest maturity of mind." 

 "What interest can be served by placing it 

 in the first year of the high school, except 



