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1. A continuous and adequate system of nature study in the 

 schools, so complete and so good as to send every student into 

 the high schools with no prejudice against science, and with a 

 solid foundation of natural fact knowledge. 



2. A four-years' course in the high school in the standard 

 sciences, upon exactly the same basis of efficient teaching and 

 educational dignity as any other subjects whatever, being re- 

 quired in so far as they are required, and elective in so far as they 

 are elective. 



3. A system of education in the college which will preserve the 

 golden principle of the elective system — viz., the. fact that the 

 mind like the body derives greater good from an exercise in which 

 it can take an interest than from one in which it does not — while 

 pruning away the absurdities that have been allowed to graft 

 themselves thereon. The logical system is the group system, 

 in which the student is free to choose his group, but having once 

 chosen it, finds his studies arranged on a plan approved as wise 

 by educational experience. We must not expect a majority ever 

 to choose the science groups, but those who do should receive a 

 training qualitatively equal to that in any subjects whatever, and, 

 above all, thoroughly but humanistically scientific. 



4. A critical review and retesting of our present educational 

 methods and material, with a view to the elimination of the im- 

 practicable, the replacement of the mediocre, and the introduc- 

 tion of the better, to be sought through critical educational 

 research. 



5. A system of training of teachers which shall recognize that 

 college teachers and university investigators are not one and the 

 same, but fellow craftsmen, entitled to equal honor for equal 

 achievement. The training of the university investigator be- 

 longs to the university, but of the college teacher to the college, 

 which should establish the suitable instruction in the practical 

 and humanistic phases of the subject. And since the college 

 teacher is from his profession primarily an interpreter of knowl- 

 edge, he should make that his particular field; and the colleges 

 should cherish and develop, as their particular function, all ac- 

 tivities connected therewith. 



These things, I believe, will make the sciences free from their 



