of the human body perform their work; to analyse the light which has
travelled for centuries from some distant star; to retrace the history
of the earth and the evolution of its inhabitants--such studies cannot
fail to elevate the mind, and only prejudice will disparage them. They
promote also a fine respect for truth and fact, for order and outline,
as the Greeks said, with a wholesome dislike of sophistry and
rhetoric. The air which blows about scientific studies is like the air
of a mountain top--thin, but pure and bracing. And as a subject of
education science has a further advantage which can hardly be
overestimated. It is in science that most of the new discoveries are
being made. "The rapture of the forward view" belongs to science more
than to any other study. We may take it as a well-established
principle in education that the most advanced teachers should be
researchers and discoverers as well as lecturers, and that the rank
and file should be learners as well as instructors. There is no
subject in which this ideal is so nearly attainable as in science.

And yet science, even for its own sake, must not claim to occupy the
whole of education. The mere _Naturforscher_ is apt to be a poor
philosopher himself, and his pupils may turn out very poor
philosophers indeed. The laws of psychical and spiritual life are not
the same as the laws of chemistry or biology; and the besetting sin of
the scientist is to try to explain everything in terms of its origin
instead of in terms of its full development: "by their roots," he
says, "and not by their fruits, ye shall know them." This is a
contradiction of Aristotle [Greek: (_hê physis telos hestin_)],
and of a greater than Aristotle. The training of the reason must
include the study of the human mind, "the throne of the Deity," in its
most characteristic products. Besides science, we must have humanism,
as the other main branch of our curriculum.