he production,
preparation, and distribution of commodities. And on what does
efficiency in the production, preparation, and distribution of
commodities depend? It depends on the use of methods fitted to the
respective nature of these commodities, it depends on an adequate
knowledge of their physical, chemical, or vital properties, as the case
may be; that is, it depends on science. This order of knowledge which
is in great part ignored in our school courses, is the order of
knowledge underlying the right performance of all those processes by
which civilized life is made possible. Undeniable as is this truth,
and thrust upon us as it is at every turn, there seems to be no living
consciousness of it. Its very familiarity makes it unregarded. To
give due weight to our argument, we must therefore realize this truth
to the reader by a rapid review of the facts." He then illustrates, in
interesting detail, the varied applications of mathematics, physics,
chemistry, biology, and social science to the industries and economies
of real life, and concludes as follows: "That which our school courses
leave almost entirely out, we thus find to be that which most nearly
concerns the business of life. All our industries would cease were it
not for that information which men begin to acquire as they best may
after their education is said to be finished. And were it not for this
information that has been from age to age accumulated and spread by
unofficial means, these industries would never have existed. Had there
been no teaching but such as is given, in our public schools, England
would now be what it was in feudal times. That increasing acquaintance
with the laws of nature which has through successive ages enabled us to
subjugate nature to our needs, and in these days gives to the common
laborer comforts which a few centuries ago kings could not purchase, is
scarcely in any degree owed to the appointed means of instructing our
youth. The vital knowledge--that by which we have grown as a nation to
what we are, and which now underlies our whole existence--is a
knowledge that has got itself taught in nooks and corners, while the
ordained agencies for teaching have been mumbling little else but dead
formulas." Spencer, _Education_, pp. 44, 54.

Not only the specialists in natural science, whose interest and
enthusiasm are largely absorbed in these studies, but many other
energetic teachers are persuaded that the culture val