ate self-reliance there is nothing like turning a student loose
in nature under a skilled instructor. The spirit of investigation and
of accurate thinking is claimed as a peculiar product of nature study.
It is called, _par excellence_, "the scientific spirit." The undue
reverence for authority produced by literary studies is not a weakness
of natural science pursuits. But intense interest and devotion are
combined with scientific accuracy and fidelity to nature and her laws.

We do not feel called upon to attempt a settlement of this dispute. We
have already assumed that _history_ in the broad sense (including
languages) and _natural science_ (or nature study) are the two great
staples of the common school course, and that so far as discipline is
concerned one is as important as the other. But we believe that those
educators whose first, middle, and last question in education is, "What
is the _disciplinary_ value of a study?" have mistaken the primary
problem of education. Just as in the proper training of the body, the
strength and skill of a professional athlete are, in no sense, the true
aim, but physical soundness, health, and vigor; so in mind culture, not
extraordinary skill in mental gymnastics of the severest sort, is the
essential aim, but mental soundness, integrity, and motive. The
under-lying question in education is not, How strong or incisive is his
mind? (This depends largely upon heredity and native endowment) but,
What is its quality and its temper? If might is right, then mental
strength is to be gained at all hazards. But if right is higher than
might, then mental skill and power are only secondary aims. So long as
we are dealing with fundamental aims in such a serious business as
education, why stop short of that ideal which is manifestly the best?
We have no controversy with the highest mental discipline and strength
that are consistent with all-round mental soundness. Our better
teachers are not lacking in appreciation for the value of what is
called _formal mental discipline_, but they do generally lack faith in
the innate power of the best studies to arouse interest and mental
life. They emphasize the _drill_ more than the _content_ and the
inspiration of the author. Both in theory and in practice they are
greatly lacking in the intellectual sympathy and moral power which
result from bringing the minds of students into direct contact with the
noblest products of God's work in histor