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.
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