204 INTERNATIONAL CONGRESS OF EDUCATION. 
is the highest work of the educated mind. President Hall, of Clark Uni- 
versity, once humorously spoke of the career of the ordinary college under- 
graduate as a < four years’ exposure to the contagion of a liberal education.” 
There has been a large basis of fact for this witty satire. Much of the 
occasion for it is due to the character of the studies that have so imperi- 
ously controlled the college and school curriculum in the past, and to the 
unwise methods of instruction that have prevailed, by which so many sub- 
jects have been taught as information rather than disciplinary subjects. 
The classics have exercised leadership among the other studies of the 
schools, but this primacy is hereafter to be shared with other groups of 
subjects. 
There is a still further reason to be found in the very nature of the 
rarious sciences which should lead to the enlargement of their place in 
the schools. 
While it is broadly true that the training to which reference has been 
made should be sought very largely for itself, still there are other reasons 
shat suggest and command training in the sciences, that lic outside of the 
resulting mental discipline, and relate to the use to which specialized 
study is to be put when the days of student life in school and college are 
over. 
Election and specialization in college should be determined not only by 
the use to which the student may put his knowledge, in case he himself 
may in turn become an instructor in his chosen department, but also by 
the use which the student may make of his training in the commercial 
world. Trade, commerce, manufactures, inventions are more and more 
;0 require the specialized training of the schools. Schools of technology 
and the scientific schools of the great universities mean this, and mean 
shis alone ; and the secondary school should be in the line of promoting 
-his application of a wise and thorough study of physical laws and forces 
0 the improvement of the conditions of human life. 
In conclusion, the time needed for an expansion of the study of the 
sciences must come from the languages ; mathematics cannot supply it, 
for mathematics have received only moderate development in the second- 
ary schools during the past twenty years. Solid geometry is taught in 
some schools, as is plane trigonometry, but in only a few relatively. The 
time devoted to them cannot be curtailed, for instruction in the sciences, 
physics notably, requires all the mathematics a boy can get outside of 
zollege, as studies are now arranged. 
The languages must supply the needed time, and science study should 
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