There is doubtless a disciplinary value in the study of physical science. It trains the mind to habits of patient attention, of careful observation, teaches the danger of hasty generalization, and diminishes intellectual conceit; but these results may also be obtained by other means. The aim of education is not simply to develop this or the other faculty, however indispensable, nor yet to make one thoroughly conversant with a particular order of facts, but the aim is to bring about a conscious participation in the life of the race, to evoke all the powers of man, so that his whole being shall be quickened and made responsive to the touch of things seen and unseen; and the study of science is less adapted to the attainment of this end than the study of human letters. The scientific temper draws to specialties; and specialists are narrow, are incomplete. They, each in his own line, do good work, and are the chief agents for the increase of natural knowledge, and are, we may grant, leaders in every kind of improvement; but like the operatives who provide our comforts and luxuries, they are themselves warped and crippled by what they do. The habit of looking at a single order of facts, coldly and always from the same point of view, takes from the mind flexibility, weakens the imagination, and puts fetters on the soul; and hence though it is important that there be specialists, the kind of education by which they are formed, while it is suited to make a geologist, a chemist, a mathematician, or a botanist, is not suited to call forth the free and harmonious play of all man's powers. We do not live on facts alone, much less on facts of a single kind. Religion and poetry, love, hope, and imagination are as essential to our well-being as science. Human life is knowledge, is faith, is conduct, is beauty, is manners; it unfolds itself in many directions and shoots its roots into infinitude; and for the general purposes of education, science is learned to best advantage when it is embodied in literature, and its methods and results, rather than the details of its work, are presented to us. Whatever it is able to do, to improve the mind, to widen the range of thought, to give true notions of the workings of Nature,--it will do for whoever learns accurately its general conceptions and results; and these cannot remain unknown to him whose aim is culture, for such an one is, as Plato says, "A lover not of a part of wisdom, but of the whole, and has a taste for every sort of knowledge, and is curious to learn, and is never satisfied; and though he will not know medicine like a physician, or the heavens like an astronomer, or the vegetable kingdom like a botanist, his mind will play over all these realms with freedom, and he will know how to relate the principles and facts of all the sciences to our sense for beauty, for conduct, for life and religion in a way which a mere specialist can never find." And his view will not only be wider and less impeded, it