It must not be forgotten, in studying the results of science, that the facts are never fully learned unless the learner is made to understand the evidence on which the facts rest. The child who reads in his physical geography that the world revolves on its axis, learns what to him is a mere form of words, until he connects this astronomical fact with his own observation that the sun rises in the east and sets in the west; and so the scholar who reads that water is composed of oxygen and hydrogen has acquired no real knowledge until he has seen the evidence on which this fundamental conclusion rests. Let, then, the sciences be taught as they have been in schools, as important parts of useful knowledge, but let them so be taught as to engage the interest of the scholar, and to direct his attention to the phenomena of Nature. All this, however, is not scientific culture, in the sense in which I have constantly used the term, and does not afford any special training for the intellectual faculties. For myself, I do not desire any study of natural history, chemistry, or physics from this point of view as a preparation for college; simply because, with the large apparatus of the university, all these subjects can be presented more effectively, and be made more interesting, than is possible in the schools. What I desire to see accomplished by our schools is a training in physical science, comparable in extent and efficiency with that which they now accomplish in the ancient languages. And this brings me to another topic, namely, scientific culture as a system of mental training.